Wednesday, May 20, 2020

Building the Bridge as You Walk on It - 1448 Words

Robert E. Quinn’s first book, Deep Change: Discovering the Leader Within, expounded on the idea that changes in leadership styles and effectiveness required changes first and foremost within the leader’s self. In the years that followed, reader feedback provided Quinn with a new model of leadership, one that reflected leadership as a state of being rather than just a pattern of behavioral modifications. Quinn, R. (2004). Building the bridge as you walk on it: A guide for leading change, San Francisco, CA, Jossey Bass (ISBN 0-7879-7112-X) Thus emerged Building the Bridge as You Walk on It: A Guide for Leading Change. Ensconced in these pages of literature are valuable insights that detail the fundamental state of leadership, how you can†¦show more content†¦We are taking definite action and fully agree with what we are doing. 3. Appreciative Inquiry - â€Å"Wisdom and deep intelligence require an honest appreciation of mystery† - Thomas Moore Appreciative Inquiry is the discipline of asking thoughtful questions; respectfully delving further into an area of concern that needs attention. In our normal state we may fire twenty questions at a teenager that has come in after curfew, causing them to become defensive and silent. With Appreciative Inquiry, we would calmly explain our concern for their wellbeing and ask thoughtful questions that can help us understand what caused their tardiness. 4. Grounded Vision - â€Å"Real vision demands that we make tough choices.† - Michael F. Easley Grounded Vision is the discipline of getting to the heart of something; cutting past the obstacles and really focusing in on the matter at hand. In our normal state we are all faced with distractions from all directions. We need to clean the garage, we have been thinking about it and psyching our self up for it for weeks and finally the weekend comes that we were going to do it and we realize it is time for dinner and we still haven’t gotten to the task at hand. We wonder what happened to the day. The answer is that we got distracted. With Grounded Vision, we are able to meet the distractions and, one-by-one, place them aside so that we can tackle our original goal for the day. We remain focused on our taskShow MoreRelatedBuilding The Bridge As You Walk On It : A Guide For Leading Change2259 Words   |  10 PagesAfter reading Building the Bridge as You Walk on It: A Guid e for Leading Change, by Robert E. Quinn. The basic idea is that behavioral patterns effect leadership and the actions we take on a day-to-day basis. There are some organizations today that are inherently selfish, have no courage and, are not focused on the day-to-day operations. However, organizations can change their behavior with good leadership. The term fundamental state of leadership is an internally directed and focused ideaRead MoreThe New Terrain And Distance Viewing1607 Words   |  7 Pagesexperiences playing alpha 15. As I had mentioned, in my previous article, I rather like the new terrain and distance viewing. I am indeed excited about the new possibilities it offers for building things (as I rather like to construct buildings and make my own small towns). I have begun to explore the buildings possibilities, which I will get into later. The dynamic of progression for production has changed. The change in the steel perk, the increased number of things which need the work bench toRead MoreVisit At St. Mark s Basilica1539 Words   |  7 Pagesfloor-to-ceiling mosaics. There’s no fee to tour the main part of the basilica, and even booking an entry time online (so you don’t have to wait in the sometimes-long line out front) is free, so after you’ve wandered the city this should be your next stop. There are three smaller museums within the basilica which you’ll have to pay an entry to see; your budget and overall interest should dictate whether you visit all of them, but if you’re just going to pick one then by all means take the narrow and steep staircaseRead MoreCreative Writing : The Bridge Keeps Falling Up In My School989 Words   |  4 Pages â€Å"No.† â€Å"No.† Your bridge calculations are not right,† I explained. â€Å"I cannot get the bridge to work!† said Linda. â€Å"The bridge keeps falling down!† â€Å"The bridge’s cost,† I replied, â€Å"and supplies are more than a $200,000,000 limit.† â€Å"Keep on trying.† â€Å"You’ll get it!† Linda’s anguish, of not reaching her bridge’s budget goal, almost caused her to pack her books; shut down her computer; and, storm out of my class. I cringed as her high-pitched voice sent four-legged fearRead MoreMy Experience My Learning Experience850 Words   |  4 Pagessite, I sat on the stair on the Engineering Building and ate my Chicken fingers as my hunger was beginning to die down. It was 15 minutes passed when I got texts saying they were on their way, I looked around til I saw Hope walking toward the bus stop I caught up to her, then we saw Casey and Joel sitting outside the Atria Theater. Our first idea was to take a bus to the Mill, but realized the bus went no where close to the location, so we began to walk following the GPS. Getting there we passedRead MoreAdvantages And Disadvantages Of Communication1075 Words   |  5 Pagesgeneration, let’s look at some effective strategies for capitalizing on these strengths and overcoming these obstacles. Learn more about the communication differences of each generation. Flip chart Markers 10 minutes IV. Drawbridge: Drop the Bridge and Span the Communication Gap The most common type of drawbridge consists of a wooden platform with one fixed side (normally with a hinge). The other side is attached to a wall from a floor higher than the drawbridge. The drawbridge can be usedRead MoreThe Value Of Art Should Not Be Separate From Life1644 Words   |  7 PagesSpaces is to â€Å"Make the Place more interesting† As Zach Medler, the curator of the project, puts it. Small Spaces A $20,000 project has recruited th ousands of artists who have turned Lafayette’s dilapidated alleys and walls into works of art.1 If you walk down the alleys of Lafayette now, several different paintings and murals will catch your eye. They range from cartoons to outlandish animations to written graffiti and more. Zach Medler outlines the purpose behind Small Spaces The idea of confiningRead MoreSocial Injustice During The Film Selma, Directed By Ava Duvernay1642 Words   |  7 Pagespeople during the 1960 s. The scene showcases a group of African Americans that band together from the city of Selma and wants to march in a peaceful manner to Montgomery, Alabama. However, their movement was halted when police block the town s bridge. The townspeople decide not to back down and want to continue their migration; however, the police argue that if they do not return home, the cops will assault them. This leads to the simple assault of African Americans by white supremacist AmericanRead MoreNew York At St. Luke s Roosevelt Hospital917 Words   |  4 Pagesnineteen years. I stayed here because this is where I was born and raised. This is also the place I plan to pursue my career and build a family. New York City is my home. New York is a place with a diversity and plenty of room to grow in any direction you choose. New York City is a place of many opportunities. It gives me a feeling that I can accomplish anything I set out to do. What I like about New York is the cultural diversity. Every part of the world is connected to this one city. New York s ethnicRead MoreDescriptive Essay About Mistake1507 Words   |  7 Pageseverything unknown. I have had a wound so deep it is no longer seen ... .When the flood does not stop all cry for a place in the ark, we come to this world to help but for that we must understand that it is help, help is not to give the other what you think you need if not to discover what it is that the other really needs ... To help is to be that ark that saves the other from the shipwreck .. To help is to be that place where to be able to preserve the best of the species ... To help is to give that

Monday, May 18, 2020

Compare and Contrast of Judaism and Christianity - Free Essay Example

Sample details Pages: 7 Words: 2191 Downloads: 8 Date added: 2017/09/25 Category History Essay Type Argumentative essay Tags: Christianity Essay God Essay Judaism Essay Did you like this example? Breiana Dailey Instructor: Cory king Eng. 112 Compare and Contrast Out Line Thesis: Judaism and Christianity are two religions that play a significant role in today’s society with so much in common; yet they are in constant dispute with one another. Item #1 Judaism| Item #2 Christianity| Points of comparison | * The Torah * Beliefs * Descendants of Abraham * RitualsPassover Festival | * The Holy Bible * Beliefs * Descendants of Abraham * Rituals Palm Sunday Good Friday EasterE| * Holy Books * Religious History * Religious Rituals | Compare and Contrast Full Out Line Religious History Common Denominator Abraham God Beginning of the Religion Isaac Parentage Promise made concerning him What he believed Father of Jacob (Israel) Moses a direct descendant of Holy Books Torah Bible Jesus Parentage Promise made concerning him What he believed Direct descendant of Abraham, Isaac and Jacob Father of Christian Faith Religious Rituals Judaism The Passover Christianity Palm Sund ay Good Friday Easter They’re just alike Judaism and Christianity are two religions that play a significant role in today’s society. Although these religions are in constant dispute with one another, they have more in common than most people know about. Both of these religions trace the genealogy of their beliefs, and the foundation of their beliefs back to Abraham. He is their physical common denominator. Both Judaism and Christianity tell the story of Abraham. During a time when the majority of society was worshipping many gods, Abraham believed that he had heard the voice of the one true living God; who call Abraham to worship Him and Him alone. That is why Abraham is considered by theologians and scholars in Judaism and Christianity to be the father of monotheism; thus the next common denominator between the two religions, the belief in one true and more importantly living God. According to https://www. essortment. com/all/callabraham_rssf. htm Abraham was 75 when he first heard the voice of God. According to www. jewfaq. org/origins. htm he was born in 1800 BC, if there information is correct this would roughly place the start of monotheism at about 1725 BC. God had promised Abraham that He would make him the father of many nations. However Abraham’s wife Sarah was barren. Sarah gave her servant Hagar to Abraham so that he could have a child. Thus this is when Ishmael was born. Sometime later, Sarah in her old age gave birth to Isaac. Through these two children would be the birth of three religions. We however are going to discuss the two that were birthed through the descendants of Isaac; Judaism and Christianity. God made Abraham a promise concerning his son and this promise can be found in the Bible and the Torah. The promises that I will quote is that found in the bible Gen 17:21 But I will make my promise to Isaac. Sarah will give birth to him at this time next year. To sum the promises up in a few words it was that t hrough Isaac’s seed would come the Redeemer for mankind. Now Isaac, gave birth to Jacob. Jacob’s name was later changed by God to Israel. Gen 35:10 God said to him, Your name is Jacob. You will no longer be called Jacob, but your name will be Israel. So God named Jacob Israel. He had 12 children, thus the twelve tribes of Israel. The Israelites who later become known as the Jewish Nation followed the worship methods that were taught from Isaac to Jacob (Israel) and thus to the twelve tribes. Moses fits into this line in one major way. He is a direct descendant of Isaac and he was the one chosen by God to lead the children of Israel out of bondage into the promise land, and to give the Laws to the children of Israel, this is why it is referred to as the Mosaic Laws. These were not all new Laws, but those Laws that were passed down generation from generation as well as those laws that were not known of until then. There were many laws and feast days that were to b e observed by the Jewish faith. But for this discussion we are going to look at the Passover. The Passover is a celebration of remembrance of the night before the Israelites were released from slavery in Egypt. For those of you unfamiliar with the story of the Exodus, this section has been included to outline briefly the context of the Passover. After migrating to Egypt from Canaan (Gen 46:1-7), the family of Israel grew enormously to the extent that they began to rival the numbers of native Egyptians that lived in the land (Exodus 1:7-9). Fearful that the Israelites might at some future date ally themselves with its enemies, Egypt forced them to become their slaves (1:10-11). When the Lord appeared to Moses after a forty years’ exile from Egypt (3:1-6), He charged him (3:10) to ‘bring forth My people out of Egypt’ because (3:7) the Lord had ‘ heard their cry because of their taskmasters; I know their sufferings’ But Pharaoh wouldn’t let th e children of Israel go, which was hardly surprising. As a result of that first encounter with Moses, Pharaoh increased the burden on the Israelites (5:6-14), resulting in the people turning on Moses and Aaron (5:21). God then sent on the land of Egypt plagues, though the Israelites weren’t troubled by them (8:22-23 at least from the time of the flies onwards). Each time, Pharaoh was given opportunity to let them go, but each time he refused or recanted after having given them permission. The plagues, in order, were: 1. The Nile was turned to blood (7:14-25) 2. Frogs (8:1-15) 3. Gnats (8:16-19) 4. Flies (8:20-32) 5. A plague upon the cattle (9:1-7) 6. Boils (9:8-12) 7. Hail (9:13-35) 8. Locusts (10:1-20) 9. A darkness that was oppressive (10:21-29) 10. The Passover â€Å"and the Lord promised Moses (11:1) that ‘ fterwards [Pharaoh] will let you go’ The Lord inaugurated a new calendar by making that month the first (12:2), corresponding to our March/April. A lamb was to be taken into each household on the 10th of the month (12:3), slain on the 14th (12:6) and subsequently eaten on the 15th. The blood was to be applied to both doorposts and lintel (12:7) for the Lord was to pass through the land that night and slay all the first-born in the houses that hadn’t applied the blood (12:12-13). He ‘passed over’ those that had applied the blood and so gave meaning to the name of the festival. During the night, after the destroyer had killed the first-born, Pharaoh summoned Moses and Aaron and told them and all the Israelites to get out of the land (12:29-32). Though that wasn’t the end of the story as regards the Egyptians, nevertheless, God had delivered His people out of the bondage of slavery to take possession of a land where they would be free to serve God (3:8, 13:3-5, Deut 6:23-24). God had affected redemption by ransoming His people out of the hand of their masters, the Egyptians (6:6). Thus the beginning o f the Passover Ritual. Now no matter which religious group you are addressing, the Jews or Christians you can summarize that story in exactly that way; because the story is found in the Bible and the Torah. In the Bible it can be found in the book of Genesis, in the Torah it can be found in the book called Breshiyth (which in English means Genesis). To be honest there are a lot of books found in the Torah which are also in the Bible. The writings that they have in common are: TORAH BIBLE TORAH (The Law): Bereishith (In the beginning ) (Genesis) * Shemoth (The names ) (Exodus) * Vayiqra (And He called ) (Leviticus) * Bamidbar (In the wilderness ) (Numbers) * Devarim (The words ) (Deuteronomy) NEVIIM (The Prophets): Yehoshua (Joshua) * Shoftim (Judges) * Shmuel (I II Samuel) * Melakhim (I II Kings) * Yeshayah (Isaiah) * Yirmyah (Jeremiah) * Yechezqel (Ezekiel) * The Twelve (treated as one book) Hoshea (Hosea) * Yoel (Joel) * Amos Same Name * Ovadyah (Obadiah) * Yonah (Jonah) * Mik hah (Micah) * Nachum * Chavaqquq (Habbakkuk) * Tzefanyah (Zephaniah) * Chaggai * Zekharyah (Zechariah) * Malakhi KETHUVIM (The Writings): Tehillim (Psalms) * Mishlei (Proverbs) * Iyov (Job) * Shir Ha-Shirim (Song of Songs) * Ruth Same Name * Eikhah (Lamentations) * Qoheleth (the authors name) (Ecclesiastes) * Esther Same Name * Daniel Same Name * Ezra ; Nechemyah (treated as one book) (Two books) (Nehemiah and Ezra) * Divrei Ha-Yamim (The words of the days) (Chronicles) Now how do Jesus Christ and Christianity fit into all of this? Jesus is believed to be â€Å"the seed of promise† that was to come through the descendants of Abraham, the awaited Messiah. For that was the initial promise that through Abraham’s seed a Savior, Messiah would come. Everyone of Jewish decent was looking for the Messiah. Followers of Christ believe that Jesus is the Messiah. That he is God manifested in the flesh to save mankind. Christians believe that because that is what Christ believed and taught. Jesus was born of Mary who is believed to have been a virgin. Christians believe that Mary was impregnated by God. Christians believe that Jesus is God in the flesh. (John 1:14) â€Å"and the Word became flesh and dwelt amongst us† That Jesus Christ came to redeem man back to God; He is the â€Å"Lamb of God who takes away the sins of the world† Jesus was Jewish he was born of the tribe of Benjamin, and a direct descendant to King David through both his mother Mary’s bloodline and his earthly father Joseph. He was brought up in and under the Jewish faith and bloodline. He knew all of the laws of Moses. He personalized those laws and lived them to the point of fulfilling the laws. Jesus himself taught â€Å"I did not come to change the law, but to fulfill it†. (Mathew 5:17) So what laws did Jesus come to fulfill. If you recall at the beginning I stated that we would look at the Passover. Jesus taught that he came to take away the sins of th e world. There is a law that was believed to be taught to him by God. That for the remission of sins there must be the shedding of blood. For death to pass over the Israelites on the original â€Å"Pass over† evening an innocent lamb had to be killed and the blood of it wiped on the door post and lintel. When Adam was put out of the Garden of Eden, God covered him with animal skin, which means an innocent animal died. Once a year the High Priest had to go into the Holy of Holies to make the atonement offering for sins, they had to kill a lamb and sprinkle its blood on the altar. And for mankind as a whole to be reconciled back unto God, Jesus had to sacrifice his life. So let’s examine again what was required of the Israelites at the original evening of the Passover. A lamb was to be taken into each household on the 10th of the month (12:3), slain on the 14th (12:6) and subsequently eaten on the 15th. The blood was to be applied to both doorposts and lintel (12:7 ) for the Lord was to pass through the land that night and slay all the first-born in the houses that hadn’t applied the blood (12:12-13). He ‘passed over’ those that had applied the blood. Now on the 10th day the Lambs that were going to be sacrificed were to be led into town before all of the Children of Israel. On the 10th day Jesus entered Jerusalem Christian call this his triumphant entry. Because Jesus, just like the Lamb for the Passover sacrifice was led into the city before the Israelites by the disciples. The Israelites waved palms at him and throw palms before him on the ground and worshipped him. Now the Passover lamb was to be held from the 10th. to the 14th day. During this time the lamb was being examined by the people to determine if it was free from all spots and blemishes. And as for Jesus what was going on with him from the 10th to the 14th. the Bible tells us that he was being questioned and examined and setup. On the 14th. day the lamb tha t was found not to have a spot or a blemish was announced to be pure and it was slain so that its blood could be applied to the doorpost and lintels. On the 14th day Pontius Pilot declared to the crowd â€Å"I find no fault with this man. † In other words he is pure. Jesus was then led to the Calvary where he was slain so that the blood can be applied to our lives so that death will pass us over. Christian celebrate that as â€Å"Good Friday† and Christians believe that Jesus rose from the dead and that one day he will raise each of them. For almost every Jewish Feast day that you have Christians believe that Jesus is and was the fulfillment of it. They still believe in those days just as the Jewish faith does. So when you really think of it to say that you are Christian, a follower of Christ; then you are also saying that you are Jewish for he was. Think about it. Don’t waste time! Our writers will create an original "Compare and Contrast of Judaism and Christianity" essay for you Create order

Wednesday, May 6, 2020

The Teaching Plan Is An Education Program - 960 Words

Lesson Content Outline The teaching plan is an education program designed to help patients who need a review of concepts for managing hypertension. However, hypertension management requires on-going education and nutritional advice with regular review and modification as the disease process progresses and the needs of the patient changes. The teaching will help patients to apply their new found knowledge to their illness. Altogether will help change the patient feeling and attitude towards hypertension, and also encourage the patients to care for themselves more effectively increasing their quality of life. The teaching plan follows the outline (Appendix A) of the lesson content which include (a) general overview of hypertension, (b) ways to control hypertension, (c) importance of blood pressure medications and being compliance, (d) how to measure a blood pressure, (e) Dietary Approaches to Stop Hypertension (DASH) Plan, (f) importance of exercising, and (g) complications seen fro m uncontrolled hypertension. Handouts (Appendix B) are given to the patient to reinforce instruction. The patient will be taught how to properly take a blood pressure and where blood pressure monitors can be purchase. The patient will then show a return demonstration how to properly monitor his blood pressure with a home machine and what a normal blood pressure should be. The healthcare provider would inform the patient to keep a record of his blood pressure reading and present them at eachShow MoreRelatedBecoming A Teacher At A Private School1680 Words   |  7 Pagesthe education system. 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Distributed leadership free essay sample

For the purpose of this essay I will be discussing distributed leadership and its implications in the educational setting. In my experience so far I have noticed aspects of this style becoming prominent in some areas of school life and university. I will use this experience of distributed leadership to reflect upon my own leadership skills in relation to my opinions and those embedded recent literature. It is noted, however, the term distributed leadership has many forms described in literature and definitions vary (Harris 2008). More interestingly, this assignment will attempt to analyse the affect influence and power has on distributing leadership and its implications. It will also examine research (Leithwood Jantzi, 2000; Silins Mulford, 2002; Harris and Muijs, 2004; Spillane Camburn, 2006; Leithwood, et al. 2007), in order to analyse the benefits and implications of this style towards the school and its community. Moreover, it will attempt to criticise contemporary literature by evaluating the negative aspects of distributed leadership. We will write a custom essay sample on Distributed leadership or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Firstly, it could be argued that various forms of distributed leadership inevitably exist within the school context (Gronn, 2000; Timperley, 2005; Spillane, 2006). Furthermore, the creation of competition between schools, along with the pressure in meeting performance targets, has increased the workload for headteachers. Therefore, headteachers are becoming increasingly dependent on their teachers as leaders in helping to implement government changes and spread this complex workload (Gronn, 2002; Timperley, 2009; Thorpe et al. , 2011; Gunter, 2012). With this in mind, perhaps it is becoming difficult to attract and maintain quality teachers within the profession. Arguably, flatter structures in leadership aim to create democratic schools and emphasise community by engaging staff in collaborative learning and problem-solving (Murphy, 2005; Currie and Lockett, 2011) with the view that it will revive performance and create a better delivery of government performance targets (Fullan, 2007; Hargreaves Fink, 2006). Perhaps, working in a democratic way allows cohesion and a relaxed atmosphere. This will be discussed in detail later. Looking back to those who have been leaders to me in the past, in a school environment, I could not pin point any who particularly stood out from the crowd, as they were all very motivating and influential teachers who were dedicated and passionate about the role. These inspiring teachers collaborated their resources and ideas for the benefit of others. Having experienced this I now realise this could have been a form of distributed leadership, as all the teacher’s cared for the development other departments within the school in order to maximise children’s learning. Furthermore, I have learned that working together and communicating well as a team can successfully impact on everyone’s learning by ensuring no one falls behind. Similarly, Little (1990) and Spillane (2006) claim that distributed leadership is based on all the staff, including the leaders, effectively communicating and interacting in order to successfully impact practice and develop concepts. However, it could be argued that flatter structures could cause incoherence between staff members and confusion in roles or responsibilities. Timperley (2009) supports this by saying that increasing the amount of leaders in a school could result in larger distribution of incompetence and bad ideas. Harris et al. (2007) believes that may be due to overlapping structural and cultural boundaries since there is less segregation between the leaders and those who are being led. This is supported by early theorists who believed fewer leaders saw effective communication and less conflict (Heinicke Bales, 1953). Moreover, having fewer leaders increases recognition for those putting in more work as roles and responsibilities are clearly defined within the team (Festinger et al.1950; Melnick, 1982; Hargreaves Fink, 2008). When thinking about the above and looking at my own experience of group work I now realise that if roles and responsibilities are clearly defined and that if I can trust the people I work with things seem to run smoothly. This is probably due to knowing they will take their responsibility of their role seriously a nd contribute to the success of the work. However, this trust takes time and it is difficult to adjust to after normally working alone. Literature suggests (Dinham, 2008; Louis et al., 2008; MacBeath, 2009) trust seems to be essential in distributed leadership and in schools where there is a high level of trust between teachers and formal leaders there seems to be an improvement in school outcomes. Perhaps, this is due to people feeling more comfortable in requesting help and learning from their colleagues (Murphy et al, 2009). This understanding is useful to me because as a next step, when I am in a leadership role, I will need to trustfully delegate tasks to people I work with either at university or school. When thinking about my understanding of distributed leadership, in regards to roles and responsibilities, I have noticed that there should always be a leader to delegate tasks fairly. Day and Leithwood (2007) support the idea that leaders are often the gatekeepers to distributing the leadership roles. In the past I found I would tend to be the leader, however, when there was someone else involved in the group that also has leadership tendencies I found it difficult to share the leading role, which sometimes caused conflict towards getting to an outcome. Similarly this could be compared to headteachers who may find it equally as challenging to accept changes in power structures (Leithwood et al. , 2008). It seems, distributed leadership is always assigned, permitted and implemented by the one in highest authority, the headteacher (Hatcher, 2005). Gronn (2002) expands on this by stating a teacher leader, whose ideas are seen to be good by others, also has considerable influence but cannot exercise these ideas unless permitted by the headteacher. Ultimately, this suggests there is a distribution of responsibility and blame not necessarily power as the big decisions are made by the headteacher (Hallinger Heck, 2009). The implication here is that existing hierarchical school structures go against distributed leadership practice and staff may find it difficult to adjust. That said, many schools are re-designing their structures to accommodate for flatter forms of leadership (Butt and Gunter, 2005; Clarke, 2007; Louis et al.2009) so that teachers can view their roles differently and undertake new responsibilities. Arguably, distributed leadership could reinforce authority and hierarchies as leaders oversee teachers to ensure staff are meeting standards (Fitzgerald Gunter, 2007), Lieberman (1995) and Murphy (2005) have challenged this notion. Ultimately, since headteachers have to act in the interest of government targets and have a the best understanding of how their school works, this is the drive behind what and how tasks, ro les andresponsibilities are distributed (Wright, 2003). Arguably, the main source of power and influence is outside the school parameters and is rooted in wider economic and political structures (Gunter Ribbins, 2003). Considering the above and looking at my own roles within school context such as mentoring groups of children I began to analyse how I felt when given a role I was initially not ready for. At first I did not feel confident in the delivery of the task and needed extra support in this area in order to guide the children’s understanding. Similarly, Timperley (2005) says that distributing leadership is only successful if the quality of the leadership given supports effective teaching to the pupils, which is done ethically and with the correct amount of knowledge. Over time I have noticed how my leadership style has changed according to the situation or task. Although, mentoring groups of children is a relatively minor role compared to teachers leading departments, perhaps headteachers might not want to distribute leadership as not every teacher has the capability to lead (Rhodes Brundrett, 2008). Slater (2008) advance on this by suggesting some people find it difficult to act in leadership roles and teachers may need extra support. That said, some teachers can and do lead without the additional support, however, it is suggested that any extra help assists the teacher in being an effective leader (Moller et al, 2005), as long as they have good leadership characteristics such as being tenacious and likeable. When thinking about the above, including trust and collaboration, I have learned that if I am given the necessary support and training I should be able to successfully complete any leadership task. Furthermore, I have learned that leadership needs to be distributed to staff that have, or can advance in, their knowledge and skills required to complete the task delegated to them. Moreover, Leithwood et al. (2007) states this needs to be coordinated, preferably in some planned way, in order to have positive affect on school improvement. The main message here is that leadership capacity is not a fixed entity and it can be extended to the wider school community. Until now I have discussed distributing among the teaching staff, however, there are other people to consider such as parents, pupils and the community, all of have a right to be involved in decision-making. Headteachers who consider stakeholders as equal partners actively encourage teamwork, networking, ongoing professional development and collaboration which can help with a range of pupils needs therefore make their schools good at learning (Day, 2008; Harris, 2010). Similarly, Silins and Mulford (2002) found that student outcomes are more likely to enhance when leadership is distributed throughout the school community. According to literature (Leithwood Jantzi, 2000; Leithwood Mascall, 2008; Hallinger Heck, 2009; Day et al, 2009; Mascall et al, 2009;) when teachers’ work together to solve certain pedagogical issues it encourages staff morale, motivation and self-esteem which in turn impacts positively on student behaviour and learning outcomes. An implication might be that school development is enhanced, along with positive student achievement and learning outcomes, when teachers have opportunities to collaborate, communicate and are involved in decision making (Little,1990; Silins Mulford’s, 2002; Harris Chapman, 2002; Murphy, 2005; Spillane et al, 2006; Hallinger Heck, 2009). This is supported by range of studies (Portin, 1998; Blase and Blase, 1999; Morrisey, 2000; Gronn 2002; Spillane Camburn, 2006; Day et al, 2008) that highlight the benefits of strong relationships between school communities and the importance of being involved in decision-making process towards school improvement. Once more, the headteacher is the main facilitator in the teachers and pupils learning and development (Lewis Murphy, 2008). Therefore, another implication for this model of leadership is the headteacher will need to have the necessary characteristics, discussed earlier, to be a good role model that reflects positive schools values (Lewis Murphy, 2008). On reflection of what is viewed to be good characteristics of a leader it is helpful to look towards the media to people who are perceived as being inspirational and talented such as those in the Nobel Peace Prize awards. For example, when comparing a single inspirational character such as the 16-year-old Pakistani schoolgirl Malala Yousafzai, who firmly and bravely stands up for what she believes in to the Organisation for the Prohibition of Chemical Weapons, of 500 staff, who could be perceived as being equally inspirational, it seems, people like to put face to an inspiring leader. This is more difficult to do for such large body of people, which could be said for the structure of distributed leadership in schools where staff have many leaders. Since leaders have to implement values in schools in order to improve educational practice, people like to see passionate leaders who can turn their beliefs into reality (Davies Brighouse, 2010). By saying this, perhaps we do not need more leaders. Instead, we need to be developing leadership qualities and practices that challenge our current perspectives on leadership styles, in order to become more passionate, energetic and committed to helping all pupils reach their full potential (Davies Brighouse, 2010). In summary, much depends on the way in which leadership is distributed, how it is distributed and for what purpose (Harris et al. , 2007). Although improvements have been seen in schools that exercise distributed leadership in England, Finland (Harris and Chapman, 2002), Norway (Moller et al, 2005) and Australia (Gurr et al. 2005) less attention has been paid to exploring the empirical evidence for some of the claims made (Harris, 2010; Mascall et al. 2009). It remains clear that certain questions about the impact of distributed leadership on organisational development remain unanswered and there seems to be many forms of influence within a school besides the headteacher (Harris, 2010; Spillane, 2006; Spillane Camburn, 2006). It is important to note that distributed leadership is not automatically a good thing (Hargreaves Fink, 2006; Harris Spillane, 2008) and having reviewed the empirical evidence available, Leithwood et al.(2007) conclude that, we need to know much more about the influence and barriers, unintended consequences and limitations of distributed leadership before offering any recommendations. Critics argue that distributed leadership is nothing more than a ‘new orthodoxy’, which reinforces managerialist principles (Fitzgerald and Gunter 2007; Timperley 2005). However, research mentioned in this assignment suggests that there is an important relationship between distributed leadership and positive organisatio nal change. So we cannot simply dismiss distributed leadership as a ‘new orthodoxy’ without adequate empirical confirmation.

Literature Review BPM

Question: Discuss about theLiterature Review for BPM. Answer: Introduction The management on the business system follows the most advanced techniques for the efficient enhancement of the organization in front of the society and other competitive organizations. The Business Process Management (BPM) is a method and a process of finding the flexible objectives which support the environment in diverse conditions. The working procedure of the organization is discovered more efficiently in an effective manner, in order to satisfy the entire strategies on the organization. The business processes are the procedures and activities for the best survival and management of the organization system (Rouse, 2016). The process of managing the business techniques, implicit BPM architecture is implemented for the convenience of the management. The system may handle the business process in an efficient manner. The architecture splits the management process into the different divisions. Then, the application of the innovated technology on the BPM process provides excellent enh ancement on the business. The transparent workflow weaving system utilizes BPM system in an organization. This process may include various impacts on the management process (Mondejar, 2017). The cloud computing contains the properties to bind BPM in a real-time intelligent system. Literature Review According to (Anand, Fosso Wamba and Gnanzou, 2013), the Business Process Management (BPM) originated during 1990 and at present it mainly revolves and focuses on the Enterprise Resource Planning (ERP), Case Handling (CH), Customer Relation Management (CRM), Workflow management (WFM), Enterprise Application Integration (EAI), and so on. Further, the paper defines the BPM with the implementation on new technologies. In this paper, the authors have researched various papers from the year 2005 to 2011 and the research determines that the development rate of using the applications of BPM, BPR, and BPI. As per (Jalali, 2016), the aspect orientation aims to support the cross-cutting concerns in process models. Many aspect orientation techniques are developed. For example, the aspect orientation in service composition and requirement engineering. But, these are only developed for the imperative process models. It is stated in (Heravizadeh, 2009), that there were aims to develop a popular management approach for management practice and information technology. First, it develops the quality aware life cycle of BPM. It mainly focuses on the quality in business process management life cycle. Second, this proposed model that considers the framework to design the quality requirements for the business process model. It is necessary to design these requirements as a set of measurable elements. Then, the proposed method finally considers the issues of quality in the business processes. This lead to develop the root cause analysis method to find the issues related to quality. According to (Lahajnar and RoÃ… ¾anec, 2016), the bottom-up approach is used for continuous improvement of the business processes in todays organizations. For the continuous improvement of business processes, various approaches are found. These approaches consists of cycle repetition of activities. The activities includes PDCA cycle such as planning, do, check and act. Further, the papers highlights on the AS-IS and TO-BE methods. As per (Mller, J. Maack and D. Tan, 2007), it was determined that the BPM has various advantages in the business field. This paper focuses on the concept of BPM and its feature like the workflow management. It is also determined that it is very much necessary for the organization to understand its commitment to BPM and how the businesses have to thank and appreciate the technology of BPM. The BPM technology is generalized as the lifelong cycle and it is not a one-off deployment. The management must have clear knowledge of BPM to achieve success and it also helps the alliance between the business leaders and IT for a successful process transformation. It stress more on the clear link between the BPM, which is a leadership, governance, a method, a strategy, it helps in proving discipline in the process and it helps in gaining process competency. It provides improvisation and cross-process integration in culture and, skills. This can provide an effective organizational change in the org anization. Moreover, it is also expected to help in overcoming the frustrations and conflicts in the business. It is stated in (Vanderfeesten and A. Reijers, n.d.), that the organizations work more on investing in the workflow system implementation for improving, automating and streamlining the business processes. The main part of this paper researches on the operational efficiency for the cultural change and in the economic value of the organization. It is concluded that the involvement of stakeholders and governance along with effective communication is very important. The research also determined certain impacts of workflow management system and the reasons for the impact is that the workflow system automated the work of the secretaries but, it had impacted by adding additional work in different levels of the organization. According to (Dhring, Schulz and Galkin, 2015), the new solutions of flexible workflow management enables the necessary runtime control-flow deviations. On the other hand, it is determined that the changes must be processed directly on the specific workflow model. This paper shows that the regular workflow model can provide execution flexibility concepts along with aspect orientation, runtime adaptation and variant construction. Then, the paper shows the proposed a generic automated design-time model transformation technique for extracting the variant workflow parts to the sub-processes and the adaptation processes is used with a specific pattern syntax to generate a selector structure that operates on the sub-process that are recursive with the help of a rule engine. The process was evaluated by a model transformation method with SAP Net Weaver BPM/BRM and it produced a fully BPMN2 compliant executable artifacts along with a rule set. The rule set are utilized as a main interface to the often changing process deviations. As per (Jalali, Wohed and Ouyang, n.d.), the paper has determined a set of requirements which provide details of how the aspect oriented business process models must enact in a Workflow Management System. To make this possible a Coloured Petri Net model for a service is designed. The deigned model in this paper is analyzed with the help of state space analyses on various conditions. It is stated in (Fang, 2010), that the paper further sheds light on how cloud computing technology binds BPM in real-time intelligent system. This paper determines that the cloud plays a prominent role in being responsible to provide high availability and responds immediately to the needs of the application in the organization. The analysis on the various existing systems, provides many ideas for making the system more effective. This attempt makes to enlarge the structure and management in a perfect possible way. Then, in the analysis of Business Process Management Demystified: A tutorial on Models, Systems and Standards for Workflow Management (WFM), the application of the Petri nets on the management of the business process in an organization is described for the effective management (Bonn, 2010). According to (van der Aalst, 2016), there are various systems, procedures, models, workflows and approaches present in the maintenance of business management. The traditional system of BPM followed WFM based on their own techniques. Then, the application of the Petri nets on the BPM protects major things on the processes. The modelling approach is different for each system. The patterns of the BPM is provided in the form of the XML Process Definition Language (XPDL) by the Work Flow Management Coalition (WfMC) and is examined by more fundamental work procedures. The implementation of the Petri nets on the BPM system gives most successful and powerful basement for the organization maintaining strategy. As per (DER AALST, 2017), the BPM system gives the business process platform for the transparent workflow weaving. In this process, the planned system architecture are all transparent to the entire management system. The economic crisis is raised with the application of various management systems on the organization. In the interfaces operating strategy, the knowledge about the BPM process must be involved by the designers. The process of workflow describes the entire system of the management on the system. This transparent workflow weaving system tries to reduce the cost of the system which is involved in the BPM system. The integration of procedures with the works by the management section of the organization, then this system can be inserted in various software which is enabled for the process of maintenance. Instead of the application of the Petri nets the Aspect Oriented Programming (AOP), the Model View Controller (MVC) and interception of wrapping are utilized for the manageme nt processes. Hence, the cost of the system can be reduced with the system. The designed working strategies are connected to the software applications. Then, the structure of the important tasks are interconnected with the software system. The web type applications can reduce workloads of the processes. The processes are enabled by the black box system through the existing web application products. Finally, transparent workflow weaving system gives the interconnection of the software system with the web applications. The other analysis in (Pesic and van der Aalst, 2017), gives the strategies for the dynamically changing environments of the organization. The procedure for the BPM is fixed in the initial stages. The entire system is allocated to the section of the management. The process models are used to get the instructions from the system. The user cannot change the actions with respect to the environment of the system in an organization. In this paper, the environmental flexibility is not considered during the planning process. The alternative solutions are not included in the system architecture. The continuous changes on the sections may be caused by the system of change in the single section (der Aalst, Weske and Grnbauer, 2005). The declaration of the work procedures can be filled during the environmental changes. The business processes are plotted through the ConDec Language in terms of sketching the procedures. Hence, the working procedures are described with the help of the advanced tec hnical system of the BPM Process which enables flexible planning on the modifications in the society. It is determined that the transparent workflow weaving process application on the system, gives a flexible system by using the web applications and software systems. The nature of the organization is also based on the environment changes. The digital Subscriber Line (DSL) act as the platform for the transparent workflow weaving procedure on the system. The AOP modules are imported on the existing web applications by means of DSL system. Finally, the implicit BPM module is inserted in the process management strategy which gives weaving and management process to the organization. The work procedures are always dynamically correlated with the environment. Hence, the application of the software products give the dynamical changes on the system naturally. Then the advantage is more enabled on this innovation in the Business Process Management (BPM) system. Conclusion The advent of BPM is initially researched then, the importance of BPM in the organizations is reviewed. It is determined that the BPM Architecture is designed for providing a convenient organizational management. The issues related to quality in the business process is checked with root cause analysis method. The workflow management in BPM is considered important to provide a flexible and strategic value to the business. It is also determined that the organization must understand its commitment to BPM. Which is why the organizations invest more for implementing workflow management system. There are certain impacts noted in the automated workflow system such as, additional work in different sections of the company. The BPM system is expected to provide the transparency to the workflow weaving in the business process platform. It is noted that the modelling approach is different for each system. The implementation of the Petri nets on the BPM system is reviewed. The research concludes that the transparent workflow weaving system attempts to decrease the cost of the BPM system. The web type applications are suggested to decrease the workloads of the processes. The business processes are plotted with the help of ConDec language and the nature of the organization depends on the environmental changes. The DSL performs as a platform for the transparent workflow weaving procedure. The work procedures dynamically linked with the environment. References Anand, A., Fosso Wamba, S. and Gnanzou, D. (2013). A Literature Review on Business Process Management, Business Process Reengineering, and Business Process Innovation.University of Wollongong. Bonn, C. (2010). Petri Nets. [Online] Techfak.uni-bielefeld.de. Available at: https://www.techfak.uni-bielefeld.de/~mchen/BioPNML/Intro/pnfaq.html [Accessed 1 Feb. 2017]. DER AALST, W. (2017). The Application Of Petri Nets To Workflow Management. [Online] World Scientific Publishing Company. Available at: https://www.worldscientific.com/doi/abs/10.1142/S0218126698000043 [Accessed 1 Feb. 2017]. Der Aalst, W., Weske, M. and Grnbauer, transparent workflow weaving.D. (2005). Case handling: a new paradigm for business process support. [Online] sciencedirect.com. Available at: https://www.sciencedirect.com/science/article/pii/S0169023X04001296 [Accessed 1 Feb. 2017]. Dhring, M., Schulz, A. and Galkin, I. (2015). Emulating Runtime Workflow Adaptation and Aspect Weaving by Recursive Rule-Based Sub-Process Selection - A Model Transformation Approach. Fang, Z. (2010). BPM Architecture Design Based on Cloud Computing. Intelligent Information Management, 02(05), pp.329-333. Heravizadeh, M. (2009). Quality-aware Business Process Management.Queensland University of Technology. Jalali, A. (2016). Aspect-Oriented Business Process Management.Stockholm University. Jalali, A., Wohed, P. and Ouyang, C. (n.d.). Dynamic Weaving of Aspects for Business Process Management Systems. [online] Available at: https://people.dsv.su.se/~petia/CPN-models/DynamicWeavingofAspects4BPMS.pdf. Lahajnar, S. and RoÃ… ¾anec, A. (2016). The Evaluation Framework For Business Process Management Methodologies. 21(1), pp.47-69. Mller, C., J. Maack, C. and D. Tan, R. (2007). What is Business Process Management: A Two Stage Literature Review of an Emerging Field. Mondejar, R. (2017). Business Process Management. [Online] Google Books. Available at: https://books.google.co.in/books?id=OPhEBAAAQBAJpg=PA169lpg=PA169dq=transparent+Workflow+weaving+systemsource=blots=VDsi8yrceSsig=wpkNg7jsNuUQcc79XCPDP-mkwSQhl=ensa=Xved=0ahUKEwjn_5C6vO7RAhXJLY8KHcjXBR4Q6AEIPDAK#v=onepageq=transparent%20Workflow%20weaving%20systemf=false [Accessed 1 Feb. 2017]. Pesic, M. and van der Aalst, W. (2017). A Declarative Approach for Flexible Business Processes Management. [Online] springer.com. Available at: https://link.springer.com/chapter/10.1007%2F11837862_18 [Accessed 1 Feb. 2017]. Rouse, M. (2016). What is business process management (BPM)? - Definition from WhatIs.com. [Online] SearchCIO. Available at: https://searchcio.techtarget.com/definition/business-process-management [Accessed 1 Feb. 2017]. Van der Aalst, W. (2016). Business Process Management Demystified: A Tutorial on Models, Systems and Standards for Workflow Management. [Online] springer.com. Available at: https://link.springer.com/chapter/10.1007/978-3-540-27755-2_1 [Accessed 1 Feb. 2017]. Vanderfeesten, I. and A. Reijers, H. (n.d.). The Impact of Workflow Systems on Organizations.Eindhoven University of Technology. [online] Available at: https://www.win.tue.nl/~hreijers/H.A.%20Reijers%20Bestanden/TRonline.pdf.