Classical proofs of God's existence Essay Example | Topics and Well Written Essays - 2000 words

Traditional verifications of God's presence - Essay Example This exposition will target having an itemized conversation on the presence of God, in view of contentions by strict scholars, savants and other traditional contentions. The commitments of these assemblages of information and people will be examined to survey their commitment to the approval of the presence of God. The article will likewise target assessing whether the contentions can be guarded once again and on the off chance that they can identify with the everyday living of the contemporary people. In spite of the fact that the idea stays questionable, the contentions and various translations all target demonstrating or disliking the presence of God. Aquinas’ confirmation on God’s presence based on reason, God exists. A medieval conversation on the God’s presence can't be finished without a conversation on the commitment of Aquinas on God’s presence. In crafted by Velecky, one would contend that Aquinas was determined to examine the connection among co nfidence and reason among Philosophy and Christianity (71). Aquinas’ sees have additionally been demonstrated to be of incredible effect on the impression of God and religion (Velecky, 69). Aquinas demonstrates that a great deal of things known to man are moving (Velecky, 73).This movement makes the development more otherworldly than developments that can be brought about by an ordinary human. In crafted by Velecky, God is alluded to as the main mover, who caused a few developments of different bodies known to mankind (73). This reality additionally clarifies that God is the major causative specialist of the event of exercises known to man. Since one thing is brought about by another, at that point God is the causative specialist of the event of these developments; therefore, He exists (Davies and Stump, 126). Thirdly, Aquinas proofs that God exists by contending that God is a fundamental being. As per Davies and Stump, all people have their time frame at once or another (126 ). This implies they neglect to exist at one second in their reality, however God doesn't neglect to exist all the occasions. In an example whereby God didn't exist, at that point there will be no presence of otherworldly occasions, yet since He exists, people come up short, and their stretch of time is ended, however He keeps on existing and require what people require. Fourthly, medieval history that addresses presence of God identifies with Aquinas’ contentions on the significance of God. Davies and Stump show that God is the best of the considerable number of creatures, since certain things known to mankind are far a lot more noteworthy than others (126). The level of significance fluctuates starting with one individual then onto the next, thing to another, being to another among others. God is named as the wellspring of enormity; along these lines, He is the best of all (Davies and Stump, 126). Ultimately, Aquinas additionally sees the world as having fanciful, great and impossible structure. This identifies with the world as having a shrewd architect, who is God (Davies and Stump, 126). Through this contention, Aquinas approves that God exists. From Aquinas’ contentions, in this way, God can be said to exist and control all exercises and happenings known to mankind, just as the maker (Wayne, 143). Pascal’s contentions regarding personal circumstance, God can be shown to be existent. Medieval history likewise credits the contentions by Pascal’s Wager contention on the presence of God. In the expressions of

Chicago Referencing †4 Things You Should Know

Chicago Referencing †4 Things You Should Know Chicago Referencing †4 Things You Should Know Chicago referencing is an adaptable framework for refering to sources in scholarly composition. In the event that it’s your schools picked framework or you’re composing a paper for a diary, realizing how to utilize Chicago referencing is crucial. Before you set to work, however, there are a couple of things you should know. 1. The Chicago Manual of Style Chicago referencing is set out in The Chicago Manual of Style. The sixteenth version of this was discharged in 2010 and remembers subtleties for each part of publication practice, from syntax to arranging. In the U.S., The Chicago Manual of Style is regularly utilized by distributions in the social and human sciences. Nonetheless, if your school essentially determines â€Å"Chicago referencing,† it’s just the standards for refering to sources that you have to stress over. 2. One Manual, Two Styles Chicago referencing can be a touch of befuddling in light of the fact that it fuses two reference styles: creator date references and a commentary and book index adaptation. Creator date references utilize a style like APA referencing, with the author’s family name, year of distribution and (if pertinent) page numbers given in sections: The New World was colonized around 11,000 B.C. (Jewel 1997, 67). This is joined by full distribution detail in a reference list. The commentary and list of sources framework, in the interim, refers to sources with superscript numbers (e.g., 1, 2, 3) in the primary content. You would then be able to give source data in references (just as in a book index). The main commentary for the source named above, for instance, would show up as: 1. Jared Diamond, Guns, Germs Steel: A Short History of Everybody throughout the previous 13,000 Years (London: Vintage, 1997), 67. The reality there are two reference styles inside Chicago referencing makes it pivotal to check your style control before you begin composing. 3. Resulting Citations On the off chance that you’re utilizing the creator date framework, refering to a similar source more than once just requires giving the author’s name and year of distribution each time. With the commentary and book index framework, be that as it may, you can abbreviate resulting references of a similar source. For back to back references, you can utilize the Latin expression â€Å"Ibid.† For nonconsecutive references, give the author’s family name, an abbreviated title and applicable page numbers: 1. Jared Diamond, Guns, Germs Steel: A Short History of Everybody throughout the previous 13,000 Years (London: Vintage, 1997), 67. 2. On the same page., 112. 3. Derek Author, A Different Book, (New York: Publisher Inc., 2005), 45. 4. Jewel, Guns, Germs Steel, 23. 4. Reference List/Bibliography The two reference frameworks secured by Chicago referencing utilize a comparative organization for making a reference list/catalog, however there are contrasts. The data required for a book in a reference list when utilizing the writer date framework is: Creator Surname, First Name. Year. Title. City of Publication: Publisher. With the reference and list of sources framework, then again, distribution data ought to be introduced as follows: Creator Surname, First Name. Title. City of Publication: Publisher, Year.

MBA Essay Samples

MBA Essay SamplesThere are many different MBA essay samples that you can get to use. Depending on what your particular area of study is, there will be a lot of different types of essays you will be able to choose from.If you are going to be attending a business school, you will find that it will be easier to get accepted into a business school if you have a good GPA. One of the best ways to do this is to take the time to read through some of the MBA essay samples. The good thing about these types of essays is that they will give you a very good idea of what you should write in a typical MBA essay.The first thing that you will want to consider when looking for MBA essay samples is your situation. You want to make sure that you take into consideration what type of career you are going to want to pursue after you graduate. The essay samples that you find online will help you figure out the type of career that is right for you and the type of career that you should go with.When you are l ooking for a specific type of MBA essay sample, you want to make sure that you take the time to research what you are looking for. Take the time to read all of the samples that you can find. When you take the time to read them, you will find that the samples will give you a great idea of what kind of work you should be doing.Many times, business schools will require you to write three different business school essays. If you want to get into any of the business schools that require this kind of work, you will want to make sure that you know how to write three different business school essays. There are some courses that will have you write one essay, while other courses will require you to write three different business school essays.There are a lot of things that you need to think about when you are looking at taking the time to go to a business school. The first thing that you need to know is that you will need to be able to handle your writing in a number of different situations. Most business schools will have different types of businesses that they are looking for and you will need to know what type of writing you are good at writing.When you are looking for a specific type of MBA essay samples, you want to make sure that you take the time to get to the point quickly. A lot of people will get bogged down with too much information and they will not get the job done properly. If you want to get into a business school, you will want to make sure that you take the time to make sure that you understand everything that is written on the essay.The type of essay that you want to write will vary from business school to business school. You can find a number of different MBA essay samples online and you will be able to get some very good ones if you take the time to look around.

Essay on Gender Role Development - 787 Words

Gender Role Development I am a man, or maybe Im a male, no wait I am a guy, although my parents still call me a boy, unless you ask an old person then I am a young man. Frankly, I dont know, understand, or care what I am because most importantly Im me. My generation has numerous problems and some of the most pressing issues involve sex and gender. It appears we have some confusion on whos what and why, and I can see why this confusion exists we have some males wearing womens apparel and some females who are only females because of their lack of a penis. When asked the question what was the difference between sex and gender I immediately thought my roommate was about to tell me a dirty joke. Once I realized that I was in†¦show more content†¦My mother had the biggest influence on my better gender traits, while my father influenced the less appealing ones. My parents werent very stereotypical in their gender roles. My dad was the emotional one he was much more apt to crying and also getting angry. My mother was the more logical parent. She also was the leader of the house. She pretty well told my dad who, what, where, when, and how. My mother also takes care of the finances, although my dad is the major breadwinner. My dad was also the non-confrontational parent. I feel I am a good blend of my parents. I seemed to have inherited and learned most of their good traits without taking on their bad ones. In school I was the a-typical boy. I was around a lot of boys when I was young mainly due to participation in sports. When I got out of the athletic crowd I got into the artsy crowd. Through my high school years due to the crowd of girls and non-Neanderthal guys I hang around I was wrote off as a homosexual by people who didnt know me. In my school any guy who participated in speech and drama was pretty much thought of as queer. Unfortunately what the guys who wrote me off as homosexual failed to see was that being in drama meant spending time around numerous beautiful talented young girls, and not only that the boy to girl ratio at speech tournaments was about 3 to 1 favoring the girls, which turned out to be pretty good odds even for a fat kid. In high school my best friendShow MoreRelatedGender Roles And Gender Development1598 Words   |  7 PagesGender and sex are not synonymous, although they are often used interchangeably. Sex is a biological term and defined as â€Å"the categories of male or female of the sum total of biological attributes on which this distinction is based within a species† (Colman, 2009). Gender, however is a social construct and consists of gender role, gender identity and sexual orientation / preference. Gender identity is â€Å"a sense of awareness, usually beginning in infancy, continuing through childhood, and reachingRead MoreThe Role Of Roles Of The Formation And Development Of Gender Roles959 Words   |  4 Pages Although environment does play an important role in the formation and development of gender roles, it is not the only influence of gender roles. Biology also plays an important part in the determination of gender roles. In 1978, Braggio et al gathered data on the topic of cross specie observational study on the comparisons of the behavior of children, juvenile chimpanzees, and juvenile orangutans (Jarvis 269). The results showed a consistency of males performing a higher RT (physically vigorousRead MoreGender Roles Of Early Childhood Development932 Words   |  4 PagesGender Roles in Early Childhood Development In a society filled with gender stereotypes, children often adopt gender roles as they move from childhood to adolescence because of the many factors that influence their views to the point they will deny certain roles because it does not fit the gender bias. During the early years, boys and girls will usually be drawn towards gender specific activities. Playing house for example, they little boy will imitate going to work, while the little girl will imitateRead MoreVictorian Era Gender Roles and the Development of Women’s Football in England1054 Words   |  5 PagesThe development of women’s football in Britain during the 19th century illustrates the transformation of gender roles in British culture in the context of Victorian era values and women’s football: â€Å"‘The Cultures of sport in Britain have been distinctively male, rooted in masculine values and patriarchal exclusiveness’† Through the introduction of female football into Briti sh society the system of Victorian values were challenged by expanding gender roles. The institution of women’s soccer in theRead MoreThe Role Of Parental Sexual Orientation On Children s Gender Development1767 Words   |  8 Pagesstructure on children’s development. Findings are presented on a sample of 20 gay father families, 20 lesbian mother families and 20 heterosexual parent families who have a child of age 4-6 years. Natural observations in a lab environment recorded children’s tendency to choose gender specific, non-gender specific or neutral toys. Comparisons in toy choice were made between children of gay-, lesbian- and same-sex parents. Overall, children from heterosexual families showed greater gender stereotyping thanRead MoreDiscuss the Role of Hormones and/or Genes in Gender Development809 Words   |  4 PagesDiscuss the role of hormones and/or genes in gender development. (8 + 16 marks) Biological sex is determined by genes, which are on chromosomes. Humans generally have 23 pairs of chromosomes, one pair of which determines sex. Females have an XX pair while males have an XY pair. Chromosomal sex largely controls how masculine or feminine the eggs development will be. Chromosomal sex controls whether an embryo will develop ovaries or testes. The SRY gene on the Y chromosome which only malesRead MoreDescribe the Role of Genes and Hormones in Gender Development794 Words   |  4 Pagesï » ¿Ã¢â‚¬Å"Describe the role of genes and hormones in gender development† Biological sex is determined by chromosomes in your genes. At prenatal development, only a few weeks after conception, there is no notable difference between male and female structure until the Gonadal Ridges, the structure which develops either female or male sex organs, grows to determine the sex of the baby. All prenatal babies have genitalia that appears distinctly feminine until at three months, hormones- testosterone if theRead MoreEssay about Compare and Contrast Two Theories of Gender Role Development1379 Words   |  6 Pagescontrast two theories of gender role development A dominant debate in current psychological research is one on gender development. Psychologists try to understand relative importance of social and cognitive factors. Various theories are brought up in this field and in this essay two of the most standard theory in this field are going to be explained. The theories covered in this essay relate to aspects of children’s thinking that are central to their gender development. This will include, Kohlberg‘sRead MoreGender Socialization Of Children : Gendered Toys, Media, And Parental Affects Child Development1289 Words   |  6 PagesAbstract Gender role expectations are inescapable in our society as we naturally tend to sort humans into categories, the easiest one being gender. Upon first meeting a person, most people automatically classify the other’s gender. With this classification come the inevitable gender role expectations. Even for those who consciously try their hardest not to cloud their perceptions of others based on â€Å"traditional† gender role expectations, it is almost impossible not to subconsciously succumb to theseRead MoreTitle. Several Theories Have Arisen In Attempt To Explain1236 Words   |  5 Pagestheories have arisen in attempt to explain the development of gender roles. Sigmund Freud proposed one of the early theories of gender role development. Freud believed that gender role development was shaped early in childhood when children have intimate feelings for their parent of the other sex and resolve the conflict by identifying with the same-sex parent. While Freud may be correct that early childhood is a critical time period for gender role development, there is very little evidence for his theory

Myriapods The Many-Legged Arthropods

Myriapods (Myriapoda) are a group of arthropods that includes millipedes, centipedes, pauropods, and symphylans. About 15,000 species of myriapods are alive today. As their name implies, myriapods (from the Greek myriads, a myriad, plus photos, foot) are noted for having many legs, though the number varies widely from species to species. Some species have fewer than a dozen legs, while others have many hundreds of legs. The Illacme pipes, a millipede that inhabits central California, is the current record holder for myriapod leg count: This species has 750 legs, the most of all known myriapods. Oldest Evidence The earliest fossil evidence for myriads dates back to the late Silurian Period, about 420 million years ago. Molecular evidence, however, indicates that the group evolved before this, perhaps as early as the Cambrian Period, more than 485 million years ago. Some Cambrian fossils show similarities to early myriapods, indicating that their evolution could have been underway at that time. Characteristics The key characteristics of myriapods include: Many pairs of legsTwo body sections (head and trunk)One pair of antennae on the headSimple eyesMandibles (lower jaw) and maxillae (upper jaw)Respiratory exchange occurring through a tracheal system Myriapods bodies are divided into two tagmata, or body sections—a head and a trunk. The trunk is further divided into multiple segments, each having a pair of appendages, or legs. Myriapods have a pair of antennae on their head and a pair of mandibles and two pairs of maxillae (millipedes only have one pair of maxillae). Centipedes have a round, flat head with one pair of antennae, a pair of maxillae, and a pair of large mandibles. Centipedes have limited vision; some species have no eyes at all. Those that have eyes can perceive differences in light and dark but lack true vision. Millipedes have a rounded head that, unlike centipedes, is flat only on the bottom. Millipedes have a pair of large mandibles, a pair of antennae, and (like centipedes) limited vision. The body of millipedes is cylindrical. Millipedes are detritivores, feeding on detritus such as decomposing vegetation, organic material, and feces, and are prey for a variety of animals including amphibians, reptiles, mammals, birds, and other invertebrates. Millipedes lack the venomous claws of centipedes, so they must curl into a tight coil to protect themselves. Millipedes generally have 25 to 100 segments. Each thoracic segment has a pair of legs, while the abdominal segments bear two pairs of legs each. Habitat Myriapods inhabit a variety of habitats but are most abundant in forests. They also inhabit grasslands, scrublands, and deserts. Although most myriapods are detritivores, centipedes are not; they are mainly nocturnal predators. The two less familiar groups of myriapods, the sauropods and the symphylans, are small organisms (some are microscopic) that live in soil. Classification Myriapods are classified within the following taxonomic hierarchy: AnimalsInvertebratesArthropodsMyriapods Myriapods are divided into the following taxonomic groups: Centipedes (Chilopoda): There are more than 3,000 species of centipedes alive today. Members of this group include stone centipedes, tropical centipedes, soil centipedes, and house centipedes. Centipedes are carnivorous and the first segment of their body is equipped with a pair of venomous claws.Millipedes (Diplopoda): About 12,000 species of millipedes are alive today. Members of this group include  polyxenidans, chordeumatidans, platydesmidans, siphonophoridans, polydesmidans, and many others.

The Cendant Corporation - 5254 Words

THE CENDANT CORPORATION ACCOUNTING SCANDAL BCOM21 TABLE OF CONTENTS 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‚¬ ¦ 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‚¬ ¦. 3 SUMMARY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4-7 COMPANY PROFILE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 THE OFFICERS INVOLVE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9-15 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16-20 THE SETTLEMENT The settlement with Cendant †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21-22 The settlement with Ernst Young †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 THE BREAKUP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 25 RECOMMENDATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 BIBLIOGRAPHY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 APPENDIX †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 28-30 1 THE CENDANT CORPORATION ACCOUNTING SCANDAL BCOM21 ACKNOWLEDGEMENT The†¦show more content†¦To conceal this, they then booked revenue that should have been taken later and utilized financial reserves that were set up to cover cancellations for CUC’s membership clubs in discount travel, shopping, and dining. At the end of 1996, the company also began dipping into reserves intended to cover acquisition charges in order to boost revenue. Credit card rejections were sometimes recorded late, inappropriate depreciation of certain assets, delayed recognition of insurance claims and accounting that didn’t meet generally accepted accounting principles (GAAP). On April 15, 1998, Cendant released a shocking message after the markets had closed for the day. Company officials had discovered potential accounting irregularities in its core membership-club operations that will require it to reduce reported 1997 operating income by $10 million or more and that it will hurt this year’s earnings. The primary issue at hand was the method e mployed by the CUC unit in recognizing revenue in its club-membership sales. It was discovered that too much of the revenue was booked up front, while the recording of the expenses associated with the memberships was deferred until future periods. The following day, Cendant’s stock price plunged from $36.00 to $19.06 as an astounding 108 million shares traded hands. The average trading volume for the Cendant hadShow MoreRelatedCase Study : Cendant Corporation, One Of The Worlds Largest Hotel And Real Estate Franchises1104 Words   |  5 Pages Cendant Corporation, one of the world’s largest hotel and real estate franchises was known as the largest accounting fraud before Enron. Cendant Corporation was created in 1997 when Hospitality Franchise Systems (HFS), Inc. merged with Comp-U-Card international (CUC). Chairman Walter Forbes and Vice-chairman Kirk Shelton were the perpetrators to a decade long accounting and securities fraud. The day after Cendant exposed evidence of accounting irregularities the corporations stock and convertibleRead MoreTechniques And Fraud Schemes : Off Balance Sheet Techniques1148 Words   |  5 Pages1213-1214). Weld, Bergevin and Magrath (2004) research on HealthSouth revealed that the company was involved in cookie jar techniques on bad-debt reserve and big bath scheme on bad debt expense (pp.44-45). Ahmad et al. (2013) research on Sunbeam Corporation indicated that the company created inappropriate restructuring reserves to inflate income through cookie jar reserves by fabricating fake profits and creating the illusion of a rapid turn-around (pp.8-10). Crumbley et al. (2013) research on WasteRead MoreAccounting Ethics: Techniques Used by Cendant to Manipulate Financial Results2092 Words   |  8 Pagescar rental initiatives that traded as Avis, Ramada Inn, and Century 21 (Katz, 2000). CUC engaged in membership based consumer services like auto, dining, shopping, and travel clubs. The HFS and CUC both had their shares traded on the NYSE. Cendant Corporation came about after HFC had merged with CUC. To ensure that certain regulations were complied with, CUCs senior management appeared to have hatched a scheme to ensure that CUC met financial results that the Wall Street analysts anticipated (KatzRead MoreMarketing And Distribution Strategies Of Wyndham Worldwide1627 Words   |  7 PagesSITUATIONS Wyndham Worldwide Corporation (WYN) is a hospitality products and service provider company headquartered in Parsippany, New Jersey . Operating globally, the company offers business customers and individual consumers a wide array of hospitality services and products as well as accommodation alternatives through its premier portfolio of globally renowned brands (McKenzie, 2015). Trammel Crow founded the company in 1981 under the name Wyndham Hotel Corporation. Since its foundation, the companyRead MoreOnline Travel Agency Supply Chain1684 Words   |  7 Pagesdistribution and ticketing system used by airlines and hotels. As previously mentioned, Orbitz was launched in early 2000 by a group of airlines as a way to sell directly to consumers. The company was purchase in 2004 by Cendant, a real estate and travel group based in New York. Cendant s other businesses include Galileo, a rival to Sabre s global distribution system; the Avis and Budget car-rental operations; and hotel chains such as Ramada, Travelodge and Days Inn (Anonymous, 2005). Thus, in theRead MoreEssay about Burger King Summay Analysis956 Words   |  4 Pagescountries and 90% are privately owned through franchises. 66% are in the United States. With 73,000 employees, they served daily more than 10 millions clients a day.†In 2008, Fortune magazine ranked Burger King Corp. (BKC) among Americas 1,000 largest corporations and in 2010†(electronic source). 3-Operations and Products. Management Team John W. Chidsey: Chief Executive Officer and Executive Chairman John W. Chidsey has served as our Chief Executive Officer and a member of our board since AprilRead MoreAnalysis Of Accounting Ethics935 Words   |  4 Pagestwo decades, yet at the same time its core responsibilities remain the same as it has in previous eras. Ethically speaking, company accountants and outside accounting firms have been at the crux of many of the disasters that have befallen major corporations both in America, and globally. The word Enron is a prime example of a company becoming a hiss and a byword, and the lack of ethics evidenced in that case is quite blatant. One report states that after some significant financial scandals aroundRead MoreWorldwide Telecommunications1024 Words   |  5 Pagesteam installing Oracle human resources software at Travelport, which is a new travel services company that will operate in at least 25 countries. The goal is to have a single source of trusted HR data worldwide for Travelport. It was part of the Cendant conglomerate and i ncludes the Orbitz travel services Web site. Travelport isn t the only company wanting more from its HR technology when it comes to global plans. In addition, this article explains that many multinational companies also want toRead MoreProject Management Professional With 15 + Years Of Experience1023 Words   |  5 Pagesdesigner for custom component integrated with SAP HR. Technical Project Lead, Gala Casinos, UK. 2002-2003 – Consulting Assignment: SQL database migration to windows 2000. Lead Developer, M-Info Systems, India., 2000-2001 Sr. Software Engineer, Cendant Corporation (USA). 2002 – Consulting Assignment: Data Modelling for Ent. Data Warehouse. Programmer, Mantissa InfoTech, India., 1999-2000 Read MoreFun with Dick and Jane Essay1547 Words   |  7 Pagesbar when he is inebriated and out of apparent guilt tells Dick what happened. At this point Frank, Dick and Jane come up with a plan on how to steal the money from Jack. The movie conveys to the audience that since the CEO stole money from his corporation and all the employees, it is okay to steal the money back from him. All of these ethical issues that Dick and Jane encounter through the movie are solved by one act. After their grand plan of stealing the money back fails, Dick confronts Jack

Teacher Leadership and its connection to Distributed Leadership

Question: What is teacher leadership? Distributed leadership and teacher leadership. Impact of teacher leadership on students learning. What is the future of teacher leadership? Reflection from Kazakhstan. Answer: In last two decades, the literature on educational leadership has focused on analysis of the best practices of school leadership. Usually, school leadership can be associated with the principal or head of school. All main decisions are presumably performed by the head teachers. The head teachers are not only associated with authority and decision making but also with planning budget and organizing school life. Traditional notions of leadership, focused on the role of the head teacher or principal have been evolved, and there has been shift from habitual form of school leadership to another form of teacher leadership. There are many other forms of school leadership such as transformational leadership,distributed leadership, transactional leadership, transformational leadership, managerial leadership and instructional leadership. Teacher leadership can be considered as an approach of distributed leadership. Teacher leadership implies empowering teachers to expand their influence beyond the classroom and certainly outside the school. Teacher leadership stimulates emergence of excellent teachers which leads to positive changes at schools.As York and Barne (2004) stated the teacher leadership can be seen as one of the ways of achieving educational improvement. Teacher leadership challenges the hierarchical organizational structure within educational organizations and leads to beneficial effects for teachers and students (Katzenmeyer Moller, 2011 ). Although there is lack of research on teacher leadership it has been widely discussed and investigated in the past two decades. Teacher leadership considered as a milestone in developing and maintaining of successful educational establishments. There is more responsibility on schools to equip the students with good quality skills. Teacher leadership implies that the teachers can make decisions and contribute to the schools life. As Aliakbari and Sadeghi (2014) cited Spillane et al. (2004) the heroic model of school leadership moved towards distributed leadership and allows to share responsibility among the teachers.The more emphasis is more on what can be done to improve educational process rather than on who is leading. This implies that there has been shift from individual leadership of head teachers towards distributed leadership in order to share responsibility among teachers. Moreover ,distributed leadership develops leadership skills and improves organizational environment (ibid).This concurs with Barth (2001) who stated that head teachers should be more focused on hero making rather than being heroes themselves. Nevertheless, the head teachers need to create an environment for supporting teacher leadership and inspire the teachers to endow to school effectiveness. Teacher leadership can be seen not only as sharing leadership with senior managers but also as an opportunity to accomplish their initial goals to provide good quality education.As Frost (2008) states teacher leaders are tend to influence surrounding environment. Lieberman, Saxl and Miles (2007) claim that head teachers need to provide effective teacher support in order to bring changes. Thus, it can be clearly seen that teacher leadership best succeeds if a schools leadership establishes and cultivates an environment for it. This paper aims to understand a variety of definitions of teacher leadership by reviewing the literature on the topic, and to comprehend the benefits of teacher leadership at schools. In particular I intend to assume how teacher leadership manifest at schools and how it can link to improving student outcomes. The assignment then liaises these ideas to the context of Kazakhstan and inquires the challenges of developing teacher leadership in a system that remains highly centralized. The paper starts with defining the term teacher leadership and also collates the notion of teacher leadership with that of distributed leadership. The assignment discusses the advantages of teacher leadership, and especially the ways in which teacher leadership can improve the student outcomes. However, it is can be problematic due to lack of literature from Kazakhstani experience. Though this assignment sets out some of the barriers to developing teacher leadership, and then relates these to the experience in Kazakhstan. Definition of Teacher Leadership Although teacher leadership has become popular last two decades and can be considered as a relatively recent phenomenon ,it can be defined in different ways.Some educational researchers relate teacher leadership to its influence to school improvement (Katzenmeyer Moller,2001; York-Barr Duke, 2004). Others define teacher leadership as an approach of distributed leadership (Grant,2006).While Barth (2001) describes teacher leadership as an indirect way of improving student performance, others indicate the importance of school leadership.As Katzenmeyer and Moller (2002) stated the teachers have potentiality to utilize new type of school leadership which can contribute to school improvement. A study of teacher leadership starts with the challenge of the contending definitions of teacher leadership. The manifestations have collateral qualities as well as some crucial differences among them. It can be seen that the term teacher leadership implies sharing responsibility with head teachers. One might argue that teachers are initially leaders in their classrooms, but, perhaps surprisingly, there is not a general unanimity on it. Moreover, it can be argued that teacher leadership can be represented by teacher mentors or heads of departments. So this can be questioned by asking: Is it another form of distributed leadership? As Harris (2008 ) stated distributed leadership is generally perceived as a form of leadership that is distributed among people in an organization. Teacher leadership seems to be perceived as just a form of distributed leadership. According to Muijs and Harris (2003) teacher leadership can be associated with agency and authorization as well.This resonates with theory of distributed leadership.Thus it demonstrates that teacher leadership interpretation can be varied by educational researchers. As Crowther et al. states teacher leadership can contribute positively to schools life and enhances the community life.Similarly, York-Barr and Duke (2004) cited by Lai and Chung (2014) suggested that teacher leadership as about influencing on peers,students and bringing positive changes in teaching and learning. Contrary, Gronn (2008) referred to teacher leadership as a supplement to distributed leadership arguing that this type of hybrid leadership can not be practical. Although teacher leadership has different manifestations it can be defined as a chance for teachers to practice this type of school leadership at educational organizations and to grow from there. This paper now moves to investigate how teacher leadership develops at school organizations Teacher leadership can be manifested either in formal or informal structure. For instance, teacher leaders can function as principal or head of department; union representative or mentor teachers. Furthermore, an experienced teacher can share her/his best practices with colleagues and support novice teachers For example ,in my school teacher leadership was manifested at all levels. The head teacher and head departments shared responsibilities with grade level chairs and mentors .Although, one might argue that it was just sharing or delegating responsibility in order to lessen senior managers work. The most challenging teacher leadership can be for those who holds middle manager position and have small level of power but too much work. In order to maintain the leadership skills for middle managers the head teachers need to support them by giving an opportunity to expand their responsibility. With this kind of support teacher leaders can define themselves as valuable leaders and foster school improvement. This section will scrutinize the leadership practices within distributed leadership and teacher leadership. Furthermore will explore how former can be linked to latter, and what are the similarities and differences in them. As Grant (2006) stated teacher leadership coincides with the principle of distributed leadership. The concept of distributed leadership lies in sustaining and developing school improvement, similarly the teacher leadership aims to improve students learning .Harris (2003) argues that teacher leadership can be seen as an agency which is distributed within educational establishments. It was considered that distributed leadership implies teachers working in teams and taking responsibilities within the organizations. Distributed leadership can be seen as complementing the idea of teacher leadership by promoting teacher leaders not only to engage with each other but also to participate in decision making. Moreover, the concept of teacher leaders working together would b e beneficial in an era of educational reforms and changes. Particularly, in Kazakhstan the idea of teacher leadership and distributed leadership would be essential in order to implement new curriculum content and methodologies ( ,2016).According to Hatcher (2005) distributed leadership implies participation of a wider group of staff and bringing people with different skills and experiences together in order to implement change. Distributed leadership emerged due to requirements of modern society and substituted leader-centred forms of leadership.Distributed leadership can be manifested as sharing power within schools and giving opportunity participate in solving educational issues (Harris, 2013).This resonates with teacher leadership concept where all the teachers are seen as leaders and power shared among them (Harris,2003,p 317).Teacher leadership and distributed leadership both imply that teachers are encouraged to collaborate and have the same vision. Moreover, school leadership is no longer leadership of individuals and distributed perspective has become widely utilized. The current debate about teacher leadership resonates with interesting viewpoint in Gronns paper (2000, p318) that distributing tasks implies mitigation in the distinctions between followers and leaders. What is more, leaders and followers can be recognized as co-workers in doing tasks.(ibid,324). According to Muijs, Chapman and Armstrong (2013,p 768), teacher leadership is subcategory of distributed leadership .They argue that teacher leadership is identified as a set of actions which are practised collaboratively and closely related to the concept of distributed leadership. Likewise, distributed leadership teacher leadership resonates with collaborative leadership . However, teacher leadership broader and narrower than distributed leadership and limited by in classroom leadership (ibid,2013) Teacher leadership has the same principles as distributed leadership :empowerment and agency(Muijs and Harris,2003,p439) What is more important ,distributing leadership can increase teachers self-esteem and work satisfaction, which will lead to higher levels of performance due to higher inspiration (Muijs and Harris,2003,p441).Similarly, teachers might feel that the experience of leading can increase their confidence in their own skills, and stimulated them to inspire, lead and encourage other teachers (ibid). According to Harris and Muijs (2003) the distributed model of teacher leadership might imply school improvement and change, due to culture where people have shared vision and work together. According to Harris and Townsend, in schools, where teachers are given the opportunity to lead, a great deal can be achieved for the benefit of schools and young people (2007, p175).Moreover, findings from study conducted by Day show that effective leaders might influence students learning indirectly by facilitating leadership capacity for teachers which combines principles of distributed and teacher leadership (2013, p9). Likewise, Mascall et al (2008) argue that distributed leadership does not influence student achievement directly. On the other hand, York Barr and Duke (2004) stated that there is less but still evidence that distributed leadership has a direct impact on student outcomes. According to Harris (2004), leadership is about supporting schools to sustain success. As Bush (2013, p543) states distributed leadership has become the normatively preferred leadership model in the 21st century .The incentives for promoting distributed leadership emerge from the understanding that principals and senior managers are often overburdened with loads of responsibility (ibid,2013). Distributed leadership is about sharing responsibility between formal and informal leaders .Power should be distributed among individuals and facilitated by leaders. (Spillane and Louis 2002).Distributed understanding of leadership can nurture the development of social trust, and can facilitate the development of professional communities (ibid, p96). Distributed leadership resonates with teacher leadership in making the best from human resources within the schools. Distributed leadership helps to create environment, where people have conditions to work and learn together (Harris,2005) ).Distributed leadership and teacher leadership are focused on people collaborating with each other, which will lead to their knowledge increase and improvements in practice. Consequently, both types of leadership can develop skills, expertise through team work. Another point was posited by Woods et al, (2004, p441) that distributed leadership highlights leadership as an emergent property of a group networking of interacting individuals .Similarly, teacher leadership can be fostered by being involved in discussions with other teacher leaders (Harris and Mujis , 2006).Interacting with other teachers ,discussing problems and sharing opinions how to improve these problems help to improve leadership skills.. As Woods et al (2004) state distributed leadership resonates with collegiality. Furthermore, distributed leadership can be perceived as an emergent property of people who work as a team. Distributed leadership means expansion of boundaries of leadership and sharing expertise across the teachers. Hence, If teachers expertise brought together it is possible to forge a dynamic which represents more than the sum of the individual contributors. Initiatives may be inaugurated by those with relevant skills in a particular context, but others will then, within a mutually trusting and supportive culture, adopt, adapt and improve them (ibid, 2004, p442). Distributed leadership was explored by scholars in relation to teachers, however there are other people who might be involved into distributed leadership. For example, Fuller (2013) applied concept of distributed leadership to the context of the leadership engagement of children, young people and parents in six school-based extended services. She posited that distributed leadership cannot be effective itself without engagement of professionals and common values such as commitment, shared policymaking and support. For these reasons which were mentioned above, then, teacher leadership and distributed leadership can be understood as an emergent phenomenon which linked to each other in three points. Firstly, incorporating the actions of people with focus on instructional change process. Secondly both types of leadership imply distribution of leadership by individuals and their agency can be facilitated by many leaders. Thirdly, teacher leadership and distributed leadership means independence, trust, involvement in decision making and sharing expertise (Harris,2003).Teacher leadership is about giving teachers power to bring about change, so next section explores power in terms of teacher leadership. Teacher leadership and formal roles of leadership Based on findings from the study conducted in US Angelle and DeHart (2011) posited that teachers can experience lack of leadership capacity if they do not hold any title. Moreover, there is a possibility that the head teacher can develop too nigh relationships with senior and middle managers only and might limit leadership of others. Also this might lead to isolation of head teacher and senior managers .Thus, the head teachers need to create an environment where every teachers should be able to lead and take part in decision making.Furthemore, the head teacher should take into account the qualities of teachers and share school leadership with those who can promote the spirit of shared leadership with the colleagues. Teacher leadership and informal roles of leadership. Teacher leadership can be also represented by working with parents of students ,working with students in the classroom ,organizing leisure time for students. Moreover there is another manifestation of teacher leadership when the teacher leaders collaborate with colleagues and spread their best practices. This kind of teacher leadership appears to develop naturally in professional learning communities, where the most experienced share ideas with others. From my personal experience of attending professional courses I can assume that there are always few energetic teachers who teach others and inspire them to work productively. Teacher leadership also aims to benefit students and improve learning by initiating mentoring, coaching, collaborating and discussing. One might argue that work in the classrooms is not part of leadership .Moreover, taking leadership roles might be considered as just a supplement to teaching (Barth,2001). However, the teacher leaders do help their school to improve by constantly sharing their expertise.According to Harris (2008) teachers can design professional learning communities and bring together individuals with sets of skills which will lead to sustainable improvement of educational organization. Thus, when teachers use their skills and bring changes in schools life they are informal teacher leaders. Most of them do not hold administrative position but practice leadership due to their vision and target for success. Although informal teacher leadership emerges and brings changes in schools culture there are challenges that may obstruct informal teacher leadership .Firstly, the lack of support and financial incentive; secondly, the colleagues might not accept informal teacher leaders and the latter might experience resentment ;finally, the informal teacher leaders can contest or confront formal teacher leaders. However, teacher leaders who take risks and make decision to become leaders need to be encouraged by head teacher (Angelle and DeHart,2011). In order to promote effective teacher leadership the head teacher needs to support and create appropriate school environment .The head teachers should create a new profession of well-educated teachers, prepared to assume new power and responsibilities in redesigning schools for the 21st century(Acker-Hocevar and Touchton,2011,p240). The most forehanded head teachers provide wherewithal for teacher leaders in order to help to accomplish what they want. According to Lee (1991) the head teachers need to support teacher leaders vision and develop their empowerment. However, some head teachers may guard their authority and have bias towards teacher leadership (Barth,2011).This concurs with Harris (2003) who stated that head teachers might be cautious about sharing power with other teacher and let them go out of head teachers control. Impact of Teacher Leadership on students learning Effective teacher leader ship makes a huge positive impact on students learning. There can be no conflicts or difference of opinion on that front. History bears the witness of the fact that teacher leadership is of significance in promoting the learning process of the children (Alexanfreu and Swaffeild 2012). Teacher leadership is not the only pre requirement for the efficient learning of the students. The other school related factors also have an impact on the student learning. The impact of teacher leadership is the most in schools when the learning requirements of the students are most critical. Teachers have different ways in which they aim to enhance the ways of teaching and learning. However, no matter how different they are in their approaches, their motivation behind their actions is all the same- to improve the process of student learning. Successful teacher leadership is critical to the students learning. The impact of teacher leadership on students learning is directly proportional to the challenges that they are faced with while delivering their responsibilities as a teacher. Studies have shown small but noteworthy effects of teacher leadership on the performance of students in schools (Bangs and Macbeth 2012). Kazakhstans literacy rate is 99.83 percent, which is the reflection of the brilliant teacher leadership models that are exercised in the educational institutions of Kazakhstan. Student learning depends upon a lot of factors other than the kind of leadership style the teachers adopt, which includes the size of the class, the instructional patterns of the teachers, student-grouping activities, and the extent to which the performance of the students are monitored by the teachers ( Barry and Hess 2013). The teachers participation in the decision making process of children and healthy relationship of the teacher with the students parents are critical determinants of a successful student learning. If the teachers perform their duties as an efficient leader, the performance gap between the students of Kazakhstan will decrease substantially and the problem of low student achievement will be solved. It will result in more motivated students who have enough confidence to achieve what they want to. Effective teacher leadership will make positive impact on their knowledge which will eventually lead to the student performing exceptionally well in academic as well as the non- academic spheres (Coggins and McGovern 2013). The cultures that are prevalent in a family are the primary factors that explain the differences in a students performance. An efficient teacher will try to understand the socio-cultural background of the students and will try to implement the teaching methods accordingly. Successful teacher leadership also includes creating good rapport with the parents and families of the students of Kazakhstan. If a teacher is considerate towards the guardians of the students, it will create an impression that the teacher is cooperative and is concerned about the over all well being of the students (Chang 2015). A teacher needs to study how schools and homes interconnect with each other and with the environment around them, and how their leadership skills can increase the capacity of such interconnections, which are important for student learning. The teacher should strive to build emotional bonds with the students so that they can ward off any kind of insecurities thus helping them become self-re liant citizens of today who can deal with any kind of adverse situations with ease and confidence. The primary goal of effective teacher leadership is to commit themselves to help the students so that they achieve their goals. An efficient teacher cares about the happiness of the students, their well being inside the school premises and beyond (Frost 2012). True teacher leadership is when the teacher invest themselves in the students and creates a positive image in the eyes of its students which not only creates a favorable atmosphere in the classroom but also fosters the relationship of the students with the teachers and makes them feel good about themselves. Teacher leadership embodies reaching out to the students and connecting with them that helps in building trust which is important for the students to feel free enough to participate in the learning process and pay heed to the encouragement and advice that is being offered by the teacher (Gonzales and Lmabert 2014). This also motivates them to ask any questions that they have relating to academics or any query that they think needs to be resolved. If a student thinks that a teacher is taking interest in him and is concerned about his happiness and prosperity, it will create a strong feeling of self assurance in him believing that the teacher has faith in the student (Gordon et al. 2014). This is specifically true in the case of younger students, who are away from their parents and scared with all the noise and commotion in the classroom, an effective teacher leadership ensures that the students feel secure and comforted in their presence. Effectual teacher leadership is when a teacher makes it apparent that he or she cares about the student. Rewarding the students for their achievements is an important component of teacher leadership. If a student performs well in academics or any extracurricular activities or even displays a good moral conduct, it is imperative for the teachers to recognize their good work and encourage them to continue with the good work in future. If there is no acknowledgement for their accomplishments, the students might get discouraged or lose their motivation for working hard in the times to come (Frost 2012). The educational reform systems of Kazakhstan embody that that the teacher leaders build personal rapport with the students. If the teacher is successful in creating an emotional bond with the students, he or she will no longer be just a professional teacher in the eyes of the student, but also a friend and a guide. Such a gesture will positively impact the students in more ways than one. The students will feel more confident about them, and will come straight to the teacher if they face any kind of issues (Chang 2015). A potent teacher leader can make a long lasting impression on the students if they carry out their responsibilities as a teacher in the best way possible. It is important to note that the responsibilities of a teacher leader are not limited to the decent performances of the students in the academic realm. The impact of teacher leadership on students goes much beyond the concrete walls of a classroom. It is also important to note that academic test scores are not absolute indicators of the quality of teacher leadership. According to Stanford (2012), value added ratings are better indicators for the improvement in students performance. The value added approach measures the short-term as well as the long term impact in a students performance that includes his success in academic as well as personal dimensions. According to a study conducted by the Ministry of education, Kazakhstan it is observed that Value added teachers are more successful in educating their students in all the possible realms. The survey which was conducted to explore the study revealed that the students in Kazakhstan who are taught by the VA teachers, are more likely to pursue higher education, earn decent salaries and save more for the post retirement phases of their lives. The impact of an efficient teacher leadership in a students learning is monumental. The study has also revealed that the effect of an efficient teacher leader in financial terms (Coggins and McGovern 2013). The study predicted that if a teacher works relentlessly towards the performance of the students, it would generate earnings for a lifetime, which is more than worth of $230000 for an average classroom in Kazakhstan. The variations in teacher effectiveness are wide ranged. This means that some teachers are exceptionally good at making their students learn while others are not as good. There can be cases when the progression of a students learning is fast in a badly organized school and a student studying in a well-known organized school can perform badly. This all is dependent on the quality of teaching and not the school in which the student is studying. Students who are under the guidance of well-trained teachers make progresses at the academic as well as the extracurricular levels irrespective of their past performances. The scenario van be opposite if the teacher is not experienced and does not know the intricacies of the learning processes. A good and effective teacher minimizes the offsets of hailing from a low socio-cultural and economic background (Huffman et al. 2014). If the children coming from such backgrounds are blessed with an understanding and considerate teacher, the gap in achievements between the affluent students who have all the facilities in the world and the deprived children can disappear. The effects of effective teacher leadership are long lasting on the students. They are bound to progress not only until the time he or she is under the guidance of the teacher but also when the student goes out of the academic institution in to the real world. Thus, the significance of good teacher leadership should not be underestimated. It plays a huge role in a students life helping him achieve all that he wants in life. Future of teacher leadership To ensure a stable future of teacher leadership, an effective groundwork to train the teachers is highly called for. To foster the principles of teacher leadership in professionals, knowledge about the role of mentors, their responsibilities, and the needs of the children should be prevalent in the minds of the teachers in Kazakhstan (Hairon et al. 2015). The pathways for leadership are to be considered to make sure that the students exceed in the long run. The difference between the training and skills required by the teachers and the administrators of the academic institutions need to be identified. Teacher leadership does not mean removing efficient teachers from their respective classroom and transferring them into the administrative departments. Different training programs are needed for the administrators and the teachers. It is often observed in the schools of Kazakhstan who come towards teacher leadership as the primary step to acquire the position of an administrator (Harris 2012). However, the real task is to produce excellent teachers who are exceptional at their jobs. Teacher leaders often face obstacles in their journey by the other professionals in the academic system. Unfortunately, the teachers often seem to be their own enemies when it comes to solving the problems related to teacher leadership. They either do not it or refuse to accept it. Unpredictable consequences and poor decisions result from a system, which is totally driven by the productions and costs. When the virtues of learning and teaching is viewed from the lens of business models, the future of the students are at stake. An academic institution in Kazakhstan cannot afford to ruin the future of its students by focusing only on the profits and loss facet of the educational system (Lee and Wheeler 2014). The goals should always revolve around the betterment of the students in all the facets of their life be it academic, professional or personal. If the teacher leaders have a clear idea about the impact of efficient teacher leadership on the students, the climate and culture of the school, they will not feel hesitant about any obstacles that might come in their way of success. If the teacher leaders are sure about all the decisions they make, there is no stopping them. They are bound to reach great heights of achievement and make a positive impact on the life of students. Collaborative leadership is the key to effective leadership imperative for creating the right environment in academic institutions. There are certain questions, which the teacher leaders need to ask themselves on introspection. These questions include whether teacher leadership can only take place in the right culture and climate, and if the development of teacher leaders is dependent on a progressive team of administrators and teachers. A teacher leader should be okay if there are people who criticize their way of working (Levenson 2014). The leader will need to work with the best team who are sure of their responsibilities and are concerned about nothing else but the students betterment as well as the reputation of the academic institution for which they are working. The style of the te achers leadership will probably look different in every school setting of Kazakhstan. The instructions given to the leaders should be different according to their virtues and capabilities like customized instructions are given to the students (Nudrat and Akhtar 2014).Redefining the outlines of school leadership will simplify the responsibilities to be carried out by the teacher leaders. If the definition of an ideal teacher leader is made clear to the faculty working in an academic institution, more and more people would want to assume the role of a teacher leader. This would provide a framework for an efficient teacher leadership model. In a world, which is changing dynamically, the education system also needs to be modified according to the needs and wants of the students. The teacher leaders should also adapt themselves to the changing environment so that they can better understand any issue related to the the student or the working of the educational institution. The professionalism standards need to be set for the teacher leader to exhibit the highest level of performance while carrying out his responsibilities. The lack of a proper framework is bound to hinder the growth of the students. thus the teacher leader needs to be aware of the standards that need to be defined if they want to reach their goals as efficient and inspirational leaders (Moller and Pankake 2013).To attain such a goal, training is the only solution which, if underestimated or ignores, will come in the way of the leaders to acquire what they want to in their professional field. The process by which a professional becomes a teacher leader is d ependent on many varied factors. Sometimes it is encouraged, sometimes it is organic, and sometimes it is led strategically. There are teacher leaders who can create effective classroom space for the teachers to inspire growth and potential. It is not possible for the teachers to wait for their instructions from the leaders every time and hence they should be taught to create separate and individual paths towards teacher leadership. The teachers should not be at the receiving end of policy and decisions that are formulated by the higher authorities. They should be encouraged to participate in the process with equal zeal and responsibilities. There are schools in Kazakhstan where the teachers feel helpless and ill equipped in situations where the polices are concerned. Involving them in the process will ensure better understanding of the issues and it will also help the teachers in respecting and following these policies (Snoek et al. 2014). Politics should be kept miles away from the educational system as it can eat up the whole framework like termites. The administration can be well kept by making the right decisions and at the right time. The administrators need to appreciate the teachers for their achievements, which will encourage them to keep up with their good work in the future. Appreciation and acknowledgement are like investments, which possibly cannot go wrong if done at appropriate occasions (Tubin 2015). Kazakhstans educational system needs to be reformed in certain facets where the requirements of effective teacher leadership are concerned, lest the framework is dynamic and effective which is reflected in the countrys literacy rate. Conclusion This research work has been conducted in the context of rapidly changing policy environment and the climate of reform. It has been found that teaching is recognized as a crucial profession in Kazakhstan for long years. However teachers taking part in leadership activity is not a common topic of discussion in the country. From various research works, it has been found that, discussion and interest about teaching leadership is increasing rapidly. These literatures help to analysis the best practices related with teacher leadership. In case of school leadership, it has been found that most of the critical decisions are taken by the principle of a school. It has been found that teacher leadership is a part of distributed leadership approach. It stimulates the emergence of excellent teachers. Their exceptional skills of leadership lead to positive change within an educational organization. The concept of teacher leadership became famous in last two decades. It has been found that teacher leadership has high influence on improvement of a school or any educational institution. In the teacher leadership style, teachers are given empowerment to take decisions without any interruption. It has been found that teacher leadership is closely related with distributed leadership approach. After reviewing various research works related with teacher leadership in Kazakhstan, it has been found that it is a big challenge to develop teacher leadership in Kazakhstans education system, as it is highly centralized. It has been found that teacher leadership can be applied at all levels of a school. The principle or head teacher share their roles and responsibilities with other seniors teachers, so that a daily operation of a school can be conducted in a right manner. However, there are various debates have been developed related with role and responsibility sharing. In a school, the management needs to develop an environment where every teacher can take part in the decision making process. The principle also needs to recognize the leadership capability of leaders in a school and share school leadership with those who can bring change within the organization. There are both formal and informal approaches in which teacher leadership can be conducted. In formal approach of teacher leadership, official post and responsibilities are given to teachers to lead change in the educational institution. On the other hand in informal approach of teacher leadership can be developed by working parents of the students. Organizing leisure time with students and working with students in the classroom. It has been found by the educational reform systems of Kazakhstan that the teachers need to build personal understanding with the students. If teachers are able to develop emotional bond with the students, they will no longer be just a professional teacher in the eyes of the student. They can act like advisors for those students. This approach will develop various positive outcomes for students. Effective leadership capability of teachers can motivate students and make them confident. Moreover, it has been found that Value added teacher leadership is more successful to educate their students in all the possible realms. References: Alexandrou, A. and Swaffield, S., 2012. Teacher leadership and professional development: perspectives, connections and prospects. Professional development in education, 38(2), pp.159-167. Bangs, J. and MacBeath, J., 2012. Collective leadership: the role of teacher unions in encouraging teachers to take the lead in their own learning and in teacher policy. Professional development in education, 38(2), pp.331-343. Berry, B. and Hess, F.M., 2013. Expanded Learning, Expansive Teacher Leadership. Phi Delta Kappan, 94(5), pp.58-61. Chang, C.H., 2015. Thinking and Strategies for Teacher Leadership through Principal Leadership's Transformation. Jiaoyu Yanjiu Yuekan, (256), p.12. Coggins, C. and McGovern, K., 2014. Five goals for teacher leadership. Phi Delta Kappan, 95(7), pp.15-21. Frost, D., 2012. From professional development to system change: teacher leadership and innovation. Professional development in education, 38(2), pp.205-227. Gonzales, S. and Lambert, L., 2014. Teacher leadership in professional development schools: Emerging conceptions, identities, and practices.Journal of School Leadership, 11(1), pp.6-24. Gordon, S.P., Jacobs, J. and Solis, R., 2014. Top 10 Learning Needs for Teacher Leaders. Journal of Staff Development, 35(6), pp.48-52. Hairon, S., Goh, J.W.P. and Chua, C.S.K., 2015. Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon. School Leadership Management, 35(2), pp.163-182. Harris, A., 2012. Teacher Leadership and Organizational Development.Leading Professional Practice in Education, p.38. Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A. and Chapman, C., 2013. Effective leadership for school improvement. Routledge. Huffman, J.B., Hipp, K.A., Pankake, A.M. and Moller, G., 2014. Professional learning communities: Leadership, purposeful decision making, and job-embedded staff development. Jsl Vol 11-N5, 11, p.448. Hunzicker, J., 2013. Attitude has a lot to do with it: dispositions of emerging teacher leadership. Teacher Development, 17(4), pp.538-561. Lee, J.S., Sachs, D. and Wheeler, L., 2014. The crossroads of teacher leadership and action research. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), pp.218-223. Levenson, M.R., 2014. Pathways to teacher leadership: Emerging models, changing roles. Cambridge, MA: Harvard Education Press. Moller, G. and Pankake, A., 2013. Lead with me: A principal's guide to teacher leadership. Routledge. Nudrat, F. and Akhtar, M.S., 2014. Assessing Potential for Teacher Leadership: The Case of Prospective Teachers. Journal Of Research Reflections In Education (JRRE), 8(2), pp.105-115. Poekert, P.E., 2012. Teacher leadership and professional development: Examining links between two concepts central to school improvement.Professional development in education, 38(2), pp.169-188. Snoek, M., Enthoven, M., Kessels, J. and Volman, M., 2015. Increasing the impact of a Masters programme on teacher leadership and school development by means of boundary crossing. International journal of leadership in education, pp.1-31. Stewart, V., 2013. School Leadership around the World. Educational Leadership, 70(7), pp.48-54. Struyve, C., Meredith, C. and Gielen, S., 2014. About intended aims and unintended outcomes: The perception and evaluation of teacher leaders concerning teacher leadership practices. Tubin, D., 2015. Every teacher carries a leadership wand. International Journal of Leadership in Education, pp.1-6. Vernon-Dotson, L.J. and Floyd, L.O., 2012. Building leadership capacity via school partnerships and teacher teams. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(1), pp.38-49. Zepeda, S.J., Mayers, R.S. and Benson, B., 2013. Call to teacher leadership. Routledge.