4 topics to chose from Essay Example | Topics and Well Written Essays - 750 words

4 topics to chose from - Essay Example He explains that if a person thinks then he/she exists. This he confirmed through the use of the use of senses, he concludes that thought go hand in hand with being conscious. As a demonstration of his principles of thought and doubt, he conducted an experiment using wax. In his demonstration, the wax has certain characteristics as informed by the brain but the wax loses its characteristics once it put before a flame (Descartes 28). The wax though melted is still the same thing but the brain through his thoughts informs him that the wax characteristics are different. The use of this experiment meant to remove all doubts and uncertainty and thus to ensure that thoughts are used in guiding an individual’s beliefs. Descartes was considered the father of modern philosophy since he constructed many philosophies in use today. As a result of his philosophy of doubts, he went ahead and constructed a system of knowledge. In his system of knowledge, Descartes admitted to disregarding perception as unreliable and only admitting to deduction as a method. Descartes also explained the existence of God through the fact that God gave him a working mind and senses. In his argument, Descartes argues that God provided him with a sensory system that did not intend to deceive him (Descartes 59). As a result, the sensory perceptions appeared to him were involuntary and he used his senses to explain the external World. According to Descartes, the external world was brought about by the need for material things (Watson 51). In essence, the scientific method can be considered as a process, in which one corrects himself and his previous knowledge, through continuous examination of truth, for the final aim of finding answers to questions. This examination of truth is what is referred to as doubt and skepticism by Descartes. Theoretically, the scientific method of thinking, as practiced by famous thinkers such as Galileo and Francis Bacon,

Research methodology used to collect data and converting the data into Essay

Research methodology used to collect data and converting the data into meaningful information - Essay Example The author has selected the issue for discussion after reading the article in newspaper about the sporting habit of person in London. The researcher will use qualitative research methodology in order to gather personal insights of respondents regarding the research problem. Using qualitative methodology will help the researcher to get personal viewpoints of respondents which will help the researcher to address the research problem without using any categorical boundaries or subjective assumptions. Fife and Saunders et al have argued that, using secondary data sources such as books, printed peer reviewed journals; government data etc to collect data can also be classified as good way to conduct qualitative research. Following the argument of research scholars, the researcher will use secondary data sources as a neutral medium to construct the theoretical argument in the literature review and later on test the validity of the response of respondents. The researcher will use convenience sampling as part of non-probabilistic sampling method for selecting respondents for the interview. Using convenience sampling method will help the researcher to conduct the interview in timely and cost efficient manner. After observing the behaviour of players in sports centre the researcher will select one respondent who is ready to give interview for more than 1hour. Research scholars Punch and Patton have stated that using unstructured interview can is helpful in cases where researcher is planning to gather information from respondents without imposing any priori categorization. In this paper, the researcher will use unstructured interview to give chances to respondents to express their viewpoint on the research topic in unhindered manner. The researcher will use a casual approach to slowly drag the interviewee to the core research objectives and allow the interviewees to direct the further flow of interview. There might be cases, where the researcher will ask some contextual qu estions to interviewee in order to engage him/her with the interview process. Entire unstructured interview process will be tape recorded and later on these interview transcripts will be produced in the data analysis sections. The researcher will fix appointment with the interviewee prior to the unstructured interview and also take his/her permission before asking any sensitive questions. The researcher will examine preconceptions by checking the validity of responses by consulting books and academic journals written on the topic. As the research questions will be open ended hence no coding technique will be used to quantify the responses. The researcher will ensure the respondent that their responses will only be used for academic purposes and their identity will not be revealed for any commercial purposes. The researcher will also ensure that respondent is aware about the ethical norms prior conducting unstructured interview. Transcription The respondent is almost 39 years of age and he is not a sports person by profession. However, the person visits the sports centre thrice/week in order to play his favourite game lawn tennis. The respondent loves lawn tennis for the

The role of teaching assistants

The role of teaching assistants This essay will discuss the different roles of teaching assistants in primary schools, through first hand observation and also by way of other resources such as government guidelines and journal articles. Teaching assistants (TAs) were originally given the title of non-teaching assistants, however, the non was dropped when it became clear that teaching assistant provided valuable input into the everyday workings of the classroom. TAs were introduced in an attempt to reduce the workload of teachers which would in turn raise the standards of the classroom in which the work (DfES, 2000). Between 1999-2001 the government injected considerable funds into Local Education Authorities to enable them to employ and train around 20,000 new teaching assistants (Ofsted, 2002). The DfES (2003) states that teaching assistants are providing effective and valuable support in a wide range of settings and envisages an enhanced role for teaching assistants to free teachers from non related tasks. My observations seem to mirror the governments guidelines and proposals for utilizing TAs to reduce the workload of teachers. From my observations of teaching assistants in the classroom, I have found that they have many roles and responsibilities. I have also observed that different teaching assistants have different roles. For example: the main TA for the class has duties varying from gathering resources and taking photographs, to playground duties and helping small groups of children stay on task in the classroom. This particular TA also has the responsibility of teaching small groups of children for Rocket Reading. In rocket reading, children gather from different classes and are grouped by ability rather than age. The TA has the responsibility of teaching the key sounds and words for their level. There is also a floating teaching assistant who moves between classes, as and when she is needed. This TA appears to mainly focus on tasks which do not involve the children such as photocopying resources and making up the display boards. However there is research that suggests, if not used effectively, that TAs could possibly have a detrimental effect (albeit inadvertently) on the educational and social wellbeing of some pupils, particularly those who have special educational needs. Children with special educational needs often have a TA who works almost exclusively with them. There is research which suggests that excessive proximity of teaching assistants could lead to things such as behavioural problems and social isolation as the child becomes to dependant on the TA (Giangreco Doyle, 2007). I have observed rare occasions when the teaching assistant has had responsibility for the whole class. However, this is only for very short amounts of time and usually during transition times for example, between the end of lunchtime play and the start of the afternoon session. I have not seen any evidence that the TAs are expected to do any whole class teaching. In the absence of the class teacher, a supply teacher is used rather than giving the responsibility to the teaching assistants. This may be due to the lack of adequate training of the TAs or the preference of the head teacher, unfortunately I have not, as yet had the opportunity to find out this information. However, the Secretary of State has suggested that the role of teaching assistants could be expanded to include supervising classes undertaking work set by the class teacher, administering tests and covering teacher absence (Ofsted, 2002). Cajkler Suschitzky ( 2007) suggest that TAs should be quite deeply invloved in the everday workings of the classroom. This should include knowing about the curriculum, schemes of work, policy and lesson planning. However, from my observations, the TAs do not have any input into what is taught or how but just follow instructions given by the teacher. These are usually things such as keeping children on task rather than giving any indepth help on the lesson being covered. The TAs often have to refer back to the teacher when asked a question by a child. The TAs do seem to be expected to know the curriculum in any depth, schemes of work or policy. These things do not appear to be relevant to the tasks which are expected of them. The only task in which i have seen the TAs using and needing any indepth knowledge is in the rocket reading exercises. Some of the TAs in the school have had training in this area and therefore have the extra knowledge which is used to the advantage of the rest of the teaching staff and also benefits the children as they can be taught in much smaller groups. Many reports and studies show that the use of teaching assistants in the classroom benefit the teacher as well as the children. However, a report by the Institute of Education suggests that less progress is made by children who have the support of a TA than those of a similar age and ability who do not receive the same level of assistance. The report claims that the more support they recieve the fewer gains they make. The findings are based on two main problems that are interlinked. It is claimed that teaching assistants are often assigned to the children in most need of educational help. However, this means that the child has less time with a qualified teacher , therefore reducing the amount of actual teaching they receive (Times, 2008). From my observations i would somewhat agree with these findings. One child in the class has recently oined the class after arriving from Poland.he receives extremly little support, guidence or teaching fom the class teacher.his day is spent either with a non speaking TA or working independently. However he is lucky enough to have another six year old in the class who is also Polish but speaks very good english who translates for him. In conclusion, i feel that that TAs are an extremely important part of the dailybrunning of the classroom. The main roles in which they are involved in allows the teacher to concentrate on actually teaching the class rather than concentrating on what could be seen as less important tasks. However, i feel that TAs need to be trained in all aspects of the roles which they are expected to undertake. Cajkler, W., Suschitzky, W. (2007). Teamwork in the primary classroom. In J. Moyles (Ed.), Beginning Teaching Beginning Learning in Primary Education (pp. 181-191). Maidenhead: Open University Press. DfES. (2003). Raising standards and tackling workload: a national agreement. London: DfES. DfES. (2000, October). Working with Teaching Assistants. Retrieved March 8, 2010, from www.tda.gov.uk: http://www.tda.gov.uk/upload/resources/pdf/w/working_with_tas.pdf Giangreco, M. F., Doyle, M. B. (2007). Teaching assistants in inclusive schools. In L.Florian, The Sage Handbook of Special Education (pp. 429-439). London: Sage. Ofsted. (2002, April 16). Ofsted. Retrieved March 8, 2010, from Ofsted: https://ofsted3.openanswers.com/Ofsted-home/Publications-and-research/Browse-all-by/Education/Leadership/Management/Teaching-assistants-in-primary-schools-an-evaluation-of-the-quality-and-impact-of-their-work/(language)/eng-GB Times, T. (2008). Pupils using teaching assistants make less progress. Retrieved march 8, 2010, from Teaching Times: http://www.teachingtimes.com/articles/teaching-assistants-less-progress.htm

Test Of Courage :: essays research papers

Test of Courage On the night of September 30th 1999, I was about to begin what would seem to be the longest night of my life. Weeks of physical, mental, and emotional training would climax and end after this final test. A test of endurance, teamwork, mental focus, and most of all courage was about to begin. Thoughts raced through my head as I anxiously prepared myself. Will I remember everything I have been trained? Will my shipmates let me down? Some had dreaded this night for weeks; others awaited its arrival like children on Christmas morning. I had a mixture of feelings, as I was about to begin what the Navy calls Battle Stations. Battle Stations is a fourteen-hour test of everything that had been taught in the previous thirteen weeks of boot camp. The most difficult part of Battle Stations is dealing with the sleep depravation accumulated over the previous weeks. We were allowed two hours of sleep before the challenge that would "make or break" us. I can remember the dark barracks, lit only by red lights representing emergency procedures in a ship setting. The room seemed to have a very still, quiet feel like a storm was creeping near. My bunkmate Johnson and I polished our boots as we agreed that neither of us would sleep for the two hours we are given. Johnson and I had developed a close friendship over time and we motivated each other in every obstacle we faced. He was slightly taller than I, had a stalky frame and spoke with a thick East Coast accent that I often humorously imitated. I laid in my bunk focusing on my body, and what will be expected from it tonight. By that time, I had been awake for several hours and lack of food caused fatigue to set in. Piercing alarm sirens and bright flashing lights interrupted my concentration; our excitingly eventful night had just begun. Within seven minutes my entire division was in full gear with tight seals on our gas masks and standing at attention in front of our bunks. Then something unexpected happened. A team of Ex-Navy Seal's rushed into the barracks like a stampede of wild horses. Their presence motivated us all as we began chanting Navy songs. Before I knew it we were barreling down the stairs of the barracks, or "Ship" as it is called in the Navy.

Ethical Egosim and Sentiment: Examing Decision-Making in the Grey Area Essay

If there were one particular ethical theory that would universally fit all situations, ethics would be an open/shut case. However, that simply isn’t how ethical theories work. While, some may have significantly more merit than others on a scale of universal application, there are some situations where relativism comes into play when deciphering which theory best suits a given situation. The relativism referred to here is of a personal nature. A person is the sum of their experiences and actions. Additionally, even if a person has a straight-pointing moral compass, these past life experiences, combined with their current situation, can weigh heavily in deciding the morality of a decision when approaching issues that lay in a gray area. Take, for example, the story of an uneducated person from an underprivileged background, who’s only foreseeable chance at bettering their life is exceling in a specific sport they have a natural talent for. They have dedicate themselves to this sport and have trained tirelessly. Though they have the ability to place at a high rank, they have never been able to win a race that enabled them to make a name for them self and launch their career. They keep coming close to winning, but ultimately, always end up falling short by an inch. Suppose this person was going to be competing in a major event, which if won, would yield a large cash prize, and would launch them into the spotlight via an endorsement deal with a major sportswear company. Now, imagine that a sports trainer approaches the athlete with a tempting proposition. The trainer informs the athlete that he has a new performance supplement that will dramatically improve the athlete’s performance. The trainer tells the athlete that the supplement has been tested on animals and has, thus far, been proven safe. The trainer informs the athlete that the substance is not on the list of banned performance enhancing substances that competitions test for before an athlete partakes in an event. The trainer then tells the athlete, that all he wants is $5,000 of the winnings. If the athlete wins, he’ll owe the trainer $5,000; if he loses, he’ll owe nothing. While both James Rachael’s ‘Theory of Egoism and Moral Skepticism’, and David Hume’s ‘Theory of Moral Sentiment’ are applicable to this scenario, Hume’s theory is, decisively, the most ethical theory of choice in application to this particular situation. There are a couple of issues that come into play when making moral judgments about this situation. First, the athlete knows that performance enhancing substances are banned in competitions. The fact that this particular substance is not yet banned, is not proof of it’s acceptability for use. Instead, it merely shows that the substance is so new, it has yet to be recognized and put on the list of banned substances. Given time, it will assuredly be on that list. Thus, the athlete knows that taking the substance to give him an advantage in winning would be looked down upon, and is questionable, in principal. Second is the issue of personal circumstance. This particular athlete’s ability to thrive is contingent on his success at making a name for himself in his sport. If he fails to do so, he will never foreseeably get a leg up and achieve financial stability. The future of his life, as far as all foreseeable circumstances are concerned, depend on him winning this cash prize and endorsement contract. To him, these two things may make the difference between him having a financial springboard with which to better his situation, versus being stuck in a multi-generational financial cycle of poverty. The application of James Rachel’s’ Theory of Egoism and Moral Skepticism to the aforementioned scenario, specifically focuses on the ‘ethical egoist’ portion of Rachel’s argument. The ethical egoist argues that people ought to act merely out of self-interest; that while humans have the ‘capacity’ to make decisions altruistically, there is no reason that we ‘should’ do so. This reasoning simplifies the decision-making for the athlete. Clearly, winning is in his best interest. Thus, taking the substance is the best decision. However, in order for this theory to succeed, the person must conceal their actions while encouraging others to act differently. Essentially, he must be a disingenuous, hypocritical, and manipulative liar. If the world were full of people like this, we would back-stab each other into extinction. This is where the theory of the ethical egoism falls apart in regard to being a universal theory. If everyone acted solely with self-interest, society wouldn’t be sustainable. There has to be some sort of rule in place in regard to looking out for each-other’s best interests in order for society to function properly. David Hume’s Theory of â€Å"Moral Sentiment† achieves the balance of being able to make ethical judgments that are as altruistic as possible, while still looking at each decision on a case by case basis before deeming it ethical or unethical. Hume poses the question of why one action can be right in some circumstances, yet wrong in others; while the act itself is the same in both cases. It comes down to sentiment, or one’s personal feelings about the circumstances surrounding an act. Once again, take into consideration, the originally stated scenario concerning the athlete. Under Hume’s theory, the ethical decision would be whatever the person felt was right, if, but only if, those circumstances made it morally acceptable. Take for instance, this same story, but with an athlete who is from a well-to-do family. If he doesn’t become an athlete, he still has the viable option of attending college and pursuing another stable career that will provide him with a good life. The athlete from the well-to-do family has options, and his future stability is not hinged on being a successful athlete. Thus, if he chose to take the supplement in this scenario, it would be an unethical decision. However, when the scenario is applied to the impoverished athlete whose future stability is hinged on his success as an athlete, the decision to take the supplement is no longer unethical. It is, after all, technically legal to take for competitions. Thus, he’s not technically doing anything â€Å"wrong†. Neither the well-to-do athlete, nor the impoverished athlete would, technically, be doing anything â€Å"wrong† by taking the substance. This is where the grey area comes into play. We have an action, that if committed by a financially well-to-do athlete would be considered selfish and unsportsman-like. Yet, if the same act were committed by an impoverished athlete, few people could hold back empathy and not be able to cut him slack for his choice. This same act is now one that’s deemed acceptable, based merely on a distinct set of circumstances. It doesn’t mean that this an ultimate right, in the discussion of â€Å"rights† and â€Å"wrongs†; simply, that when discussing gray area issues, the moral of sentiment applies heavily in deciphering the â€Å"right† or â€Å"wrongful† nature of an action. In conclusion, we can see that while James Rachel’s theory of â€Å"ethical egoism† makes deciphering a verdict on â€Å"right† and â€Å"wrong† simple, the act of making choices based solely on self-interest is not sustainable for society. All in all, deciphering the morality of a choice comes down to the particular circumstances that elicit an emotional response. When looking at issues critically, there is no fact-based evidence that clearly defines right from wrong in the action. However, because of our sentimental side, we are able to justify certain actions that would otherwise be considered wrong. Thus, David Hume’s â€Å"Theory of Moral Sentiment† has far better results when applied to this particular case

Patterns of Knowing

Explain the various patterns of knowing as they influence theory construction or development in nursing: In 1978, Barbara Carper identified four types of knowing in nursing. The first type is called empiric knowing and represents knowledge that is verifiable, objective, factual, and research based. The second type called ethical knowing provides us with knowledge that is about what is right and wrong and what are good and bad, desirable and undesirable. The third type of knowing is labelled aesthetic knowing. It gives us the knowledge that focuses on the art of nursing – tacit knowledge, skill and intuition. Also, there is personal knowing and this represents knowledge that focuses on self-consciousness, personal awareness and empathy. Chinn & Kramer (2008) mention an additional pattern of knowing labelled emancipatory knowing The fundamental reason for developing knowledge in nursing is for the purpose of creating expert and effective nursing practice. It is through inquiry processes for each pattern that knowledge is formulated for the discipline. The main concept of knowledge is that all patterns of knowing form an integrated whole, and the whole of knowing is essential as a basis for best practices in nursing. Chinn & Kramer(2008) states failure to develop knowledge integrated within all of the patterns of knowing leads to uncritical acceptance, narrow interpretation, and partial utilization of knowledge which is called â€Å"the patterns gone wild†(p. 20). Chinn & Kramer (2008) also states that a shift to a balance in knowledge development to reflect each of the patterns of knowing in nursing holds potential to bring the realm of knowledge development and the realm of practice together. Bringing together â€Å"knowing† and â€Å"doing† is praxis-the synchronous, thoughtful reflection and action to create a desired future of emancipatory change. Images of a desired future are not confined to any one pattern but rather are reflected in all knowing patterns (p. 22). If we as a discipline fail to integrate all patterns of knowing to further develop nursing theories and knowledge, the gap between knowledge and practice will never lessen. References: Chinn, P. L. & Kramer, M. K. (2008). Integrated Theory and Knowledge Development in Nursing (7th ed. ) St. Louis, MO: Mosby Elsevier

To Kill A Mockingbird Essays (559 words) - To Kill A Mockingbird

To Kill A Mockingbird Essays (559 words) - To Kill A Mockingbird To Kill A Mockingbird Interviewer: How do you feel about the way you were portrayed in this book? Scout: I think that I was portrayed very well and I enjoyed the character very much. I think my character was very daring and also exciting. Through the many adventures I had I liked my character even more than I thought it would be. Interviewer: What was your most difficult moment in the book? What was going through your mind at that time? Scout: That is kind of a hard question but I thought the most adventurous yet exciting part of my part was when I dared Jem to touch the house of Radley, the man that is known to suck the blood of kids. A very well known man in town. Interviewer: If you could change any of your actions in the book, what would you do differently? Scout: I think that in the story there wasn't much that I would like to change but one thing that I would have liked my character to do was to show to the people in my town to know that not every black man is bad. Many people in my town happen to stereotype people that are black, but I should have taught them that they are not at all bad. Interviewer: How did you really feel about the other main characters in the book? Scout: I really enjoyed the other main characters. One character I liked what Jem, because no matter what you tell him he tries to act big. In the beginning when we dared him to touch Boo Radley's house, he didn't show any emotion. Even though he was scared he was acting like he was big. Interviewer: Describe your strengths and weaknesses to me. Scout: My strengths are that everytime I get into something, I never let go. My weakness is that whatever rumor I hear I always believe it. For the case of Boo Radley I judge him by what people said about him without really meeting him. Interviewer: What would you like us to know about you that wasn't covered in the book? Scout: My other characteristics is that I often like to chat and share rumors with others. I often like to share rumors but sometimes it becomes a habit of me. Interviewer: What are your feelings about the way your author ended the book? Scout: I felt really good about the ending because I learned a lesson by playing this part in the book. I learned that you should never judge a person on their looks or any rumors that go around. By listening to the rumors lead by others in my town I have learned that Boo Radley also known as Mr. Authur Radley is a nice and kind gentlemen. Interviewer: Now that you have everyone's attention, is there anything else that you'd like to say? Scout: I would just like to say to everyone listening out there to also get to know the person better before you spread any rumors. Like they say "It is easy to spread the rumor, but replacing the rumor to the truth is hard." Just get to know the person and you may find that person very nice and kind. Don't judge by looks, judge by the heart. You are hear on this earth to love one another.

Free Essays on Sample Reference Letter

1400 Fifth Avenue, New York, NY 10012 (212) 555-6239 April 10, 1998 Subject: Letter of Recommendation for Mr. James Miller To Whom It May Concern: James worked under my supervision as an editorial assistant from September 10, 1997, until April 5, 1998. His responsibilities included conducting research and interviews, fact checking, and writing brief front-of-the-book pieces, in addition to some clerical duties. During the course of his employment, James proved himself to be an able employee, a hard worker, and a talented writer. I was quite impressed by James' ability to complete all work assigned to him on time, if not before it was due. His research was always thorough and comprehensive, and his fact checking always accurate. We sometimes allow our editorial assistants to do some writing, but James' talents prompted us to assign him more pieces than the norm. His writing is clear, concise, and evocative. Overall, James is a very conscientious and able employee. I certainly believe he has what it takes to make a wonderful editor someday, and I am sad to see him leave. I strongly recommend James for any mid-level editorial position in publishing. Sincerely, Edward P. Larkin Executive Editor... Free Essays on Sample Reference Letter Free Essays on Sample Reference Letter 1400 Fifth Avenue, New York, NY 10012 (212) 555-6239 April 10, 1998 Subject: Letter of Recommendation for Mr. James Miller To Whom It May Concern: James worked under my supervision as an editorial assistant from September 10, 1997, until April 5, 1998. His responsibilities included conducting research and interviews, fact checking, and writing brief front-of-the-book pieces, in addition to some clerical duties. During the course of his employment, James proved himself to be an able employee, a hard worker, and a talented writer. I was quite impressed by James' ability to complete all work assigned to him on time, if not before it was due. His research was always thorough and comprehensive, and his fact checking always accurate. We sometimes allow our editorial assistants to do some writing, but James' talents prompted us to assign him more pieces than the norm. His writing is clear, concise, and evocative. Overall, James is a very conscientious and able employee. I certainly believe he has what it takes to make a wonderful editor someday, and I am sad to see him leave. I strongly recommend James for any mid-level editorial position in publishing. Sincerely, Edward P. Larkin Executive Editor...

Business Plan And Marketing For Aroma Boutique Marketing Essay

Business Plan And Marketing For Aroma Boutique Marketing Essay The Aroma Boutique’s mission will be contributing holistic therapy treatment to health care professionals in and around the Paphos area in Cyprus. The therapeutic company will originally provide are Aromatherapy and Reflexology treatments. The Aroma Boutique will present a professional image and manner when carrying out a Complementary and Alternative treatments. Everything we do is interconnected to all the parts of our lives. The Aroma Boutique responsibility is that when treating a patient or client, we are entering a relationship with her and we want to make and keep this a positive one. (V. Pitman and K. Mackenzie, 2002). This small business includes a health care professional who provides healing process to restore health using reflexology technique and essential oils. Our higher goals are health and safety. We support the patient to be more open to their possibility of change and give them staying power and courage to see the healing process through to its conclusion. The name of the company is ‘Aroma Boutique’ which has been checked and no other business is present with the same name in Cyprus. The Aroma Boutique will be awaited to generate _________ per annum of business income. The specific treatments will be priced at an average of  ­Ã‚ ­Ã‚ ­____ for an hour and a half with consultation form and aftercare advice. The business income is based on 10-20 clients a week, operating for 44 weeks of a year. The amount of money will achieve to make a profitable and independent company. The workforce will comprehend of only one person and they will operate as a sole-trader from a privately residence hotel. Business Opportunity Theodora Polydorou will open the small company with the name ‘Aroma Boutique’ in Paphos, Cyprus. Theodora will begin trading in September 2013 and will propound service which supply Complementary and Alternative treatment such as Aromatherapy and Reflexology. This new and small business started by a cu rrently qualified graduate with a BSc Complementary Therapy (Aromatherapy and Reflexology). This business will trade from a privately residence hotel with specific treatment room. Moreover, some health professionals commented that their jobs are very stressful. Many professionals’ experiences burn-out at some point, and some health professionals find it unbearable, prompting them to leave clinical medicine for a non-clinical career, or perhaps even leave the healthcare industry altogether (www.healthcareersabout.com ). Considerable research has been devoted to job stress among different groups of health professionals. Mean stress scores on the HPSI were significantly different for all three professions, with nurses reporting the greatest level of stress. Frequency of exposure to individual stressful job situations also differed significantly among the professional groups (Behavioral Medicine, 1988). However, many health professionals have provided numerous ideas for relieving stress and preventing burn-out. All registered practitioners must be assured of the relevance and accountability of the therapy which they are using. On the subject of Accountability the UKCC Guidelines for Professional Practice in 1996 (p.8) state: ‘Accountability is an integral part of professional practice, as in the course of practice’. The service supply by Aroma Boutique will advantage clients by relief stress level and improve the condition of the mind giving some effect to the behavior of a person.

T & m -wk12 Essay Example | Topics and Well Written Essays - 1000 words

T & m -wk12 - Essay Example Issues like combat stress will be more prevalent and may bring a need for new depression scales to be developed specifically for this issue. Another area that will see challenges will be employment. As more people are laid off and need to go back to school to find different careers, I think testing will play a bigger part in understanding the skills, abilities, likes and dislikes of the individual. I also think that there will be more psychological testing for potential new employees, and the workplace will become more challenging for some. As an example, an article in the New York Times (2007) reported on a series of letters they received from workers about personality tests they had taken for job interviews. One person questioned how they "failed" a personality test. The article pointed out that some companies use these tests to pigeonhole employees according to a narrow type they are looking for in a particular job. This stops the business from gaining a larger employment pool. I think more people will protest the use of personality tests in employement as time goes on. I believe that the information learned in this class will help me to discern various challenges for an organization where I may work. I will have an understanding of any tests I may have to take and/or use in the organization. I would want to make sure that any test that we were using was used for the right reasons. If I worked for education, the knowledge would help me explain testing information to parents and help them to find ways to help their child excel despite the tests. As a scholar-practitioner it is important to understand the tools that one is working with on a regular basis. The information learned in this class will help me to develop a battery of tests that can benefit my clients. I would want to provide the most opportunity for clients to be

The role of resilience in the work place and its relationship with Thesis

The role of resilience in the work place and its relationship with physical and emotional well-being - Thesis Example the role of organisation, both leaders and employees need to be inculpated in ensuring enough organisational flexibility to endure themselves into the future that is prone to change and the change of changing essence (Friedman, Merle, 2005). This paper reflects a relatively new concept known as Resilience that can handle this new wave of organisational change and sets a cohesive and conducive vibration within the organisation that helps maintain the spirit of the employees and the organisational productivity during the ever changing changes of ups and down. Resilience is that power which builds the strength to fight back any adverse situation. And more an employee can perform this; more mutually beneficial it is for both the employee and the organisation. It paves the way for flexibility and innovation skills that result in deep and constant renewal capacity of revolutionary thinking, totally free from any conventions and of new markets where no one sets in before (Friedman, 2005). T his is the essence of what is called Resilience. In basic sense, Resilience is an attitude, which is directly co-related with an individual’s development and well-being. When the mind and the body are strong enough to face the wicked wind of stress, downfall, impossible deadlines, unpredictable changes and the unsaid agitation of personal or organisational instability; it is rest assured that the person is conjuring the power of Resilience, the power of fighting odds thus to set a harmony. In surge of increasing the organisational bottom line most of the organisations have downsized their workforce leaving less people to do the work and following this retrenchment the core of people have been termed as the working wounded! The long-term effect of such occurring is known as the survivor syndrome; like soldiers left intact after a war and lurching guiltily on their survival. The modernization of human civilization led to innovation and adoption of improved technologies into our daily

What makes china an attractive location for inward direct investment Essay - 1

What makes china an attractive location for inward direct investment by multinational enterprises - Essay Example The country went ahead to announce increased merger and acquisition deals to over one hundred and thirty mergers in 2009. Outer merger and acquisitions in 2008 exceeded US $27billion. China’s strength in the international investment lies its economy’s consistency through downturns (Qu et al 2010). Foreign outflow and inflows in China have been notably stable despite persistent downturns on the global threshold. Most studies attribute development of the Chinese economy and its financial stability to foreign investments. More than fifty per cent of Chinese exports come from foreign connections are located within the country. Out of five hundred of the world’s largest companies, three hundred have extended their productivity schemes to China. These foreign firms alone employed approximately twenty four million workers within China (Green et al 2010). The data taken shows that over three quarters of Western, Japanese and other Asian multinational organizations move to China for the domestic market (Urata et al 2006) Investors are especially attracted to China by the low costs of labor and land. The Chinese labor force is among the largest in the world. It consists of over one hundred and four million in the productive sector. This number alone doubles the labor forces of Germany, US, Italy, Canada and Britain all put together. The Chinese market is also characterized by offer deficit besides the favorable costs of land and available labor. China is endowed with resources such as minerals for example, aluminum, bauxite and oil that are useful in the investment process. Its investment is influenced by money supply and recent account balances. Countries seeking to attract foreign investment use such methods as these. The methods involve creation of incentives in reduced taxation on export of goods to China, tough recommendations on technology and favorable loaning processes along with good infrastructure

Affordable care act Essay Example | Topics and Well Written Essays - 250 words

Affordable care act - Essay Example The Act paves the way for the construction more health centers and National Health Service Corps at a cost of $12.5 billion across the period 2011-2015. The measures in the Act reduce the cost of coverage for ordinary citizens. In fact, the Affordable Care Act is expected to reduce the number of citizens without insurance by 50% (Rosenbaum, 2011). The employers, pharmaceutical companies, and medical equipment manufacturers contribute a tax towards the general health of the public. Thus, the Act covers citizens regardless of age, gender, and race, thereby allowing for a healthy population. The affordable care act leaves a huge role for nurses. The Act provides for health promotion and insists on primary care. Such roles are dedicated to nurses. In the Act, nurses have a responsibility of ensuring that common health problems are contained at the source by communicating health information to the people and prevent vulnerabilities. By so doing, nurses reduce the pressure on healthcare system, thus reducing the cost of healthcare. The point implies that the role of nurses has widened due to the implementation of the Act. Department of Human and Social Services. (2013, September 11). Improving the Public’s Health through the Affordable Care. Retrieved from

Best is the new worst and glamour, that certain something Research Paper

Best is the new worst and glamour, that certain something - Research Paper Example Print media showed women with long hair and meat on their body to be the most desirable. However gradually with time the perception of being beautiful changed from limited curves on a woman’s body along with short hair. Media revolves around the concept of picking up an ideal fashion of the society and conveys it to the audience so that the audience can adopt that particular fashion. It is through these channels that the large audience is being controlled by the media. People who watch television get inspired by some sort of fashion and try to adopt it. To become cool in the society one tries to imitate the person that they watch on the different forms of traditional media. Media does affect our perception of beauty in one way or the other and at times this can prove to be disastrous for the people whose perceptions are being tangled with (Gallagher 2009). References How the Media Changes Our Perception of Beauty. Tammy Gallagher. 2009. Associated Content.

Comparison of the British welfare system with the USA welfare system Essay

Comparison of the British welfare system with the USA welfare system and the China welfare system - Essay Example Welfare system generally refers to the structured system of the government of any country to aid the public in living a comfortable and healthy social life. The developed and developing nations of the world like Britain, U.S, and China have a distinct and unique welfare system which serves the purpose of their citizens. It is very essential to compare the welfare system of these three countries in order to understand their respective strengths and weaknesses These three countries have their good and bad aspects in the way their provide public assistance to the welfare of their societies. Nevertheless, a comparison of the welfare system of these nations’ gives a general idea about how organised and well structured is their government’s strategies and planning The welfare systems of these three countries are compared as they are huge countries with credible economic and social development. These countries being wide in area and huge in economical development need to assur e about their considerable hand in health and well being of its citizens. Britain is known to be a wealthiest nation, and when compared U.S, and China, the former has a better public assistance and welfare system. According to Elliott(2010)â€Å"The UK welfare system is designed to help that in need live a dignified existence. The biggest proportion of benefits claimants are the unemployed, people with disabilities, and elderly pensioners† The process of comparison is initiated by analysing the common features of the welfare system of the three countries... It is a fortunate fact that countries like Britain, U.S. and china have a definite health care system which takes care of the health of the people in poverty level. The health of a poor citizen depends on different factors such as environmental condition, biological factor of a person, nutrition and standard of living of that person. In UK, studies have shown that ill health is found mostly among children and adult’s lower class of people .The health care system in Britain is classified as hospital care, primary care, public health. â€Å"The United Kingdom provides health care to residents through the government's National Health Service†. (NHS). These are also an act from the government to socially protect its citizen who is poor from ill health and from physical degradation† (Wolf, 2010). U.S. being the largest economy of the world has their own extensive health care from the part of the government. Nevertheless the poor people are less satisfied and receptive of the healthcare system of the country. As per Heskett(2007)â€Å"The U.S. health is currently costs about $2 trillion per year, and, of this, more than $600 billion (31 percent) is never seen by recipients as it mainly goes for administration. On a per capita basis, it is roughly $280 billion which is spent for administration process and it is a saddening fact†. When it comes to China , their health care system is evolving rapidly as the country’s economic development is booming consistently The government is considering on preventive measure that on curative methods to treat the health of locals and urban population who are at poverty line. b) Pension system and old aged Britain has an extensive pension system which is different from the pension

Best is the new worst and glamour, that certain something Research Paper

Best is the new worst and glamour, that certain something - Research Paper Example Print media showed women with long hair and meat on their body to be the most desirable. However gradually with time the perception of being beautiful changed from limited curves on a woman’s body along with short hair. Media revolves around the concept of picking up an ideal fashion of the society and conveys it to the audience so that the audience can adopt that particular fashion. It is through these channels that the large audience is being controlled by the media. People who watch television get inspired by some sort of fashion and try to adopt it. To become cool in the society one tries to imitate the person that they watch on the different forms of traditional media. Media does affect our perception of beauty in one way or the other and at times this can prove to be disastrous for the people whose perceptions are being tangled with (Gallagher 2009). References How the Media Changes Our Perception of Beauty. Tammy Gallagher. 2009. Associated Content.

Teacher - school Essay Example for Free

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

Changing social and medical attitudes affect ill health

Changing social and medical attitudes affect ill health Health was defined by The World Health Organisation in 1948 as, a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Varying definitions of health can be found depending on an individuals perspective. Medics will focus on biological cause while sociologists argue that health is a product of social and environmental factors. (Naidoo Wills, 2009a: chapters 12) In the early 19th Century there was focus on the elimination of diseases such as plague, smallpox and cholera. With industrialization and rapid urbanization, as the 19th century progressed, health issues became focused on environmental issues such as clean water supplies, disposal of waste and better housing. (Naidoo Wills, 2009b:p3) Health inequalities have been recognised in the UK since William Farr first published statistics in 1837. It remains the case today that health is directly influenced by social class and the effects of poverty and associated behaviour factors. (Ewles, 2005: pp243-245) Urbanisation is the process of population concentration. The 19th century saw the massive growth of cities and the migration of the population from the country and into cities on a scale never seen before. Houses became over crowded with entire families living in one room. The process caused huge problems for public health. (Pathfinder pack on Urbanisation the move to the city in the 19th century, n.d.) (Urbanisation in the nineteenth and twentieth centuries, n.d.) Urbanisation was the most profound effect of the Industrial Revolution which developed at a pace in Britain between 1800 and 1850. Cities grew rapidly and lacked sanitation, accumulated sewage, had high rates of crime and poverty and consequently high rates of disease. Heavy use of coal led to an accumulation of dirt and grime. (Urbanisation, n.d.) Larger cities were a necessity of industrial growth but the conditions they brought were in many ways regressive. (Lee, 1995:p48) The Growth of Cities 1801-1901 in thousands. City 1801 1851 1901 Birmingham 71 233 523 Bradford 13 105 280 Leeds 53 172 429 Liverpool 82 376 704 Manchester 70 303 645 Newcastle 33 88 247 Nottingham 29 57 240 Sheffield 46 135 407 (Reynoldson 1996:p10) A part of London was described by Thomas Southwood-Smith in 1838 as follows, Beckwith Row has an open drain. The houses have common, open privies (toilets) which are in the most offensive condition. In one house I found six persons living in a very small room, two in bed, ill with fever. (Reynoldson, 1996: p110) http://t2.gstatic.com/images?q=tbn:HcwSJOrT5lACaM:http://www.makingthemodernworld.org.uk/stories/the_industrial_town/06.ST.02/img/IM.1064_zp.jpg Slums in 1872 London [Making the modern world, n.d.) There were no controls on the standard of housing and the Government maintained a laissez-faire attitude. That is they believed there should be no central government intervention. Local efforts were haphazard and insufficient. (Todd, 2002:p31) Smallpox was the greatest killer at the beginning of the 19th century. Jenner observed that milkmaids who caught a mild form of the disease or cowpox didnt develop smallpox. From this study, Jenner discovered a method of vaccination against smallpox. He faced much opposition to his discovery as some people simply didnt like anything new while others described his theory as bizarre. Jenner wasnt a fashionable London Doctor and he couldnt explain how or why vaccination worked so he wasnt taken seriously. Some people called it an interference with nature. (Lee 1995:p44) (Todd, 2002:p32) Success of the vaccine was put down to coincidence by some Doctors who made money through an older practice of inoculation. (Lee, 1995:p44) A smallpox epidemic, during which 40,000 people died, resulted in the government making the smallpox vaccination compulsory in 1840 even though some continued to argue that this measure was against human rights. Smallpox declined, until by 1900 it had almost disappeared. This was the first example of the government accepting responsibility for an area of public health. (Lee, 1995:p44) Cartwright in A social History of Medicine (1977) describes Jenners discovery as one of the most beneficial changes in the history of social medicine.his work is recognised as the starting point of attempts to combat infection by immunization. (adapted from Lee, 1995:p45) Jenners work and the train of events that followed affected a social revolution. Individual choice was sacrificed for the interests of the community. (Cartwright, 1977:p92) At the same time, two other diseases also presented a challenge. TB cholera were more difficult to tackle as both diseases spread as a result of poor living conditions. TB or consumption took hold as towns grew and took over from smallpox as the greatest killer disease. Cholera epidemics struck several times during the first half of the 19th century. In 1854 John Snow proved that cholera was connected with polluted water. He was able to show that a water pump in the Broadgate area of London was the origin of 500 cases. People using another pump nearby did not catch the disease. Once the Broadgate pump was put out of action, no further cases were reported in the area. (Lee, 1995:p51) http://t3.gstatic.com/images?q=tbn:dkmPPVrjlaE3NM:http://historyday.coldray.com/wp-content/uploads/2008/12/john-snow.jpg John Snow (1813-1858) http://t2.gstatic.com/images?q=tbn:fd12xpKjN8GveM:http://thedoublethink.com/wp-content/uploads/2009/04/450px-john_snow_memorial_and_pub.jpg Replica Broadgate pump (www.health.eku.edu/ehs/faculty/darryl_barnett.htm) A fierce debate raged about responsibility for public health with strong views about the role of the government. Several arguments for non-intervention were put forward including that government intervention would interfere with peoples basic rights or the freedom to be dirty. Some people believed that if the state acted to improve housing the moral courage of the poor would be reduced. (Lee 1953: p53) A letter to The Times in 1854 read, We prefer to take our chance with cholera than be bullied into health. Many people have died from a good washing. (Quoted in Lee, 1995:p53) But several important people put the case for action by the state including William Farr and Thomas Southwood-Smith who both recommended government intervention. Tonge in Challenging History 1700-1914 says, Of all the campaigners for improved public health, Edwin Chadwick stands monumentally above the rest. Chadwick stressed the connection between public health and disease and how such factors needed to be addressed by government intervention. Chadwicks report The sanitary conditions of the Labouring Population of Great Britain was published in 1842 and recommended that the government take steps to improve drainage, remove rubbish from the streets and improve the water supply. (Wilkes: 2007: p 92) (Reynoldson: 1996, p 113) http://t0.gstatic.com/images?q=tbn:iK4kyWJkVFmbWM:http://wpcontent.answers.com/wikipedia/commons/thumb/9/9e/SirEdwinChadwick.jpg/200px-SirEdwinChadwick.jpg Edwin Chadwick (www.answers.com/topic/edwin-chadwick) The government distanced itself from Chadwicks report largely because of the influential figures he has discredited and the laissez-faire debate lasted for much of the 19th century. Loosely translated this means do not interfere. Some members of parliament were making money from rent on the slums and refused to tear them down. Eventually, however, the social effects of economic growth were so severe that gradually the state became more involved in issues of public health. The great stink in 1858 (when a heat wave caused the Thames to smell worse than ever) inspired the government into action. (Wilkes 2007). In 1861, Prince Alberts death from typhoid was attributed to contaminated water from the Thames and put further pressure on the government to do something. (Cartwright, 1977, p95) In 1867, working class men were given the right to vote. Political parties realised that by promising to improve living conditions, they could secure the working class vote. When the Conservatives won the 1874 election, they introduced many public health reforms. Aaron Wilkes (Medicine through Time) sees this as the most important reason why politicians began to make improvements. Some cities including Birmingham and Liverpool started some clearance of slums, built sewers, improved refuse collection services and opened public baths. Some private companies such as Lever, Cadbury and Rowntree saw the benefits of providing good housing for their workers. It was, however, not until after the First World War that extensive slum clearance was commenced. (Lee 1995:p57) Miasma or the infectious mist given off by rotting animals, rubbish and human waste was thought to be the cause of many of the epidemics in the 19th Century. Scientists identified germs using a microscope but believed that the disease caused germs rather than the other way round. This was known as spontaneous generation. Louis Pasteur questioned this theory and was able to prove that germs caused disease but many Doctors wouldnt entertain his ideas. It took the German Doctor, Koch, to apply Pasteurs theory to human disease. Koch was able to prove that germs caused TB, cholera and anthrax. (Mantin Pulley, 1988:p49) http://t2.gstatic.com/images?q=tbn:OdyqTCWJiq49tM:http://web.ukonline.co.uk/b.gardner/pasteur.jpg Louis Pasteur (web.ukonline.co.uk/b.gardner/pasteur.htm) Pasteur built on Kochs work and developed a vaccine for rabies. Soon the germs responsible for typhus, tetanus, typhoid, pneumonia, meningitis, plague, septicaemia and dysentery were identified. Once germs were discovered vaccines could be made. Scientists now had a powerful new weapon to fight disease. (Wilkes, 2007:p88) Vaccination is one of the greatest success stories of modern medicine. Smallpox has been wiped out and tuberculosis and polio have been significantly reduced. Children are now regularly vaccinated against a number if diseases. (Lee, 1995:82) The smallpox vaccine was given free in 1840 but it was another 100 years before vaccination against TB was provided. This was followed by vaccines for diphtheria, whooping cough and tetanus (1954), polio (1955), measles (1964) and rubella (1969). (Lee, 1995:p82) Progress continues today as a new vaccine has been introduced this year which protects girls against the virus that causes cervical cancer. The 19th Century also saw developments in surgery. The problems were pain and infection. The breakthrough came with the development of anaesthetics and antiseptics. (Lee, 1995: pp5961) William Moston experimented with ether and James Simpson tried chloroform. As with most medical discoveries, the first reaction of surgeons was criticism. Some argued that the long term effects were unknown and others objected on religious grounds. In some cases patients still died if the anaesthetic wasnt correctly administered. Some people thought that surgeons would cut off whatever they liked while the patient was unconscious and army Doctors thought the use of anaesthetic was soft. (Reynoldson, 1996:97). Others said that it was unnatural to ease a womans pain during childbirth. The breakthrough came when Queen Victoria used chloroform during the birth of her eighth baby and use of anaesthetics then became common practice. (Wikes, 1988: p101) The use of anaesthetics was a great step forward but it didnt stop deaths from infection after the operation. In the 19th Century hospitals were dirty places. Patients with disease were herded together, the same instruments were used on many patients and Doctors didnt change their blood stained coats between operations. Doctor Joseph Lister was influenced by Pasteur and believed it important to kill the bacteria in the operating theatre. He did this by spraying carbolic acid (although his theory wasnt quite accurate as the bacteria was really on the instruments not in the air, but the incidence of infection was reduced by some of the antiseptic also landing on the instruments in use). Lister encountered much opposition as nurses and doctors complained about the smell and the amount of time taken to clean the theatre. Lister didnt communicate well and surgeons who didnt work with him were not convinced. (Lee.1995: p64) Eventually antiseptics and cleanliness came together to form the modern approach to surgery or asepsis. By the beginning of the 20th century Doctors were operating in a germ free environment, using sterilised equipment and wearing gowns masks. Death rates reduced massively; at Newcastle Infirmary before 1873, 59.2% of patients died after an operation (pre antisepsis), after 1873 only 4% died (post antisepsis). (Figures from The Lancet in 1878 in Lee, 1995:p65). Use of a carbolic spray during an operation circa. 1880 and the sterile environment of a modern operating department. http://t0.gstatic.com/images?q=tbn:476AON2yuy0EGM:http://www.answersingenesis.org/assets/images/articles/aid/v4/antiseptic-surgery.jpg http://t0.gstatic.com/images?q=tbn:sgiACWjAMvVpNM:http://www.workingmats.com/images/Operating_Theatre_115313_08.jpg (www.history.langtreeshout.org/tag/lister/) (www.workingmats.com/images/Operating_Theatre) During the Crimean war (1854/56) Florence Nightingales influence saw death rates reduce as she was responsible for organising better water supplies and food and keeping the wards clean. Fiona Reynoldson in Medicine Through Time says the death rate of wounded soldiers in hospital reduced by 40% under Nightingales influence. In 1899 a recruitment campaign for men to fight in the Boar War highlighted the fact that around 40% of those volunteering were unfit for military duty. In 1904 a government report concluded that there needed to be more government intervention to improve the health of children. When the Liberal government was elected in 1905, a large number of reforms were introduced including free school meals for poor children, a free school medical service and women were taught about hygiene and childcare. Pensions for over 70s and basic sick and unemployment pay were also introduced. Over the next 30 years successive governments took measures to improve the health of children and mortality rates dropped. (Wilkes, 2007:p114) During the 1st World War, Prime Minister Lloyd George promised soldiers returning homes fit for heroes. The government set itself a target of building half a million decent homes by 1933. The war revolutionized society and made us move in a new and different direction. (Fenwick-Baines, 2009) When Britain was plunged into the First World War the need for a way to combat staphylococcus, a highly resistant bacteria, was urgently needed. Many soldiers died, not from the bullets, but from the infection caused by the bullets deep in the body. Conditions in the trenches were appalling and wounds quickly turned septic. Alexander Fleming worked on wounds and infections during the war and made an important discovery that the penicillin mould would attack and kill certain bacteria. Fleming is credited with its discovery but other scientists went on to develop the drug for human use. Initially, money wasnt available for its manufacture but The Second World War was vital in progressing its mass production. The American government recognised its value and agreed to pay drug companies to manufacture vast quantities to treat injured soldiers. Penicillin is still the most widely used antibiotic and is used to treat many bacterial infections, many other antibiotics followed . By the end o f the war, drug companies made it available for general use. (Wilkes, 2007: p118) (Board works, 2003) The problem of blood shortage baffled Doctors for centuries but hundreds of wounded soldiers provided the strongest possible reason for expediting the establishment of the new blood transfusion service. This is another typical example of war acting as a catalyst for change. The 2nd World War actually saw the health of the nation improve as rationing meant that fatty sugary foods were in short supply. The government urged people to dig for victory and grow their own vegetables. The government promoted healthy living including basic hygiene and immunisation against diphtheria all part of a campaign to have a healthy nation able to stand up to Hitler.(Board works, 2003) Dig For Victory http://www.5aday.nhs.uk/images/top_tips_2/pic_carrot_eyes.jpg The Dig for Victory campaign during the 2nd World War is remarkably similar to todays Try 5 message. (www.bbc.co.uk/dna/h2g :2009) (www.5aday.nhs.uk: ) Birth rates reduced with the availability of contraception and with fewer mouths to feed, better food was provided for children. Between the wars little changed as the economy experienced difficulties (the 1930s depression) but during and after the Second World War there was a further huge development. In 1942 The Beveridge Report recommended a welfare state and that the government should help people from the cradle to the grave. After the war people wanted change and a social revolution. The war was over and it was time to look to the future. Some people did not like the new ideas and said everyone should be independent, the rich objected to paying heavier taxes to fund the welfare state. (Cartwright 1977: p173) The suggestions made by Beveridge were not immediately put into force as the cost was questioned but when Labour took power in 1945, the NHS was born. From the introduction of the NHS in 1948, everyone was entitled to free medical treatment. The welfare state and the NHS in particular met with opposition. Churchill and the conservative party felt the cost was too much for the economy to bear. Critics suggested the health service was wasteful and that people were getting things they didnt need. The service was also free to overseas visitors and some argued that this was over-generous. The BMA objected, initially fearing Doctors would lose their independence and that their income would reduce as an employee of the NHS. Compromise was only reached when agreement was given that Doctors would still be able to take on private, fee-paying patients. (Lee 1995:95) (Reynoldson, 1996:118) (Lloyd T. 1986:289) (Wilkes, 2007:123) The dawn of the NHS was a huge change in the way people accessed healthcare. After the war New Towns were built to replace the inner city slums. The 1947 Town and Country Planning Act identified green belts where houses would not be allowed to swallow up the countryside. In 1954 the clean air act reduced smoke and smog in cities. In 1980, The Black Report stated that although health had improved since the introduction of the welfare state, huge inequalities in still existed between the rich and the poor. It concluded the reason for the disparity to be poverty. (BBC History, 2009) 1992 saw the publication of The Health of the Nation. This was the first ever strategy for healthcare improvement setting out objectives and measurable targets in four key areas: heart disease stroke, cancers, mental health, HIV/AIDS and accidents. The areas were selected because they were either a major cause of premature death or avoidable, interventions were possible and achievements could be monitored. (Childs, 1996) In 2000 health authorities became more autonomous and the establishment of a healthy competition between them. However, postcode can now determine the quality of healthcare provided and whether the hospital can afford or is willing to pay for the specific drugs and treatments, Press reports in recent months have highlighted how some patients been declined expensive cancer drugs by a particular hospital while it is provided to patients of a neighbouring authority. This contradicts the ethos of the NHS its position of equality of provision for all. Massive changes took place throughout the 19th and 20th centuries in terms of public health provision and scientific and medical discoveries. The NHS didnt stay completely free. It is rarely out of the news as waiting lists get longer because people are living longer. The main problem is funding as modern drugs and treatments are expensive.Most Infections and diseases can be prevented or cured but Doctors still struggle with heart disease and cancer. Viral infections like the common cold and AIDS cannot be cured and emphasis is now placed on educating people about how to avoid diseases like AIDS and lung cancer through lifestyle changes. (Wilkes A. 2007:p124) Two aspects of modern living which can have a detrimental effect on the health of the population are; smoking and diet. Although initially promoted as cleansing the lungs by tobacco manufacturers, the detrimental effects of smoking have been know for half a century. Naidoo Willis in Public Health and Health Promotion: developing practice highlight smoking as the single most preventable cause of ill health and premature death. A third of cancer deaths are linked to smoking and it is also linked to heart and lung disease. Smoking is estimated to cost the NHS  £1.7billion each year (Dept of Health 1998 Royal College of Physicians 1992 in Naidoo Willis 2009) Marlboros for Mummy Examples of early cigarette advertising. http://news.bbc.co.uk/nol/shared/spl/hi/pop_ups/03/uk_goodbye_tobacco_ads/img/2.jpg (news.bbc.co.uk//html/2.stm) (news.bbc.co.uk//html/2.stm, 2009) Early Cigarette advertising actually promoted the health benefits claiming relief from asthma, wheezing and hay fever. Craven called itself the Doctors Choice. Marlbroro promoted the benefits of smoking to Mothers. In 1998 the government banned tobacco advertising and targeted an anti-smoking campaign at children, pregnant women and disadvantaged adults. Demand is controlled by taxation and a ban on smoking in a public places including pubs. Obesity is a growing problem and has trebled since 1980. It is linked to social disadvantage and the way childrens lifestyles have changed over the last 50 years (more TV/computer time, less physical activity, convenience foods, working Mothers with less time). There is mounting pressure to ban the advertising of junk food. A high fat diet has been linked to heart disease and some cancers. NHS spending on sickness attributed to obesity has been estimated to exceed  £3.6billion. (Joint Health Surveys Unit, 2002 Mulvihill Quigley, 2003 Naidoo Willis 2009:p239). Last year the government launched the change4life education campaign to promote the message eat well, move more, live longer which encourages parents to make sure their children have a minimum of one hour exercise each day and reduce the amount of fat in their diet. http://t2.gstatic.com/images?q=tbn:lg0Gy-_B7JmSnM:http://www.sunseaandcycling.com/Files/Images/C4L_master-logo-rgb.jpg http://t1.gstatic.com/images?q=tbn:n39JMfcD3UH9DM:http://images.teamsugar.com/files/upl2/1/15111/11_2009/cb3240a4f35793dc_uk-change-4-life-ad.jpg (www.nhs.uk/Change4life, 2009) Public Health interventions have evolved as the government have taken responsibility for living conditions and health service provision, mass vaccination and immunization programmes. The epidemiological transition in the 20th Century saw the main causes of death and illness shift from infections to illness such as heart disease and cancer where lifestyle is a huge factor. (Naidoo Wills 2005:4) Current public health measures include mass screening programmes for example for breast and cervical cancers, extensive vaccination programmes as well as education and advice delivered by practitioners and the media campaigns. Examples of recent/current health media campaigns. http://t1.gstatic.com/images?q=tbn:vS8pq7HettyShM:http://www2.glos.ac.uk/offload/staff/news/swineflu.jpg http://t3.gstatic.com/images?q=tbn:qNfrnzs-ahQTYM:http://draust.files.wordpress.com/2009/01/nhs-measles-poster.jpg http://t0.gstatic.com/images?q=tbn:gslEVyv3VyG7SM:http://www.elements4health.com/images/stories/conditions/breast-cancer-ribbon-2.jpg (www.chesterfield.gov.uk/lowgraphic).. (draust.wordpress.com) (www.elements4health.com/report-highlights-ser) The political agenda is dominated by social responsibility and recognition of the links between poverty and ill health. Acheson defines health promotion as the science and art of preventing disease, prolonging life and promoting health through the organised efforts of society. (Acheson 1988 in Naidoo Wills, 2005:4)