The Evolutionary Arms Race - Natural Selection

The Evolutionary Arms Race - Natural Selection Species, so as to advance, must aggregate adjustments that are good for nature in which they live. These favored qualities are what make an individual increasingly fit and ready to live long enough to replicate. Since ​natural choice picks these good attributes, they get went down to the people to come. Others that don't display those characteristics cease to exist and, inevitably, their qualities are not, at this point accessible in the genetic stock. As these species develop, different species that are in close advantageous associations with those species should likewise advance. This is called co-development and it is regularly contrasted with a transformative type of a weapons contest. As one animal groups advances, different species it interfaces with must likewise advance or they may go terminated. Even Arms Race On account of an even weapons contest in development, the co-advancing species are changing similarly. Typically, an even weapons contest is an aftereffect of rivalry over an asset in a zone that is constrained. For instance, the foundations of certain plants will become further than others to acquire water. As the water level goes down, just the plants with the more drawn out roots will endure. Plants with shorter roots will be compelled to adjust by developing longer roots, or they will pass on. The contending plants will continue developing longer and longer roots, attempting to outflank one another and get the water. Hilter kilter Arms Race As the name infers, an awry weapons contest will bring about the species to adjust in various manners. This kind of developmental weapons contest despite everything brings about the co-advancement of the species. Most uneven arms races originate from a predator-prey relationship or something to that affect. For example, in the predator-prey relationship of lions and zebras, the outcome is an unbalanced weapons contest. The zebras become quicker and more grounded to get away from the lions. That implies the lions need to become stealthier and better trackers so as to continue eating zebras. The two species are not developing similar sorts of qualities, however on the off chance that one advances, it makes the need in different species to likewise advance so as to endure. Developmental Arms Races and Disease People are not resistant to the developmental weapons contest. Actually, the human species is aggregating adjustments continually to battle illness. The host-parasite relationship is a genuine case of a transformative weapons contest that can incorporate people. As parasites attack the human body, the human invulnerable framework will kick in to attempt to dispose of the parasite. Along these lines, the parasite must have a decent resistance component to have the option to remain in the human without being executed off or ousted. As the parasite adjusts and advances, the human invulnerable framework must adjust and advance too. Thus, the marvel of anti-microbial obstruction in microscopic organisms is additionally a kind of transformative weapons contest. Specialists regularly endorse anti-toxins for patients that have a bacterial contamination with the expectation that the anti-infection agents will invigorate the insusceptible framework and murder off the illness causing pathogen. After some time and rehashed employments of anti-toxins, just microscopic organisms that have advanced to be safe to the anti-toxins will endure and the anti-infection agents will not, at this point be compelling in killing off the microbes. By then, another treatment will be fundamental and power the human to either co-advance to fend off the more grounded microscopic organisms, or locate another fix to which the microbes are not insusceptible. This is the motivation behind why it is significant for specialists not to overprescribe anti-toxins each time a patient is debilitated.

Communication and Assisting Service Users

Step by step instructions to impart and help administration clients on the most proficient method to do what they can not do After the giving over, we are allocated to support clients in other to help them with their own consideration needs. In the first part of the day, I thump at the administration clients entryways and express morning to set them up to prepare for a wash. For those that can't approach latrine offices, I apply a manual taking care of by supporting them in development from the bed to the can by utilizing crane or wheelchair which must be in acceptable norm and for the individuals who are capable; I ensure they utilize the toilet.Communication comes from various perspectives, you can speak with administration clients verbally, non-verbal communication or eye to eye to eye connection. The procedure of care and correspondence to give a decent consideration is something which ought to be painstakingly wanted to intended to help the administration client, it is essential to know the prosperity reaction to singular needs to give right mind that the administration client profit by and add to generally speaking improvement in care plan.So in the wake of giving the assistance to the individuals who are capable and incapable to support themselves, I at that point give report in the hand over book to empower the staff taking over from me knows where issues are and how inhabitant have been and what they need. This is the place correspondence comes in, to teach someone to accomplish something verbally or through manually written in the hand over book or care plan.During the procedure of individual consideration, a portion of the administration clients are forceful or they have a provoking conduct reaction to the administration you are rendering to them, you quiet them down or leave for certain minutes and afterward return to them and ensure all these is written in the hand over book or your consideration plan for the staff to comprehend what's going on and how to go about it.I additionally speak with the administration clients while giving them a wash, I inquire as to whether they had great rest and furthermore approach them for the shading or kind of material the individual might want to wear. In the wake of washing and sprucing up, I take the inhabitant to where the individual in question will sit for their morning meal. When is coming to food, each inhabitant own character to what they like or abhorrence. By following these, singular needs are met and these advance the prosperity of administration user.That is open adaptable methodology. When managing administration user’s food, the main thing you do is to wash your hand, ensure the territory is perfect, don’t neglect to get your cover on and ensure you get to the administration client as per their requirements and you should compose everything in the consideration plan or hand over book, how the administration client ate and drink to empower the staff the prosperity of the administration user.After all these, the exercises of the day starts, some like sitting in front of the TV, getting it done, games, I even help them in perusing news papers and furthermore graph with them. By the day's end, I give covers what has occur during the move, things that should be extra cautious about and how the inhabitants are for the most part in the book of hand over and care plan.

Research Proposal. Overview of Education Industry Free Essays

string(119) are occurring to make India’s advanced education a socially and monetarily feasible choice in a serious world. A study among understudies (both previously, then after the fact) and guardians about their favored instructive credit supplier, and reasons thereof. A relative investigation of highlights and methods of training advances of SBI and its fundamental rival in the city Acknowledgment * I might want to recognize the Opportunity gave to me by SBI to attempt this venture. Through this task I got to knew many ground real factors of the market. We will compose a custom paper test on Research Proposal. Outline of Education Industry or on the other hand any comparable theme just for you Request Now Chapter by chapter guide | Content| Page No. | 1. | Executive Summary| 1| 2. | Overview of Education Industry| 2| | Education Funding and National Growth| 4| 3. Review of Education Loan Industry| 5| 4. | RESEARCH METHODOLOGY| 6| | RESEARCH STATEMENT| 6| | RESEARCH OBJECTIVE| 6| | RESEARCH DESIGN| 7| | SAMPLE SIZE| 7| | SAMPLING TECHNIQUE| 7| | TOOLS FOR DATA COLLECTION| 8| | TOOLS FOR DATA ANALYSIS| 8| 5. | SCOPE OF THE STUDY| 9| 6. | LIMITATIONS OF THE STUDY| 10| 7. | Statistical Analysis of Survey| 11-18| 8. | Findings of the Survey | 19| 9. | relative investigation of highlights and methodology of instruction advances of SBI and its primary competitor| 20-37| 10. | Findings of the Comparative Study| 39| 11. | reccomendations| 40-41| Annex. | Bibliography Questionaaire| Official Summary Education is fundamental to the Human Resources Development and strengthening in any nation. National and State level strategies are encircled to guarantee that this fundamental need of the populace is met through suitable open and private part activities. While government attempts to give essential instruction to all on a widespread premise, advanced education is dynamically moving into the area of private division. With a steady decrease in government sponsorships advanced education is getting increasingly exorbitant and subsequently the requirement for institutional financing around there. Instruction Loan industry is developing with 53. 51% CAGR and Commercial banks are equipping to address this issue and has just built up a few items to provide food the need of Indian Citizens despite everything bunches of things to be finished. With the execution of Govt Policies and appearance of private Banks and NBFC this section has seen a few changes over the timeframe. Still SBI the money related mammoth of the Country is in Numero Uno position with regards to financing this Sector. No Other Banks whether private or open or any NBFC is close to it in quantum and number of money. As Per RBI Website Other huge Player in Education advance Market are Punjab National Bank, Bank of India and Bank of Baroda and so on. Outline of Education Industry India has a genuinely huge and differentiated instruction framework. Its billion or more populace comprises of a higher extent of kids and youthful people, particularly in the age gathering of 6-24 years, which is the most planned age bunch as far as scholarly tendencies. This age bunch represents more than 33% of the India’s populace. As indicated by the National Knowledge Commission, without precedent for this decade, the all out number of uneducated people diminished from 329 million to 304 million. The proficiency rate likewise expanded from 18. 3% in 1951 to 67. 3% in 2004, according to HRD measurements. The National Literacy Mission targets accomplishing 85% education toward the finish of the Eleventh 5-year plan (2007-2012). So as to accomplish higher proficiency rates, the legislature has been starting projects, for example, the Sarva Shiksha Abhiyan, which targets accomplishing all inclusive basic instruction of acceptable quality by 2010. Moreover, the improvement of an Educational Development Index (EDI) for basic training is seen as a noteworthy advance towards bestowing quality instruction. The country’s present training framework involves rudimentary (essential: class I †V and upper essential: classes VI †VIII), auxiliary (secondary school: class IX †XII) and higher/tertiary instruction (post-class XII), which comprises of undergrad, post graduate and expert degree and confirmation courses. Consistent development in generally speaking understudy enrolment Advanced education in India has scaled up bit by bit from 20 colleges and 500 schools at the hour of freedom to 416 colleges and 20,677 universities (counting 2,166 women’s universities) at present. These contain 251 state colleges, 24 focal colleges, 103 considered colleges, 5 organizations built up under state enactments and 33 foundations of national significance set up by focal enactment. Toward the beginning of the scholarly year 2007-08, the complete number of understudies enlisted for advanced education remained at 11. million; of which 12. 94% were taken a crack at college divisions and 87. 06% in partnered universities. Over 80% of the understudies are tried out three resources of expressions, science and trade/the board though the rest are tried out proficient courses with the most elevated rate in designing and innovation followed by clinical sciences. It is intriguing to take note of that in India, where horticulture and partnered constituents assume a basic job in monetary turn of events, understudy enrolment in agrarian courses represents around just 0. %. Enrolment of female understudies became sensationally from under 10% of all out enrolment during autonomy to around 40% in 2005-06. In like manner, the quantity of ladies schools additionally expanded in the most recent decade from 1,146 to 1,902 out of 2005-06. The workforce of expressions represented over half of the all out female understudy enrolments. Kerala, Goa and Punjab were the three top states as far as female understudy enrolment and their separate female understudy enrolments in the absolute enrolments were 61%, 59. 2%, and 51. 7%. India has the biggest number of scholarly foundations on the planet as far as advanced education and is the third on the planet as far as enrolment, after China and the US. In any case, just 7% in the age gathering of 18-24 select for advanced education in India and this is only one-portion of Asia’s normal. On a more splendid note, be that as it may, enrolments have been expanding consistently in advanced education in the previous 2 decades from 3. 4 million out of 1984-85 to 11. 03 million of every 2005-06. Notwithstanding a vehicle of employment, advanced education is likewise now viewed as an instrument of foundation for social and monetary change. Principal arrangement changes at the grassroots level in issues relating to educational plan, framework, administration, and subsidizing are occurring to make India’s advanced education a socially and monetarily feasible alternative in a serious world. You read Exploration Proposal. Diagram of Education Industry in classification Exposition models Factors, for example, e-learning, separation instruction, open private organizations combined with global joint efforts and trade programs are changing the essence of advanced education in India. The advanced education framework in India has changed its unidirectional methodology and is gradually progressing into delivering experts with better quality instruction. Conventional projects are receiving imaginative measures to energize enrolment and foundations are advancing examination based practices. Endeavors are being made to move from the hypothetical base to a more ‘real-world’ and vocation situated methodology. On the other side, India’s instruction framework keeps on thinking about insufficiencies, for example, an inflexible framework, absence of financing, insufficient foundation, request gracefully holes, urban-country gap, and shortage of talented labor. Instruction Funding and National Growth Great segment and salary inclines as far as pay rates, reserve funds, and use are relied upon to go about as impetuses in boosting advanced education. During 2000-07, family unit segment reserve funds and per capita pay developed at a CAGR of by 13% and 9%, separately, and the gross national discretionary cashflow developed by around 11%. In like manner, customer spending designs in seeking after training has additionally amplified over the most recent few years as people’s eagerness to put resources into instruction has expanded to a huge scope. Instruction is currently seen as a protected, long haul venture instead of a way to continue oneself. The 300-million-in number working class purchaser base considers training as a piece of their fundamental necessities for making sure about their children’s future. As per the Central Statistical Organization (CSO) and the Ministry of Statistics and Program Implementation, the all out private last utilization consumption (at current costs) in the local market developed at a CAGR of 9% during 1999-2000 to 2006-07. During a similar time, the private last utilization use (at current costs) on instruction developed at a CAGR of 13%. The offer on instructive exercises as a piece of the absolute private last utilization consumption rose from 1. % in 1999-2000 to 2. 4% in 2006-07. At a large scale level, the immediate connection between training spending and financial development uncovers a sound standpoint for India’s instruction framework yet at a smaller scale level it uncovers abberations in levels of obtaining advanced education among urban and country zones. As indicated by the Central Advisory Board of Education’s (CABE) report on financing of higher and specialized training discharged in 2005, populace with advanced education is straightforwardly proportionate to family unit monetary status in provincial just as urban zones. In the base quintile (month to month per capita utilization use quintile), just 1% of the populace has advanced education and the proportion consistently moves to above 10% in the most extravagant quintile. The difference among country and urban territories is featured when this proportion between the top and base quintiles increments by 7% in provincial zones and 15% in urban regions. Moreover, among each 1,000 people, urban areas have around 11. 0% school graduates or above

Athletics and College Essays

Athletics and College Essays July 15, 2012 Did you score a winning goal in a soccer game this past year? Did you touch out all of the other swimmers in the 200 butterfly at state championships? Did you run a great anchor leg of a 4 x 100 relay? If you did, congratulations! Thats wonderful. Its a moment to definitely cherish forever. You can even tell your children and grandchildren about it. And maybe they can then pass it on to their children. But whatever you do dont write about this experience in your college essays! Athletics and college essays just dont mix. Unless your times are faster than Michael Phelps (they arent), dont write about athletics in your college essays. Seriously. Dont do it (photo credit: Bryan Allison). Want to know why? Its because so many students a huge percentage of college applicants choose to write about athletics in college essays. If youre writing about the same thing that virtually everyone else is writing about, how exactly do you intend to differentiate yourself from the pack of applicants? How do you hope to stand out? How do you intend for a college admissions counselor to go to bat for you if youre just like everybody else? By writing about sports, youre only making your case for admission more difficult. So just as   youre about to write about throwing for a touchdown in a league championship, think again. Dont you dare write about that. Its a major mistake, a mistake way too many college applicants make. Take a chance and dare to do something different. Thats the attitude that you need as you sit down to write your college essays. And college admissions counselors will be grateful to you for it. Do you think they really want to read another essay about sports? Not on your life! While youre here, check out this post on College Essay Mistakes.

Impact of Emotional Intelligence on Leadership - 3981 Words

THE IMPACT OF EMOTIONAL INTELLIGENCE ON LEADERSHIP INTRODUCTION Our World today has more civilized societies with ever expanding population, having diversity in racial polarization, creed and gender. One common thread or feature in all these people is that everyone has feelings and emotions, and emotions engender emotional intelligence. We, being humans, are superior over other living creatures- we can think, feel and rationalize. Because of that we are being deluded by many behaviours, traits, perceptions , mindset patterns and attitudes. All these call for some kind of set order where one can act and interact with one another in ways that are not repugnant, but in harmony and with the decorum that portrays one to be civilized.†¦show more content†¦Thus, borne Emotional Intelligence. At the most basic, we would define emotional intelligence as the intelligent use of emotions. However, there appears to be more profound definitions and apparently there are three schools of thought governing emotional intelligence: John Mayer and Peter Salovey define emotional intelligence as the ability to perceive emotions, to access and generate emotions so as to assist thought ,to understand emotions and emotional meanings , and to reflectively regulate emotions so as to promote both better emotion and thought. 7 Reuven Bar-On views it as a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how well we understand and express ourselves, understand others and relate with them, and cope with daily demands, challenges and pressures. 8 Daniel Goleman believes that it is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. 9 The three definitions above have corresponding conceptual models which appears to be , as supported by numerous researches, acceptable models of Emotional Intelligence. They are known as the Salovey-Mayer model; the Goleman model; and the Bar-On model. Although all three models share many consistencies, each model has its own uniqueness. These models are also classified into two: the ability model and the mixed model. 10 THEShow MoreRelatedThe Impact Of Emotional Intelligence On Leadership999 Words   |  4 PagesThe Impact of Emotional Intelligence on Leadership and Leadership development in the non-profit sector. Gone are the days of intelligence relating only to academia and the testing of the intelligence quotient (IQ). The 21st century brought about the introduction of â€Å"emotional intelligence† as an added skill set in a leader’s tool kit. Essentially, the ability be aware and manage one’s own emotions, the others emotions, and effectively applying that information to guide ones thinking and actionsRead MoreThe Impact of Emotional Intelligence on Leadership7109 Words   |  29 PagesLeadership Organization Development Journal Emerald Article: Emotional intelligence and leadership effectiveness Robert Kerr, John Garvin, Norma Heaton, Emily Boyle Article information: To cite this document: Robert Kerr, John Garvin, Norma Heaton, Emily Boyle, (2006),Emotional intelligence and leadership effectiveness, Leadership Organization Development Journal, Vol. 27 Iss: 4 pp. 265 - 279 Permanent link to this document: http://dx.doi.org/10.1108/01437730610666028 Downloaded on:Read MoreEmotional Intelligence : The Impact Vulnerability Has On Leadership Within Nursing Care1520 Words   |  7 PagesEmotional Intelligence: The Impact Vulnerability Has On Leadership within Nursing Care Empathy is used to describe a wide range of experiences. It is the â€Å"capacity† to share and understand other people’s emotions and another’s â€Å"state of mind†. Empathy is being able to imagine what someone else might be thinking or feeling, while maintaining a state of vulnerability to one’s previous experiences, biases, and emotions. Empathy is a very powerful concept that is often misunderstood, or discountedRead MoreHow Leadership Styles Influence On An Organization s Climate Essay1019 Words   |  5 Pages The article of Leadership That Gets Results provides the six leadership styles for individuals to understand how leadership styles influence on an organization’s climate. Furthermore, the six leadership styles are consisted of the emotional intelligence: self-awareness, self-management, social awareness, and social skill. Therefore, these three concepts, such as the six leadership styles, the elements of emotional intelligen ce, and an organization’s climate, will influence each other because theRead MoreThe Skills And Knowledge I Learned Through The Course1510 Words   |  7 Pagesmany things in leadership such as management vs leadership, emotional intelligence, team stages of development, situational leadership, servant leadership, and Myers-Brigs Personality assessment tool. Also, while taking this course, I also identified my dependable strengths as well as my areas of weakness. At the beginning, I will talk about my personal definition of leadership. Then, I will summarize my self-evaluation/self-assessment by using MBTI, Big 5, and Emotional Intelligence. I will alsoRead MoreEmotional Inelligence Essay examples1669 Words   |  7 Pagesyears emotional intelligence has become one of the hottest topics between organizations. Researches have been working on this topic for time to time, to demonstrate or refute the importance of feelings. In the beginning common thoughts from managers and or supervisors were; emotions are in the way; emotions try to keep us from making good decisions; emotions increase a lack on focusing. Fortunately, an indeed research takes emotional intelligence to an ultimate ideal in which intelligence is basedRead MoreEmotional Intelligence ( Eq )950 Words   |  4 PagesEmotional Intelligence (EQ) can best be described as the ability to identify and manage your own emotions as well as others (Psychology Today). Generically speaking, this definition will suffice, but the more detailed levels of understanding help provide a clearer picture as to what emotional intelligence is. A high level of EQ has a direct correlation with effective leadership because both subjects involve groups of people. Emotional Intelligence can be broken up into five categories, all of whichRead MoreLeadership Styles And Their Preferred Language Of Appreciation1017 Words   |  5 Pagesstewardship of the HR profession. Management leadership is an ongoing responsibility and an art that develops over time. According to the late George Terry (1981), the primary task of a manger is to enable a working environment that will induce and maintain an enthusiastic desire to accomplish work among employees (p. 90). Leadership progresses with experience, observation, and interaction with employees. The critical understanding of leadership is being able to motivate employees to invest theirRead MoreThe Relationship Between Emotional Intelligence And Leadership1232 Words   |  5 Pagesarticles to discuss the relationship between emotional intelligence and leadership. I will discuss the reasoning for the credibility of each source chosen for this paper, summarize interesting information provided by each article, discuss any findings related to the topic, and discuss how the topic will influence my future behaviors. Overview of Credible Sources Before I can start discussing the relationship between emotional intelligence and leadership, I must explain why the three sources used inRead MoreEmotional Intelligence Impact An Employees Communication And Success1329 Words   |  6 Pageswill address how emotional intelligence impacts an employees’ communication and success in an organization. Recognizing, understanding and managing the verbal and non-verbal emotions of themselves and others can positively impact their performance and the organizations. Emotional intelligence could be the missing link from taking an organization from good to great. Emotional Intelligence: The Missing Link The understanding of how individuals with average intellectual intelligence (IQ) could outperform

An Interpretation of Emily Dickinsons Poem I Felt a...

An Interpretation of Emily Dickinsons Poem I Felt a Funeral, in My Brain To understand any poem by Emily Dickinson is a challenge. After reading this poem a few times, I decided that the only way to comment on it was to scan all the possible meanings of certain lines and words that Dickinson chose to use. This is my own interpretation of the poem, not to be confused with a definite idea of what Dickinson was trying to convey in her writing of I Felt a Funeral, in my Brain (280). I decided that the best way to comprehend Dickinsons message was to pay more attention to the feelings created and senses stimulated by reading and rereading the poem itself. I came to the conclusion that the author is in deep pain over†¦show more content†¦The second stanza deals with the emotional side of death. The people left behind who suffer the most must deal with the kindness of others, when in actuality, they most likely want to be left alone with their thoughts. The constant Im sorry for your loss that echos from the lips of everyone becomes more obnoxious than calming. The authors senses are heightened as her mind sinks back into that comatose state of being numb. The next stanza deals with sound. She heard them lift a Box/ And creak across my Soul/ With those same Boots of Lead, again. These lines show the inward feelings created by the ending of the funeral, when the casket is carried away to its final place of rest. The Boots of Lead are not literally made of lead, but with each step taken, the author feels as if her heart is the ground the pallbearers walked on, taking away a loved one for the last time. It is almost as if the author feels trapped inside herself, like there are two of her. She seems to feel the pain of two people rather that just one. However, this is strictly my interpretation. The following stanza goes along well with the previous, since it is a continuation of this doubled pain. As all the Heavens were a Bell,/ And Being, but and Ear,/ And I and Silence, some strange Race/ Wrecked solitary, here- has a lot of meaning hidden behind it. I think it is important to pay attention to the wordsShow MoreRelatedEmi ly Dickinson s `` Because I Could Not Stop For Death `` Essay1355 Words   |  6 PagesModernism for Emily Dickinson has to do with the uncertainty. Emily Dickinson was a somber thinker who doesn’t try to enlighten anyone of anything. Her poems were uniquely written and she wrote about the uncertainty, which makes her poetry easy to empathize with in the 21st century. The 21st century, is a period of science which is used as a tool to make sense of the uncertainty. Emily Dickinson uses her poetry as a means to question and observe the trauma of human existence. For instance, she doesn’tRead MoreEmily Dickinson As A Poet Of The Dark And Depressive Nature996 Words   |  4 PagesMost think of Emily Dickinson as a poet of the dark and depressive nature. She has a reputation of being an introverted, isolated writer who wrote mainly about death and the horrible aspects of life. While this is true, her isolation and depressive nature is what makes her poems as brilliant a nd cherished as they are. Although her poetry touches on troubling subjects of mental pain, suffering, and despair, there is also a sense of hope, peace, and a yearning for God in her works. As some would sayRead More A Comparison of the Poetry of Emily Dickinson and Robert Frost1062 Words   |  5 PagesThe Poetry of Emily Dickinson and Robert Frost The poetry of Emily Dickinson and Robert Frost contains similar themes and ideas. Both poets attempt to romanticize nature and both speak of death and loneliness. Although they were more than fifty years apart, these two seem to be kindred spirits, poetically speaking. Both focus on the power of nature, death, and loneliness. The main way in which these two differ is in their differing use of tone. The power of nature is a recurring themeRead MoreFemale Oppression By Emily Dickinson And Charlotte Perkins Gilman1729 Words   |  7 Pages19th century, before the first wave of feminism, women were faced with an unshakeable social prison. Husband, home and children were the only life they knew, many encouraged not to work. That being said, many female writers at the time, including Emily Dickinson and Charlotte Perkins Gilman, were determined to examine the mind behind the American woman, through the lens of mental illness and personal experience. This essay will compare the work of Dickinson and Gilman using the perspective ofRead MoreAnalysis Of Emily Dickinson s Poetry1168 Words   |  5 PagesEmily Dickinson’s poetry arose during a time of much deep questioning going on in the literary world. Many of her poems lend themselves to various interpretations, as Dickinson looks at the world through a variety of perspectives. Dickinson wrote concisely and broke the traditional rules of writing poetry, and in doing so often wrote in one way but meant something entirely different. Poem 340, or â€Å"I felt a Funeral, in my Brain,† is one of these such poems that has no clear answer and is ultimatelyRead MoreDickinson’S Infatuation With Death.Emily Dickinson Is Well-Known1363 Words   |  6 Pages Dickinson’s Infatuation with Death Emily Dickinson is well-known due to the fact that she uses an immense amount of death in her poetry; she is also known as being reclusive and death-obsessed. Although other poets don’t typically use large amounts of death in his or her own poetry, Dickinson decided to take her own path in order to get her point across; meanwhile, some found her obsession with death rather disturbing. On the other hand, death could be interpreted through variousRead MoreI Felt a Funeral, in My Brain Analysis3066 Words   |  13 PagesMorgan Russell Shaw English 200 6 November 2012 Essay Two – I felt a Funeral, in my Brain 1. Part One Solitary: Deprived of the company of others; the state of being alone; a reference to solitary confinement (solitary). The use of the word solitary in line 16 illustrates how although people have been described as taking part in the funeral, they do not relate or understand her. Although there are others around her, there is no communication between them. She is described as wrecked inRead MoreEssay on Emily Dickinsons Works2525 Words   |  11 PagesEmily Dickinsons Works There is a life in Emily Dickinson’s poems, readers have found. Although one may not completely understand her as a legend, a writer, or as a part of literature books, she is considered one of America’s greatest poets. While unknown answers may not be revealed about her, secrets may not be told, nor any new discoveries made, evidence from books and articles showing Emily Dickinson’s experiences and hardships exists. Critic Paul J. Ferlazzo describes her writings:Read MoreHow Does Emily Dickinson Try to Describe a Psychological State in Her Poem I Felt a Funeral in My Brain3372 Words   |  14 PagesHow does Emily Dickinson try to describe a psychological state in her poem â€Å"I felt a Funeral in my Brain?† Emily Dickson was born in 1830, in the town of Amherst, Massachusetts. She grew up in a prominent and prosperous household in which she was raised as a cultured Christian woman. The sixteenth centaury was a very historical period in America. During this time slavery had been abolished, women were campaigning for rights, gold was discovered and America was going through a depression. Transcendentalism

Can Music Influence the World free essay sample

So, lets start off with the definition of music. What is it? Music is an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color. Some types of music can be appealing to different people such as: D Electronic Music: Music created within a computer or synthesizer. C] Pop: Music with a story behind it, usually containing romance. 0 Rock: Hard guitar, and hard drumming, you have without a doubt heard rock before. Chapel: Vocals, no music, but singing. Some chapels are very good and can influence people as well. With these kinds of music in mind, it is to the second question we turn to: When did music start, since when did it exist? Music has been around for a long time. Since before the Egyptians, and the Greeks, there was music. Music was popularized around the Classical era, by Mozart, Beethoven and similar other composers. We will write a custom essay sample on Can Music Influence the World? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Now the last question we must answer to gain knowledge of the main question Can music influence the world? : Will we ever run out of new music? This question may seem very Less, but in reality this makes a huge impact. The answer is: Yes, we will eventually run out of new music. Why? Because the number of possible five-minute audio files is a number that is 63 million digits long, but mind-flowingly FINITE, not infinite. What does this mean? This means if humanity lasts for long enough, say a couple 100,000 more years, we will eventually run out of new music, therefore music can no longer influence us as all possible music has been written How is this possible? How fast will we run out of new music?Well, if oh were to get one hundred composers, sit them down and tell them to write 100 new melodies every second, they would write every possible one in a mere 248 years. . However new music is not created that fast, so we still have a couple hundred-thousand years of new music. So back to the main question: Can music influence the world? . Well, lets start with a similar question: Can music influence society? Well Yes, it definitely can, as rock music influenced teenagers around the asss and asss, it is definitely possible in the modern era. Can music influence the world? though. Most of it, not all of it, we need to take into account that some music will not be heard by everyone in the world. Take Kananga Style for example, as of March 8th 2013, gingham Style has received a massive 1. 4 BILLION views. Which is arguably the most viewed video ever published on the web. BUT, not everyone has in fact, heard Kananga Style.. . Yet. So this means that music can influence the world not as a whole, but in parts, for example, Korea and America the west and the middle-east, but not Australia or Indonesia, or Germany.

Pearl Harbor Essays (878 words) - Military History By Country

Pearl Harbor Pearl Harbor - Brief Look On December 7, 1941 the U.S. troops stationed on the island of Pearl Harbor were not waken up by the familiar sound of a bugle but instead by gunfire and explosions. This is what it might have been like if you were one of the troops at Pearl Harbor. This attack was important because it led to other events in World War II. Some of these events were America's involvement in the war and the dropping of the Atom Bomb at Hiroshima. Between the years of 1920 and 1940 dictators came to power in Germany, Italy, and Japan. The first country to have a dictatorship was Italy. Thier dictator was Benito Mussolini. He became dictator in 1922. Mussolini organized and founded the Fascist party before he became dictator. After thier loss in World War I Germany had severe problems with thier economy. Adolf Hitler and his political party the Nazis promised they would end Germanies problems if Hitler became dictator. The Germans made Hitler thier dictator in 1933. Italy and Germany decided to become allies in 1939. They called themselves the Axis Powers. Japan joined the Axis Powers in 1940. The emperor of Japan at the present time was Emperor Hirohito. After he joined with the Axis Powers he started taking over countries, cities, and island in and around Japan that belonged to countries who opposed the Axis Powers. Joseph Stalin, the ruler of Russia at the present time, sided with Hitler until Hitler double crossed him and tried to take over Russia. After the double cross Stalin decided to side with the Allies. The Allies were the countries that were opposed to the Axis Powers. These countries were Britain, France, the U.S.A., and Russia. The three leaders of the Allied Powers were Franklin D. Roosevelt, the president of the U.S.A., Winston Churchill, the prime minister of Britain, and Joseph Stalin. After World War II started Japan grew angry with the U.S.A. because they were helping China by sending them war supplies. Japan didn't like this because China was the main target of Japanese attacks. As a result of this Japan decided to take a peace trip to the U.S.A. . They made the trip in November of 1941. During this peace trip Japan made three proposals to the government. These proposals were, to stop aiding China, to stay out of Asian affairs, and to begin shipping oil to Japan right away or Japan would attack the U.S.A. . President Franklin D. Roosevelt and the government of the United States didn't carry out these proposals. As a result of this Japan attacked Pearl Harbor on the morning of December 7, 1941 at 7:55 AM. The reason they attacked that early was because Admiral Isoroku Yamamoto, the person in control of the Japanese warships in that area, knew most of the troops at Pearl Harbor would be asleep. The main planes Japan used for the attack were bombers. The number of bombers used was 350. Six aircraft carriers are what these planes were carried on. They chose to use bombers because thier primary objective was to destroy as many ships as possible. They did have one squadron of fighter planes in each wave, however. The reason they did this was because Yamamoto predicted that the troops at Pearl Harbor would be able to a launch a few planes. There were two waves of planes. The first wave of planes were to destroy as many capital ships as possible. Capital ships are ships that are powerful. The planes that were still up and running after the first wave were to join in the second wave. The second wave of planes were to destroy whatever was left after the first wave of planes finished thier mission. These were mostly carrier ships and submarines that were surfaced. During this attack exactly ten major command ships were destroyed. Some of the ships that were destroyed were the U.S.S. Arizona, the Pennsylvania, the Maryland, and the West Virginia. The major results off the bombing of Pearl Harbor were the involvement of the United States in World War II. The second major result was the dropping of the Atom Bomb at Hiroshima in Japan. Harry S. Truman was the

10 Expository Essay Topics on Alzheimer’s Disease

10 Expository Essay Topics on Alzheimer’s Disease If you are looking to write an expository essay on Alzheimer’s disease then you’ve come to the right place. In this guide, you’ll find some very interesting facts on Alzheimer’s disease, and this is the first part of an extensive three-part guide on the subject. After going through these facts you’ll be able to demonstrate top-notch research in your essay. Once you’re through, you can go to the next part of this comprehensive guide which discusses specific topics. This guide is meant to spark your thought process. Here are 10 facts on Alzheimer’s disease for an expository essay: Alzheimer’s disease takes hold when the brain experiences partial memory loss, and the ability to think or reason. This can cause a number of behavioral problems and is considered a disease because it has nothing to do with certain behavioral or memory-related pitfalls that come with the natural aging process. The symptoms can vary in different cases, though one of earliest and most noticeable signs is when a person starts forgetting things. This forgetfulness gradually and adversely starts to affect day-to-day activities. People with Alzheimer’s tend to get easily confused, misplace objects, have trouble communicating and often find themselves lost in places they were familiar with. Alzheimer’s disease affects more than 5 million Americans making it one of the most common types of dementia; Alzheimer’s accounts for more than 60 percent cases combined, 11 percent of which includes people over 65 and one-third over the age of 85. Alzheimer’s disease can also have a negative effect on the patient’s family as around 15 million American family members, caretakers and friends are   affected by this disease every year. One of the most prominent form of Alzheimer’s disease is vascular dementia. It involves a deterioration of the thought process which is caused by an impaired blood supply to the brain. This deprives brain cells of vital nutrients and oxygen. Symptoms of limited thinking skills can start surfacing soon after a stroke, which blocks blood vessels leading to the brain. This is by far the second most common reason which causes dementia, the first one being Alzheimer’s disease. Mixed dementia is closely connected to Alzheimer’s disease, which is a condition in which multiple types of symptoms of mental abnormality are diagnosed in one go. Since it’s an amalgamation of all kinds of dementia, symptoms of this category of disease vary from person to person. This is because it affects every brain type and parts of the brain differently. The symptoms, however, can be exactly the same as Alzheimer’s disease or other forms of dementia, although the diagnosis is always unique for each person. In the vast field of dementia, Parkinsons disease is considered very deadly in particular. This is when a person’s brain is rendered incapable of having a normal thought process or ability to reason. It’s known that the gradual changes in the brain due to this disease can lead to issues such as mental dysfunction, memory loss, the ability to maintain a short or long attention span, or making sound decisions. If we are to look at an Alzheimer’s patient’s brain signature or waves, we’ll be able to notice plaques and tangles. These plaques develop due to deposits of protein fragments known as beta amyloid, which reside between nerve cell spaces. Tangles are twisting fibers known as tau protein that take abode inside nerve cells. According to various autopsy research and observations, it’s known that even a normal human brain develops these tangles and plaques once the naturally induced age-related mental decline begins. But in the case of Alzheimer’s disease, these plaques and tangles develop in significantly larger number. They also develop in a certain pattern and start multiplying until they start manifesting areas of the brain which are responsible for memory. According to research, older Latinos are more likely to get Alzheimer’s disease than older Caucasian people. Similarly, older African-Americans are twice more likely to get Alzheimer’s disease than older Caucasians. These facts are merely statistical and can’t be applied theoretically until they are backed by proper scientific reasoning. One of the most common theories is that Latinos and African-Americans have a higher rate of vascular disease, which contributes to Alzheimer’s disease. There is no immediate cure for Alzheimer’s disease and the treatments that exist can only slow the process down or reduce a few symptoms. There is also a school of thought which says that Alzheimer’s disease patients who avail full treatment, support and care can live a relatively normal life. When it comes to Alzheimer’s disease, six out of ten people can end up lost or wandering around. An Alzheimer’s disease patient can forget the whereabouts of their own home. If a lost Alzheimer’s disease patient is not recovered within 24 hours, they can be at a greater risk of getting hurt or even losing their lives to untimely accidents. After coming to terms with these facts, we assure you that you’ll be able to write a very informative and academic expository essay on Alzheimer’s disease. We understand you may be wondering about interesting topics to write on. You’re in luck: the next part of this series, â€Å"20 essay topics on Alzheimer’s disease†, has plenty of topics to choose from. In addition to some very interesting topics, our next guide also includes a sample essay on one of the topics. We highly recommend that you read that essay before going to the final guide, how to outline an expository essay on Alzheimer’s disease, which has all the information you’ll need to start writing the actual essay. Just letting you know ahead of time. References: Callone, P. (2006). A caregivers guide to Alzheimers disease : 300 tips for making life easier. New York: Demos Medical Pub. Coste, J. (2004). Learning to speak Alzheimers : a groundbreaking approach for everyone dealing with the disease. Milsons Point, N.S.W: Transworld Publishing. Fife, B. (2011). Stop Alzheimers now! : how to prevent and reverse dementia, Parkinsons, ALS, multiple sclerosis, and other neurodegenerative disorders. Colorado Springs, CO: Piccadilly Books. Kapsambelis, N. (2017). Inheritance : a family on the front lines of the battle against alzheimers disease. S.l: Simon Schuster. Mace, N. Rabins, P. (2012). The 36-hour day : a family guide to caring for people who have Alzheimer’s disease, related dementias, and memory loss. New York: Grand Central Life Style. Newport, M. (2011). Alzheimers disease : what if there was a cure? : the story of ketones. Laguna Beach, CA: Basic Health Publications. Poirier, J., Gauthier, S. Sandilands, B. (2014). Alzheimers disease : the complete introduction. Toronto: Dundurn.

Retention, human resource management Essay Example | Topics and Well Written Essays - 750 words

Retention, human resource management - Essay Example these localized incentives might work towards retaining the most efficient employees of the organization. The idea is not about spending more time on these incentives but lie son designing effective programs that are workable. According to the human resources’ vice president of Great American Insurance Group of Cincinnati, â€Å"We want that manager feedback, that peer-to-peer recognition. It becomes very personal† (Shepherd). Such programs also help the colleagues to be familiar with each other better. Apart form the decentralized programs and practices there are centralized programs, which applies to all the employees fitting a particular criterion. For instance, such incentives might be based upon the length of service period. Some employers however like to mix up both centralized and localized incentives for a better outcome. This again requires training of managers such that they might implement and design the incentive programs effectively. A survey reveals that a round 27 percent of the firms arrange such training programs for managers. An example is provided in case of Everett Clinic where the managers are happy with small but personal rewards, which might not be expensive but are effective. These are expressed in the form of gift cards, Caught in the Act cards, Pat on the Back cards for different levels of skills and competence. The upper level of hierarchy provides the support for such programs in both financial and no financial terms. According to the company, their employee satisfaction is around 80 percent. In fact budgetary constraint is not the only motivation behind such programs. Such retention practices encourage creativity for developing such programs some of which gain instant recognition. Employers even resort to the use of social media such as Facebook and Twitter to appreciate their efficient employees. This helps in gaining public appreciation for these employees. Thus the article mainly talks of tapping the employeesâ€℠¢

Varieties of Materialism Essay Example | Topics and Well Written Essays - 750 words

Varieties of Materialism - Essay Example Materialism of the mind holds that in cases where the mental type does not match the physical type, then it is most likely that two people may possess similar type mental event unless there occurs a difference in the type of their physical events. Graham views behaviourism theory as a philosophical concept, which largely depends on the behavioural evidence to make viable conclusions about psychological situation of a person. Behavioural theory does not rely or attempt to investigate the state of mind to draw conclusive view of individual’s psychology. Proponents of behaviourism theory demand behavioural change with reference to different situations to compile clear understanding of a person’s psychology. Behaviourism differs from the theory of functionalism since the latter relies on the mind and argues that mental states like beliefs, desires, aspirations and pains are caused by the specific functional cognitive roles that they play in regions of their occurrence. Func tionalists hold that pains are caused by bodily injuries to create a belief discomfort in the mind and seek possible ways of fleeing the situation. This result to anxiety and weakness accompanied by conflicting desires and failure to resolve the impasse which results to moaning and depression. For example, Tye demonstrates that an individual will be terrified upon realizing the presence of a dangerous animal like shark in the surrounding (5). Tye exemplifies that the particular individual will be disturbed by simple perception of the mind concerning the dangers attributed to sharks thus inducing the urge to flee (5). Brain theory states that the brain operates due to interaction and network of neurones and cells, which enable it to solve certain problems based on the connections between its basic components and networks (Zyga). Under Brain Theory, there are no special controlling components for certain functions of the brain instead all controls are localized and distributed equally to all parts of the brain system. Brain theorists believe that the brain in exists in a hierarchal state as there are certain parts that control other parts. Various parts of the brain learn rules of the operation in various detailed levels from the top most to the bottom. Proponents of brain theory argue that the concepts regarding functionality of the brain can be applied and related to the computer system, which synthesizes information and delivers appropriate output. The same way brain works in procedural steps so do the brain theorists believe to be the case with the physical computers. Behaviourism and brain theories tend to differ in that the behaviourists rely on the physical outcome of the internal structure to device a conclusion over the conducts of an individual while the brain theorists rely on the progression of events from top to bottom to reach to viable conclusion about a person’s conduct and expression. While the functionalists depend on the final reaction of individuals with reference to the action and interpretation of the mind, brain theorists learn the processes and steps that led to the final and observable expression of an individual. One of the problems attributed to behaviourism is that most behaviourists tend to believe that individuals have better access and interpretation of mental states of others than they do to themselves (Jackson 33).

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?  .

Upton Sinclairs The Jungle - Chicago Will Be Ours Essay -- Upton Sin

The Jungle - Chicago Will Be Ours "Their home! Their home! They had lost it! Grief, despair, rage, overwhelmed him - what was any imagination of the thing to this heart-breaking, crush reality of it ... Only think what he had suffered for that house - what miseries they had all suffered for that house - the price they had paid for it!" "The Jungle", by Upton Sinclair, gives a heart breaking portrayal of the hardships faced by the countless poverty stricken laborers in the slaughter houses of Chicago. As in the quote above, a struggling family underwent months of back breaking labor only to loose their house at the drop of a hat. It was a desperate and unmerciful time when an accidentally fractured ankle cost a man his job and his family food and shelter. In the early 1900's, strikes, riots, labor unions, and new political parties arose across the country. The government, with its laissez-faire attitude, allowed business to consolidate into trusts, and with lack of competition, into powerful monopolies. These multi-million dollar monopolies were able to exploit every opportunity to make greater fortunes regardless of human consequences. Sinclair illustrates the harsh conditions in Packingtown through a Lithuanian immigrant family and their struggles to survive. Ona, a young and frail woman, and Jurgis, a hardworking and strong man and the husband of Ona, come to America with some of their family to find work and to make a new and better life for themselves. With everyone finding employment right away, the family begins their lives in America with optimism, enthusiasm, and ignorance. Taking a huge risk, they purchase a small rickety house. Slowly, they awaken to the harsh realities of their surroundings. There's the mortg... ...workingman is common ownership and democratic management of production. Schliemann, a socialist, explains that "anyone would be able to support himself by an hour's work a day." Sinclair goes even further by referring to socialism as the "new religion of humanity" to oppose the "jungle" in which the workingman slaves. Finally, Sinclair tries to convert his readers to socialism and reject capitalism by using numbers. At the end of the novel, he shows the increasing popularity of socialism as the number of votes increase. In Chicago, the number of votes for socialism started at next to nothing and, by the end of the book, there were nearly fifty thousand votes. Leaving the reader with a sense of optimism that socialism may one day triumph, Sinclair ends the novel with hope for the workingman as he zealously writes, "Chicago will be ours! Chicago will be ours!"