Forensics Project Management The New Best Friends...

Forensics Project management: The New Best Friends Forever (BFF) in the Fight against Financial Crimes in this 21st Century. By Ambe Diom Afumbom Executive Summary The SNIFFING book-cooking schemes of major corporations and firms such as HealthSouth Corp, Enron global etc, plaguing our financial world in this era, is an indication that we require â€Å"all hands on deck† in the fight against financial crimes. The variability and self-motivated nature of frauds, characterized by material destructive consequences, has raised a myriad of alarms in the corporate world. In reality, the dynamic nature of fraud perpetration present complex, intricate and titanic tasks to the forensic investigator who by mandate and dictate from the fast growing technology and sophisticated defrauding strategies of phonies, is required to expand Knowledge and proven skills to be relevant and become verifiable human tool. Forensic investigators are obliged to push forward innovative and exhaustive practices in order to squash this canker-worm. This study hopes to provide support to the literature on â€Å"Financial Crimes Fight† that has tried to establish that; - Top-tiers in corporations are more susceptible to fraud on a grand scale than any other stakeholder, - Offer proactive solutions against perpetrators. The general conclusion from these studies is that â€Å"integrating forensicsShow MoreRelatedChoosing Your It Career Path12084 Words   |  49 PagesCCSP, it makes you more grounded. After the Cisco professional level you can become a master in either CCIE routing and switching, CCIE security or CCIE voice with the wireless elements to the certification to encourage specialization. CCNP new modules will comprise of: 1 642-902: Implementing Cisco IP Routing (ROUTE) 2 642-813: Implementing Cisco IP Switched Networks (SWITCH) 3 642-832: Troubleshooting and Maintaining Cisco IP Networks (TSHOOT) Cisco Certified SecurityRead MoreDebonairs Pizza Product-Market Expansion Growth Strategies27204 Words   |  109 Pages4. 5. WELCOME MESSAGE FROM PRINCIPAL INTRODUCTION TO MANCOSA THE MANCOSA MISSION OUR VISION MBA PROGRAMME STRUCTURE 5.1 Overall Programme Objectives 5.2 Programme focus 5.3 Module description and rationale PROGRAMME ADMINISTRATION 6.1 Programme Management 6.2 Programme registration 6.3 Registry and despatch 6.4 Finance 6.4.1 Fee payment 6.4.2 Payment of fees and other dues 6.4.3 Re-enrolment 6.4.4 Payment plans 6.4.5 Additional fees/charges 6.4.6 Deferrals 6.4.7 Miscellaneous costs 6.4.8 CancellationRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 PagesPOLITICS†¦page 90 WHEN YOUR CORE BUSINESS IS DYING†¦page 66 Y GE SE PA IN DS CK R M WA A 53 www.hbr.org April 2007 58 What Your Leader Expects of You Larry Bossidy 66 Finding Your Next Core Business Chris Zook 78 Promise-Based Management: The Essence of Execution Donald N. Sull and Charles Spinosa 90 The Leadership Team: Complementary Strengths or Conï ¬â€šicting Agendas? Stephen A. Miles and Michael D. Watkins 100 Avoiding Integrity Land Mines Ben W. Heineman, Jr. Read MoreOrganisational Theory230255 Words   |  922 Pagesothers who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysisRead MoreVarian Solution153645 Words   |  615 Pages,,,,,,,,,, ,,,,,,,,,,,,, Shading ,,,,,,,,,,,,, ,,,,,,,,,,,,, ,,,,,,,,,,,,, 2 4 6 8 x1 0 (d) Suppose that the price of commodity 1 falls to $5 while everything else stays the same. Write down your new budget equation. 5x1 +5x2 = 40. On the graph above, use red ink to draw your new budget line. (e) Suppose that the amount you are allowed to spend falls to $30, while the prices of both commodities remain at $5. Write down your budget equation. line. 5x1 + 5x2 = 30. Use black

Public Health Reaction Paper - 1008 Words

Assignment #2: PH Reaction Paper Chasiti Reid PUBH 102 Dr. Corwin December 1, 2012 (a) Public health is preventing injury and disease, prolonging life and protecting populations by promoting health through product safety and in physical, social and economic environments. Responsibility for promoting the health of the public is shared between the government and communities. Public health focuses on the health of populations, rather than individuals. It is concerned with wide-ranging strategies that concentrate on the prevention of injuries and disease. Public health in the 20th century have improved the quality of life, increased the life expectancy, and the reduction or elimination of many communicable diseases in populations.†¦show more content†¦When these public health interventions are properly implemented and regulated the existence of them is far more beneficial than detrimental. The overall benefit supports â€Å"taxing sugary beverages† as an ethical issue because the penny-per-ounce tax will affect everyone that purchases sugar-sweetened b everages no matter their amount of consumption. This tax will be more beneficial for all Americans because it can reduce medical treatment costs for diabetes and other obesity-related health problems substantially. It also has the chances to decrease the prevalence of diseases such as stroke, coronary heart disease, diabetes and obesity. Communitarianism relies on the idea that what is good for the whole is necessarily good for its parts (p. 10). From this perspective, public health interventions are good for individuals simply because they benefit the community as a whole (p. 10). 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Supporting Diversity and Equity

Question: Discuss about the Supporting Diversity and Equity. Answer: Introduction Every day, the well being and safety of the children in a nation is threatened by child neglect and abuse. Hence, intervening effectively in the lives of neglected and abused children is not the sole responsibility of a professional group or a single agency (Stefon, 2016). It is rather a community concern that must be looked into by every member of the society that is directly or indirectly involved with the social environment of the child (Quigley, 2007). There are several rights of the children as per the Human Rights Act for Children and Young People that must be maintained by the society and the community in order to save the child from neglect and abuse (Child, Naker, Horton, Walakira, Devries, 2014). The report has been developed in context to a case study on James a boy studying in the 4th grade at a large high socio-economic suburban school. Hence, the primary aim of the paper is to identify the issue related to the child mental health and well being. The paper also explains several laws that protects the rights of the children and discusses the importance of advocacy for both the children and teachers. Furthermore, the study discusses the policies and supporting issues in mental health and wellbeing. Along with that, the awareness of the complexity involved when responding to childrens behaviours has been discussed with the impact of mental health and well being on the behaviour of the child. Finally, recommendations have been drawn for the teachers to tackle this sort of case of mental trauma among the children and manage a diversified group of children in class. Identification of the issues and Importance of advocacy for children and teachers According to the Human Rights Act for Children and Young People, every child irrespective of their mental health and well being have the right to study together with normal students. On the other hand, it is important for the educational institutions to maintain proper policies for such children to avoid them from child abuse and neglect (Hundeide Armstrong, 2011). The educational institutions must take necessary steps to treat these types of children together with entire community by taking appropriate safety measures for the normal as well as mental health students. Furthermore, the Human Rights Act for Children and Young People also describes certain policies for the parents for the safety and wellbeing of the child (Hundeide Armstrong, 2011). Hence, it is the duty of the entire community to safeguard a child from abuse and neglect to help the child in developing a normal behaviour. Advocacy for children is a necessary process of developing normal and social behaviour among the child (Stefon, 2016). On the other hand, it is important for the teacher because the educators must know how to treat a special child among the entire group of pupils (Stefon, 2016). The advocacy for the teachers makes them aware of the social facts and laws that must be maintained while treating and teaching a child (Crosson, 2003). Hence, advocacy for both the children and teachers are an essential factor for taking care of mental health and wellbeing of children. Policies and supporting issues in mental health and wellbeing Mental Health and Wellbeing Policy of Australia promote a positive frame of mind around the citizens of the country to identify the issues attached with the mental illness cases. Relentlessly, the policy has protected the human rights of the people affected from mental ill-health (Knifton Quinn, 2013). Understandably, the policy standardised Mental Health and Wellbeing has identified the early interventions to deliver high quality services and culture to the people affected from mental health illness (Cooper, 2010). Meanwhile, the Mental Health and Wellbeing Policy of Australian government has underpinned the strategic direction to influence protecting right of the mental ill-health people providing them mental health care support. Thus, the policies towards the mental health consumers can promote significant consumer-centred culture effective participation in the social framework (Mukherji, 2011). In the underlying section, major policy directions of Mental Health and Wellbeing Pol icy of Australia have been described as follows: Protecting Human Rights: Mental Health and Wellbeing Policy of Australia has identified the issues regarding mental health illness. Moreover, as every individual of the society has the right to equality, the policy has continued of protecting the human rights of the mental health patients to achieve sustainability in social context. Promoting Responsibilities towards the mental health consumers: According to the Mental Health Act 2009, heath care services and society have their own responsibility towards the mental ill-health people. Thus, the policies advocate critical rehabilitation and comprehensive cooperation (Mukherji, 2011). Health Promotion and early intervention: Significantly, health promotion has been prioritised as another critical decision-making strategy to inspire the position of the mental health patients. Precisely, early intervention to the mental health illness can reduce the discriminating factors providing equality (Bywaters, McLeod, Napier, 2009). Integration of services: The policy towards the mental health illness public has ensured effective support system and environment to mitigate issues regarding mental health patients. Herein, support of the staff members can be identified as one of the major leading factors to influence the personality of a mental ill-health. Tactically, Mental Health and Wellbeing Policy of Australia have identified the major issues of the mental ill-health to determine the best set of strategic decision improving their health and social position. Awareness of the complexity involved when responding to childrens behaviours In the given case study, the identified mental ill-health patient is a child of fourth grade. Understandably, in case of responding to the behaviour of the childs mental illness, some of the major complexity must be recognised to deal with the circumstances. Precisely, the social and emotional factors of young mind must be taken into consideration ("Taking It to the Streets: Teachers as Advocates", 2009). Herein, the treatment of the young mind must be developed according to the responsive level of the child. Addition to that, the emotional features of the child and influence of the socio-cultural aspects must be identified responding to the mental ill-health situation such as in this particular case (Engdahl, 2010). Moreover, the intervention of family members and the thought process towards the mental ill-health child must be included during the treatment process. The impact on mental health and wellbeing The role of mental health and wellbeing can influence the behaviours of the child to a certain limit. Meanwhile, educators, family members and other social people attached to the mental ill-health patient must take the responsibility to provide such an environment effective for development of the mind of the young child. Apparently, the child must be treated as a normal child to grow the confidence (Knifton Quinn, 2013). Admittedly, mental health and wellbeing nurtures a positive frame of mind among the children to influence learning and development activities. Instrumentally, such responsive measures can control the aggression, anxiety, and other emotional factors of a mental ill-health student. Decisively, Mental Health and Wellbeing Policy have directed the specific measures and guidelines so that a safer and brighter atmosphere can be given to the mental ill-health students. Recommendations In order to attend special students who are facing mental illness the teachers are recommended to take the necessary steps presented herein below: Develop proper knowledge on mental health and well being of children: The teachers must develop a proper knowledge on mental health and well being of children to differentiate behaviour of the children having mental illness (Cox, 2016). It helps in early identification of the problems. Understand the policies regulating the rights of children: It is important for the teachers to study the policies regulating the rights of children and develop teaching and mentoring strategies considering those policies (Cox, 2016). Take proper steps by encouraging students without neglecting them: The teachers must not neglect students having mental illness or special behaviours (Crosson, 2003). There is a need of early intervention in order to treat those children in place of neglecting them and making them separate from the entire community (Engdahl, 2010). Conclusion In response to the circumstances of the given case study, the teachers and parents of James must identify the Mental Health and Wellbeing Policy directed towards him to change his behaviour towards others. Admittedly, the unusual behaviour and deterioration of the mental health condition of James must be taken on a serious note. The teaching staff must identify the issues and cultural aspects of the classroom that can make an adverse impact of the mind of James. On the other hand, the parents of James must take utter responsibility to use the service intervention promoted towards the safety and security of mental ill-health public. Conclusively, such active measures and mental health care intervention can improve the existing condition of James. References Bywaters, P., McLeod, E., Napier, L. (2009).Social work and global health inequalities(1st ed.). Bristol: Policy Press. Child, J., Naker, D., Horton, J., Walakira, E., Devries, K. (2014). Responding to abuse: Children's experiences of child protection in a central district, Uganda.Child Abuse Neglect,38(10), 1647-1658. https://dx.doi.org/10.1016/j.chiabu.2014.06.009 Cooper, C. (2010).Mental capital and wellbeing(1st ed.). Chichester, West Sussex, U.K.: Wiley-Blackwell. Cox, J. (2016).Teaching Strategies that Advocate Your Students.TeachHUB. Retrieved November 2016, from https://www.teachhub.com/teaching-strategies-advocate-your-students Crosson, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect.CHILD ABUSE AND NEGLECT USER MANUAL SERIES. Retrieved from https://www.childwelfare.gov/pubPDFs/educator.pdf Engdahl, S. (2010).Mental health(1st ed.). Farmington Hills, MI: Greenhaven Press/Gale Cengage Learning. Hundeide, K. Armstrong, N. (2011). ICDP approach to awareness-raising about children's rights and preventing violence, child abuse, and neglect.Child Abuse Neglect,35(12), 1053-1062. https://dx.doi.org/10.1016/j.chiabu.2011.09.008 Knifton, L. Quinn, N. (2013).Public Mental Health(1st ed.). Maidenhead: McGraw-Hill Education. Mukherji, P. (2011).Understanding children's challenging behaviour(1st ed.). Cheltenham: Nelson Thornes. Quigley, A. (2007).Mental health(1st ed.). Detroit: Greenhaven Press. Stefon, J. (2016).Teachers as Advocates in Special Education.Impatient Optimists. Retrieved November 2016, from https://www.impatientoptimists.org/Posts/2012/06/Teaching-and-Learning-Advocacy-for-our-Students Taking It to the Streets: Teachers as Advocates. (2009).Ncte.org. Retrieved November 2016, from https://www.ncte.org/magazine/advocacyideas

Management and Leadership in Education free essay sample

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