Native American DBQ

In an attempt to overcome conflicts with the possession of Native American and, the United States set in place policies that were Often inconsiderate to the Natives, but that they believed to be better economically, politically, and morally. These policies varied from government provided food for the Natives, to the distribution of the new land, and the treatment of Native for their various practices. All of these things greatly affected the course of Native American people and their cultures to this day. As Americans took over more land in the west, they began to kill the buffalo that lived there for supplies in massive amounts.Document C, Figure 16. 2, wows a mound of buffalo skeleton bones that would be shipped to the East for various fertilization purposes and represents the â€Å"extent of the devastation† to the buffalo population. Document C also shows the numerous ways that Native Americans used the buffalo in their everyday life. Various purposes that the buffalo serv ed were food from meat and fat, tools and weapons from the bones, clothing from the hide of the buffalo, and many others uses on the long list. No part of the buffalo was wasted by the Natives.When Americans came to their land and slaughtered the population, the Natives were left without any supplies for living. The Natives were forced to live off of food that was provided for them by the government, even though it was the same white settlers who took away their food supply in the first place (Document C). Economically, this helped the United States. They had more land to sell and make money from, and they benefited off of the buffaloes. This was not equally beneficial to the Natives however. They were not even considered by the government that continued to invade their homes and lives.The government may have thought they were helping the Natives by providing them with the small food rations that they did, but the government as actually the root of the Natives food dilemma. There wa s discussion amongst the nation's leaders over what should be done with the newly ceded land. Secretary of the Interior Carl Scours argued that the tribes are â€Å"in the way Of the development Of the country as an obstacle. † To overcome that, his suggestion was to give the Natives portions of the land as reservations, but that sections within that land be used by the government (Document B).In 1 887, Congress passed the Dates Severalty Act that allowed the President to resurvey Native American land reservations if e see fit that the land could be advantageous for agricultural and grazing purposes (Document E). Then in 1889, Theodore Roosevelt stated that it was obvious for them to â€Å"break up the Indian reservations, disregard the tribal governments, allot the land in severalty, and treat Indians as we do other citizens,† and that they are respecting Natives more than the Natives have respected them (Document F).It is made clear though that the Natives wish to be left unbuttered, both them and the land. In a letter to Roosevelt and the â€Å"Washington Chiefs† they express their concerns with how they farm and retreat the Hopi land. The Natives had a certain cycle for farming the land that could be ruined by the settlers (Document H). The Americans did not consider this Hopi petition though. This was a political move to prove to the Natives that they were a â€Å"weaker race† and also to pass legislation that supported it.The Americans may have thought they were doing well to the Natives, as Carl Scours said himself â€Å"To civilize them†¦ And absolute necessity if we mean to save them,† but they Were only disrespecting their land and their requests. One thing that created such a strong barrier between the Natives and the Americans were cultural differences. The Dates Severalty Act allowed for the united States â€Å"to ban crucial aspects of Indian culture, including native practices related to religion, educati on, language, and even dress and hairstyles† (Document C).This shows the type of ignorance that the American people had towards the Native American cultures. They knew nothing about them, yet they banned their practices. These sometimes harsh judgments were driven from fear. Some of the Native American practices legitimately frightened the Americans, particularly, the tribal gatherings where â€Å"men, omen, and children participated in the ritual dance, moving in a circle and singing. † These rituals scared them so much, that in December 1 890, â€Å"U. S. Troops attacked and killed several hundred Indians† (Document G).The American people again may have thought they were cleansing the Natives, but were only being inconsiderate to them as people. Their actions were morally unjustifiable. This time period has a long lasting effect on the world. Entire tribes and cultures died because of the mistreatment and misjudgment of the Natives. Whether or not the American people thought they were helping in some way r another, they were only destroying lives as if they truly were just â€Å"obstacles' and the nation's course of development.

My Journey to Life Introduction

My Autobiography â€Å"When my Parents First Met† Sometime in 1974 when Christmas is approaching, accordingly my parents told me that they happened to meet at a certain canteen in Green Hills San Juan, Rizal and came to know each other while they were still studying in College. Late after one year they came to be engaged with each other. Knowing more each family background, and accepted by both. After my father had graduated his course in Manila, they decided with both parental onsent’s to get marry. They went home to Batanes to receive their matrimony of marriage at the Miraculous Medal of Virgin Mary at Itbud, Uyugan, Batanes. In their continuous companionship, in the hardship of living, they were blessed with three children, all girls. They were Cheryl, Richel, and Louelle. Even in their hardship of bringing up my sisters, still they never quit seeking better information which is getting into college. They survived with the effort.My father and mother both graduated the course of Bachelor of Science in Commerce major in Accounting at Saint Dominic College, Basco, Batanes, sometime in 1990. For better qualification, they were both employed on level 2 ranked and file positions. My mother is still employed to the now Provincial Agriculturists Office as HRMO-II; and my father has just retired from the DPWH Batanes, their employment helps so much as the source to carry on in racing their first 3 children until they were in college. 6 years later blessed with another baby girl whom my father named Dandy. Dandy means according to him a child who hold up and down sweetly. After weeks, they brought their child to receive her baptism at Saint Dominic Paris Chapel. The child received her baptismal feminine name Dandelle which I am carrying on. I wrote this when I was still in Third Year High School for an Auto biography project. I only included the introduction part of it for my Autobiography is long and I don't want to tell much about me.

Child Is The Father Of Man

The child-life is a hiding place of mans` power where man must seek it with all his mature faculties. Our tradition asserts that â€Å"Home is the best school and parents are the first and best teachers†. This thought has been a continuous source of inspiration for our society to protect the creative and spirited life of the child.Today, the situation is absolutely averse. Growing restlessness and stress in small kids is something very strange but a harsh truth, which was not existent in past times. When our parents or their parents tells how easy, joyful and carefree their childhood was, it seems to our coming generations as a fairy tale, not possible in these days. Erich Fromm once said that â€Å"the danger of the past was that men became slaves but the danger of the future is that men may become robots†, and that is what we are beginning to face.We are living in an age where there is no scope in our life-style which can nurture and evolve self-born genius in every c hild. Parents think it normal to admit child in school very early where within a few months small becomes an obedient bull to carry the load of heavy school bag upon their back. We people appreciate this pattern very well on the name of education without being bothered that it has been killing the innocent spirits and dormant potentials before they get manifest.‘A child,’ said William Wordsworth, a famous poet, ‘is the Father of Man’. What he means here is that everyone`s mature imagination faintly follows out the traces of the childish-fancies, innocence and wonder visions?Sources of joy and fun play and merriment in the past are now supplemented mechanically by video-games and computers. Conventional ways of growth i.e.-idea of building character in manifolds is un-deliberately forsaken. Young-ones are temped to emulate their all habits from these unscrupulous resources with disastrous consequences. Together with this they come to know all the tact and ug ly information in a very tender age, what they really should not. Such unwanted things fed into the young minds, ultimately stifles the possible manifestation of the right conduct, characters and inherent creativity.The worst role in un-shaping the tender mind is played by our modern pattern of education through unsystematic institutional body. Displaying the meaning of education in terms of marks, grades or merits has increased immense pressure on the young learner, which not only brushes aside all the creative faculties but also leads young ones often to emotional and mental breakdowns. Every year after results we meet with such news that a boy or girl has committed suicide after unsatisfactory performance.There is a must situation today that thinking people within educational regulatory bodies and in our society together rise to resolve this serious but long neglected problem. It is true that in our world today, to discriminate what is going on right track and what is not, becaus e everyone claims to be on right direction. But, a simple question always remains to be answered that if we are really heading correctly then why we reach at wrong ends.Does it not signify that there is a need of great introspection, yes we do? This is so because regarding this problem, no policy or educational reform alone would be able to mould and protect the healthy future of child unless it is decided individually ‘for what are we marching forward’, what is the result of such a bone-broken hard work due for a small child. To gain what values in life we indulge him in such un-deliberate state of affairs.It is true that to resolve it means to swim against the tide, but if we want to save our children from becoming robots and if we want this phrase ‘Child is the father of Man’ to remain true in the test of time, we must have to penetrate, introspect and work positively, for there can be no better way than this.

Mobile Computing and Mobile Computing Security Essay

Mobile Computing and Mobile Computing Security - Essay Example Today, a whole variety of 'mobile computing platforms' such as in-dash VGA displays and automobile computers which feature a variety of applications and functions such as global positioning systems (GPS) and radar detection systems are available for the mass market ("Mobile computing", 2006). Some mobile computing devices use WLAN (Wireless Local Area Network) as their means to communicate and acquire data. A WLAN is a LAN (Local Area Network) connected through radio or other wireless means. One of the advantages of using a WLAN is the flexibility it offers to overcome restrictions of physically connected networks to space restrictions. It is easy, wire-free and simple to use. WLAN allows data access without having to "jack-in" or plug to a wired network (Shriraghavan et al, 2003). Wireless Local Area Network (WLAN) transmits and receives data through fixed line network called access points. An area called a "hotspot" results from the area covered by each of the access points. Each access point serves numerous subscribers and they alter their 'access points' as they transfer from one point to another. As the number of access points in a WLAN increases, the size of the network also increases (Shriraghavan et al, 2003). Satellite Networks This type of network uses communications satellites acting as central points for transferring data. The subscriber uses a 'satellite dish antenna and a transceiver to transmit and receive data'. This network is usually a better alternative for rural areas where 'broadband, DSL (Digital Subscriber Line) and cable television' systems are not accessible (Shriraghavan et al, 2003). Cellular Networks The advent of mobile phones or cellular phones ushered in the creation of cellular networks. A cellular network operates by serving different frequencies or bands to handle calls and other services such as short message service (SMS). A cell site is commonly composed of 3 basic parts: a control unit, a receiver and a transmitter connected to a Mobile Telecommunications Center that is also interconnected with the public telephone systems (Shriraghavan et al, 2003). Ad-hoc and Sensor Networks An ad-hoc network results from the creation of several small nodes or "motes", tiny powered self-contained computers that are linked through radio around a small area. Motes are capable of communicating and exchanging data with each other over short distances and are usually formed temporarily. Ad hoc networks are common and have several practical military applications (Shriraghavan et al, 2003). Mobile Devices Mobile devices could include the following: Laptop computers, Personal Digital Assistants (PDAs) and handheld PCs, Pagers and cellular phones and task devices, such as bar code scanners. Laptops, PDAs and portable handheld PCs are computing devices that can run a number of programs and applications for every sort of business, enterprise and more recently for the modern home. Laptops are basically portable versions of personal computers (PCs) which equal or even rival the computing power of modern desktop units. They are similarly supported by their manufacturers in the

The nature of leadership Dissertation Example | Topics and Well Written Essays - 250 words

The nature of leadership - Dissertation Example The optimism character and the confidence help to attain goals for the leader and develop the skills and expertise in his behaviour. The leader need to understand the attribution of the followers and motivate them and allocate resources to accomplish a goal by designing formal structures and systems. Mutual involvement and with trust and co-operation with the members are an essential element the leader should take care of to support the values of the fellow members. Without followers there are no leaders. What is known about followers? The followers are the makers of the leader. Leaders influence a group but it’s the followers who help to reach the goal through their skills and efforts. The training and development attribute along with the vision of the leader clubbed with the followers’ skills completes the causal chain of effect. Figure 1: Causal Chain of effects from two types of leaders’ behaviour (Source: Yukl, 2007, p. 27) The leaders enhance the skills and confidence of the people and attract them to follow in his own ideologies. The followers are needed to be trustworthy towards the leader and should be committed towards the work assigned to them. The people working under should be satisfied with their job and with the leader for an efficient implication of the assigned task in accordance with environment and external dependencies. Reference Yukl, G.

The God Delusion Debate Article Example | Topics and Well Written Essays - 750 words

The God Delusion Debate - Article Example Evaluation of the debate In the debate, Dawkins explains his theses regarding the rejection of God’s existence saying that science is based on evidence-based grounds whereas faith is blind and is based merely on satisfactory beliefs and thus it drags humans to believe what is told in religion without the need of understanding and exploring. He says that science does not support religion; rather, it supports rationalism or atheism. He further argues that the designer God, if there is one, must need another designer to resign him. He argues that Christianity poses dangers to the existence of humans as all wars and destructions come as a result of the religious beliefs and difference in faiths. In short, the debate is all about the six main claims that Dawkins has presented in his book. The matchless arguments placed by Lennox dragged Dawkins to give a second thought on his atheistic views and at the end of the debate, Dawkins comes to admit that God is not a delusion. Dawkinsâ⠂¬â„¢s Arguments Dawkins (2006) explains an argument from his book, that is, faith is blind whereas science is evidence-based (p.92). He argues that faith is another name for self-created superstitious beliefs. According to Dawkins, â€Å"science uses evidence to discover the truth about the universe† and scientific discoveries are based on research and investigation. Thus it is based on clear pieces of evidence and proofs and has â€Å"grown out of religious traditions†. Another argument that Dawkins explains from his book is the Ultimate Boeing 747 gambit, that is, the designer is dead; otherwise, one must explain who designed the designer (p.113). He explains this argument by saying that the creator of this universe and everything in it has to be as complicated as his creation, and if a complicated entity needs a designer to come into being, then the designer being complicated also needs a designer, and this process should go on to infinite times back. He argues tha t the existence of life on this earth has been designed by natural selection and evolution and, thus, the designer must have evolved through the same mechanism. Counter-Arguments Lennox presented his counter-arguments about faith being blind and science being evidence-based. He said that science is not able to answer the questions that come in a human being’s mind- Who am I? What is the purpose of my creation? Where am I going? Answers to these questions are taught by religion and faith in God. Science is not able to answer any of these questions. He further caught Dawkins off-guard by asking him if he had faith in his wife to which Dawkins responded affirmatively. And when Lennox asked what was the evidence of this faith, Dawkins gave contradictory statements. Lennox explained the evidence for some of the illustrations from the Bible to prove that â€Å"not all faith is blind faith†. About Dawkins’s assertion about the designer hypothesis, Lennox counter-argued that â€Å"Darwinism does not explain life† because he had just explained that the evolution began due to a mutant replicator but he failed to explain â€Å"how the replicator came to exist at the first place†. Lennox said that the designer of the universe has not been created by anyone and he is eternal.  

IBM's workforce management initiative(WMI) Essay

IBM's workforce management initiative(WMI) - Essay Example ) is basically an approach to the human capital management which would make the company a global integrated enterprise whose operations cut across wide geographical areas and which placed various value creation processes in a worldwide arena that optimized their productivity and efficiency (Boudreau 2010). The idea of WMI actually was developed by the then IBM’s chief human resource officer, Randy MacDonald in 2003 and was later supported by other members of the work force. This idea required a lot of changes to be done in the management. According to the IBM’s management, one of the important moves towards the achievement of its goal was to start a business metaphor for the IBM which would be a basis for what was referred as ‘decision Science’ for talents. The ‘decision science’ is what actually the IBM envisioned. The idea here was to consider the existing employees, applicants, vendor supply and learning as alternative sources of talents supply which were actually based in different geographical areas and within different individuals (Boudreau 2010). It had also to consider some other factors as the language used in such areas as job description; competencies and knowledge, skills and abilities. This is used in describing the resources and also defining and organizing decisions and views towards the resources. There was also need for an expertise taxonomy which would help classify the jobs by identifying things like job roles(JR) and job role skill sets (JRSS) and also identifying coming upon with common descriptors around the tasks executed by different people. By the year 2003, IBM had hundred thousands of full-time employees, over 90,000 contactors and above 40,000 applicants. These were grouped into roles such that by the year 2008, there were around 331 roles needed to define the company’s work force. Each role here represented hundreds of both applicants and contractors and over 1000 employees. There are several impacts associated with the

Shirley Jackson's The Lottery Essay Example | Topics and Well Written Essays - 1000 words

Shirley Jackson's The Lottery - Essay Example The plot of â€Å"The Lottery† and The Lottery differ slightly. The plotline in â€Å"The Lottery† revolves around a yearly important event, which occurs on June 27. Everyone assembles in the normal town, as for a typical local festival, but in this case a sacrifice is to be made to ensure a good harvest for the coming year. Each family have to draw a slip at random from the all-important black box, and that which is marked denotes the family from which the sacrifice will be taken. Each family member then draws again, highlighting the specific person to be stoned to death; in this case, Mrs. Hutchinson. In The Lottery, this yearly event is still occuring, which the protagonist Jason returning to the town (which he left when he was very small) with his father’s ashes. It is discovered that Jason is one of the Hutchinson’s referred to in the short story version. The plot of the film adaptation is largely based around flashbacks in which Jason remembers the significance of the gravestones, which all bear the same date at death in yearly intervals. As the townsfolk are so desperate to keep the tradition going, it is difficult for Jason to expose the truth; he winds up mentally ill. Perhaps the reason that both â€Å"The Lottery† and The Lottery are so chilling for American readers and viewers is because it is set within a typical small American town of around 300 residents. Additionally, Jackson effectively mixes the conventions of the small town with the outlandish lottery ritual; for example, the residents â€Å"in the square, between the post office and the bank, around ten o'clock† (Jackson, 1948, p1), establishing the normalcy of the town. This is used in juxtaposition with the ritual that would not be familiar to readers of the New Yorker or viewers of NBC. In The Lottery, too, the town to which Jason returns is extremely normal and could even be described as idyllic despite the snippets of memory it brings back. The main similarity between the two media used to tell the story of the lottery is that they revolve around many of the same themes. Perhaps the main theme is of ritual. The lottery in both â€Å"The Lottery† and The Lottery are fiercely protected rituals that hold a large importance to the townsfolk. There are a number of customs that must be observed before the actual process of drawing the lottery must begin; the â€Å"swearing-in of Mr. Summers† (Jackson, 1948, p7), and â€Å"a recital of some sort† (Jackson, 1948, p7), for example. The film and print versions also show that the local people are fiercely protective of their lottery. The townsfolk also seem to follow a herd mentality, as there seems to be no real explanation for the lottery or the sacrifice, but everyone continues to follow along with the practice as usual. Despite this, the ritual itself is unimportant in many ways as â€Å"the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones† (Jackson, 1948, p71). This quote is important in many

Company's Local Area Network Essay Example | Topics and Well Written Essays - 500 words

Company's Local Area Network - Essay Example But it is good to know that a simple cleaning of one's computer can go a long way. But that's not always the case. A company's network's speed related problems are caused by a lot of factors. It is also very important to consider the hardware or the topology of the network: efficiency of use, expandability and medium used. The topology, or the way in which the stations attached to the network are interconnected (Stallings, 2007). The choice of topology of the company is crucial when starting the network. But in this case, the one troubleshooting should work around the pre existing topology and try to improve it. Cable could be re-routed to make the network simpler by using shorter paths from production control to manufacturing. In even more severe situations, a hardware overhaul is necessary. The processing capability of the controllers may be slower than what is required for the desirable production. The cable may not be able to handle the desirable data rates (Tomasi, 2004). Sensors and motors may not be able to respond as fast as they should. IBM United States (2009). Adjust LAN lines for optimum communications performance. iSeries Information Center, Version 5 Release 3.

Examples of Power Essay Example | Topics and Well Written Essays - 1250 words

Examples of Power - Essay Example Different forms of power have been described along with personal experiences. An interview with a CEO of a company has been described. In the end, some suggestions have been given as to how leaders and managers can exercise power appropriately. Power enables the leader to define out his position within the organization and his relationship with the subordinates (Papa, Daniels & Spiker, 2008). If power is not recognized and used properly, that results in anarchy with the organization that not only destroys leader-member relationship but also results in imperfect organizational outcomes. Power is not a central idea for leaders only, but the fact is that every position in the organization has some power with which it controls some of the organizational goals and makes effective decisions (Papa, Daniels & Spiker, 2008). Bal et al. (2008, p.12) have identified three important ways in which power influences the organization. According to them, power is used to promote one’s own agenda, promote someone else’s agenda, or to promote the organization’s agenda. Power promotes one’s own agenda in a way that the person gives priority to his tasks; he tries to impose his own rules and regulations; and, he takes measures to look after his position. Power also promotes another person’s agenda when the person in power introduces someone in the network or refers him to somebody. Power is also used to promote organizational agenda through measures taken to improve communication and relationship among employees and with leaders. This power is not based on self-interests, and focuses on improving employee development through improving inter-personal relationships at workplace. Complexities in power also have a lot of influence in leader-member relationships (Papa, Daniels & Spiker, 2008). According to Sweeney and McFarlin (2001), complexities arise when the person in power exhibits political behavior like trying to attempt personal gains by violating

Teacher - school Essay Example for Free

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

Conrads Heart of Darkness and Goldings Lord of the Flies Essay Example for Free

Conrads Heart of Darkness and Goldings Lord of the Flies Essay In doing this I will explore some of the key points in both novels. For example they both criticise the period of time they are living in. For Golding it is after the Second World War and he is addressing that war could break out again. Proving this is in the first chapter we hear we was attacked! This shows that mankind would attack children in a passenger plane. Whereas Conrad is living in the late Victorian era where Europe has thrust imperialism on Africa and has exploited the natives into slavery. Evidence of this is the chain-gangs. Firstly I am going to look at how both of the novels in some show a sort of journey into the human mind. In Lord of the Flies it is where the children cross from the good side of the island to the bad side. This starts with Jack saying Bollocks to the rules! This instantly showed the breakdown in society. This started possibly not the journey of the children from good to bad, but it is a journey that the island takes from good to bad. It starts with Jack saying that his choir shall be hunters. This begins the journey. The island starts to get darker and the children start to show the darkness of the human heart. With hunters that can have qualities linked with it that turns people into mere animals with only one thing on the mindkilling. This is showed by how when Jack, Simon and Ralph find the candle buds, Jack acts aggressive with them Jack slashed one of them open with his knife and its scent spilled over them. He didnt just cut them open; he slashed them. He again has killing on his mind with we cant eat them. It is not only Jack that has taken this journey into evil. Jacks tribe are heard to be chanting incessantly Kill the beast! Cut his throat! Spill his blood! So Goldings depiction of a journey into the human mind addresses the obsession of killing. Conrad has a similar approach, but instead of killing he uses madness. Evidence that this is a common thing in the Congo is when Marlow pays a visit to the Doctor. The Doctor was then with a certain eagerness asked me whether he could measure my head Marlow let him, and asked the Doctor whether he measured the peoples heads when they come back too? Now the Doctor says something somewhat strange Oh, I never see themthe changes take place inside you know So the Doctor implies that people go mad out there and never come back. The characters in the two novels sort of follow the same lines. I have grouped the main four characters from the two novels and have put them in to two pairs- Marlow and Ralph and Jack and Mr Kurtz. Firstly, with Marlow and Ralph they start off as good people but they both make mistakes. For Ralph it was ultimately letting the group vote on whether there were ghosts or not. He did not need to let the vote go. What was strange was the way in that he asked the question Who thinks that there may be ghosts? That question seems to lead everyone into saying that there are ghosts. He instantly lost power. He should have asked, Who thinks that there are no ghosts? This would have led everyone into voting for this. Marlow made the main mistake in being led into Kurtzs charisma. He had stated his dislike of the ivory being kept, but when he met Kurtz you hear him say, I was fascinated Jack and Kurtz were similar in that they were evil. I have already examined the way in that Jack is evil, as he instigated the break down in the society on the island. He also had a band of bloodthirsty hunters. Kurtz is evil in the way that he brought in more ivory than all the other stations put together but he never returned it. Looking at the viewpoint of the two novels I find that are in two different ways to address the nature of the novels. Heart of Darkness has Marlows viewpoint. I believe that this was done so that we could be in line with his thoughts and feelings. This makes us understand more about the darkness of the human heart. Whereas Lord of the Flies has a narrator. We dont get the same inside intelligence as with Marlow, but we get some viewpoints such as Ralph wept for the end of innocence Having a narrator helps us to have focused on Ralph on a curve of learning. Simon is viewed differently as his mind is open to us. For example when he encounters the Lord of the Flies, the words that the Lord of the Flies are saying is merely Simon speaking to himself. Golding is writing about Simon in this way so that he can express who the beast actually is. Fancy thinking the Beast was something you could hunt you knew didnt you? Im part of you? We instantly now start to understand that something as bad as the Beast has been made up by the human heart. The setting that Conrad uses is firstly the Thames and then he compares it with Congo. He uses the fact that the Thames leads into the biggest, and the greatest, town on earth. Then the journey down the Congo is a road to evil and darkness. The things Marlow see such as the chain gangs. Black shapes crouched, layattitudes of pain, abandonment, and despair They were dying very slowly-it was very clear In Lord of the Flies Ralph is Adam in Garden of Eden as he has an instinctual relationship with his surroundings, but his goodness gradually fades as he is tempted by evil. The apple in the Garden of Eden is the bad side of the island (the fort area). This is proved by the fact that that was where Piggy was killed his head opened and stuff came out and turned red. Both novels address the darkness of the human heart. I believe that they are both very similar. Conrad and Golding both use death as their tool of evil. In Heart of Darkness it is the natives of Africa that are exploited and flogged until they die. In Lord of the Flies Golding has used the fact that even children would murder each other if they were in charge of society. Both of the texts are fables. The two authors criticise what is happening or what could happen in their period of time. Conrad didnt like what was happening in Africa in the late nineteenth century. Golding was writing what could happen if another war broke out. They may both go to the extremes to condemn society, but with the violence of the everyday world and the overall greed, anything can happen.

Effects of Human Donor Milk on a Severely Malnourished Child

Effects of Human Donor Milk on a Severely Malnourished Child Abstract Hunan milk has many benefits, such as optimal nutrition, easy digestibility and immunologic protection for infants and contains some growth factors that can protect immature tissue, promote maturation particularly of the gastrointestinal tract and promote healing of damaged tissue. The first human milk bank was set up in China last year and had 36 recipients including preterm infants and other sick children. But the authors found some almost unbelievable effects of human donor milk in a severely malnourished child following intestinal surgery. This case demonstrates that human donor milk is not only a food but also an important therapy to some children with malnutrition. Keywords human milk, human milk bank, post-operative malnutrition Background Human milk has many benefits, such as optimal nutrition, easy digestibility and immunologic protection for infants and contains some growth factors that can  protect immature tissue, promote maturation particularly of the gastrointestinal tract and promote healing of damaged tissue [1-3]. Donor human milk (DHM) is the preferred feeding when the mother’s own milk is not sufficient or not available. The first human milk bank was set up over 100 years ago . In premature infants DHM has been proven to be very effective for the prevention of infections and necrotizing enterocolitis (NEC), for reducing feeding intolerance and for improving long-term outcomes [4-6]. So, human milk banks are blossoming in North America and Europe since the mid of 1980’s. Since the first human milk bank was set up last year in China, DHM was used not only for preterm infants but also for children with other illnesses such as immune deficiency, malnutrition after intestinal surgery, cow milk al lergy and serious infection. We have observed some amazing effects in sick children. The objective of this report is to present the case of a severely malnourished child following intestinal surgery. Case Report Xiao Jiang(an alias) was the first recipient of DHM from our milk bank. He was a 10-month old boy coming from Zhanjiang, a prefecture-level city in Guangdong province, China. He was admitted to the local hospital because of abdominal distention. After laparotomy his condition deteriorated more and more with high fever, bleeding under the skin, and weight loss from 9 kg to 5.5 kg. He developed a terrible intestine fistula and spontaneous rupture of the surgical incision. It seemed that there was no hope for survival and he was discharged from the hospital to home. Five days later, his parents took the boy to our hospital. On the 2nd day after admission, by the surgeon in charge obtained a nutrition consultation because of the patients severe malnutrition. Unfortunately, there appeared to be intestinal bleeding as the ileostomy output became brown after consumption of a bottle of formula( Fig 1 and Fig 2). So, he had to be given total parenteral nutrition until the intestinal active bl eeding stopped on the 4th day in hospital. Then, we started the minimal enteral feeding with 10 ml DHM from our milk bank. Methods We gave him the DHM in a dose of only 10 ml after the intestinal bleeding stopped on the 5th day of admission and then gradually increased the amount by 20-30ml q3h daily until 130 ml q3h was reached (Table 1). Everyday we monitored whether he had vomiting, diarrhea, abdominal distension, and temperature, examined the abdominal wound and monitored ileostomy output and his general condition. At the same time, the patients weight was determined every day at first and every 5 day later. Table 1 Feeding strategy and weight change of Xiaojiang Results From the moment Xiao Jiang was fed with human milk, seemingly magical effects were noted in this boy, with his fever subsiding and, petechiae and abdominal distension disappearing. At the same time, his skin color became pink, his sleep became better and longer, his ileostomy output decreased markedly and became yellow in color like a normal baby’s stool. More unbelievably, granulation tissue grew out and his abdominal rupture healed within one week and his weight increased rapidly from 5.5 kg to 7.15 kg within just 17 days. The seemingly magical changes are pictured below (Fig 3 and Fig 4) and documentedby the data in Table 1. Discussion The benefits of human milk in nourishing preterm infants have been sufficiently demonstrated in recent years. Since the first human milk bank was set up in 1909à ¯Ã‚ ¼Ã…’ milk banks have blossomed and grown rapidly in numbers in the past 30 years[7]. Pasteurized DHM has proved to be an important therapeutic resource in the care of preterm infants. Although the milk banks primarily serve the needs of sick preterm babies, DHM is also used for pediatric conditions such as metabolic disorders, immunodeficiencies, severe infections, severe allergies, failure to thrive, renal failure, various congenital conditions, postoperative therapy and cancer in adults [ 8-13]. In recent years, human milk banks have demonstrated remarkable growth, and clinicians have come to value the importance of DHM not only as a nutritional option but also a potentially life-saving therapy[14-19]. Similarly, we have seen the short-term beneficial and possibly lifesaving clinical effects in other diseased infants and children, especially children with complications after intestinal surgery, exemplified by the case presented here. Our traditional nutrition knowledge could not explain these surprising medical results. So, what is the mechanism? Obviously, there are many areas among the benefits of breast-feeding and DHM which we should study further. Breast milk contains all the nutrients needed for the growth and development of the infant. The protein, fat and calcium in breast milk are more easy for an infant to digest and absorb than the ones in other milks. This may explain why breast milk can save a malnourished, dying boy like Xiao Jiang. It is estimated that more than 900 infants/year may be saved in the United States if 90% of mothers exclusively breastfed for 6 months. In developing countries exclusive breastfeeding for 6 months is the most effective intervention, potent ially preventing more than 1 million infant deaths/year [20]. Morever, breast milk is rich in substances that provide passive immunity to the baby, such as anti-infective factors, anti-inflammatory factors, immunomodulatory factors, hormones and multifunctional agents. Human milk it has been used as a home remedy for minor ailments, such as conjunctivitis, insect bites and stings, contact dermatitis, and infected wounds, burns, and abrasions. In 1990 Lucas et al. reported thatNEC was reduced significantly by breastfeeding premature infants, either exclusively or partially supplemented with either formula or pasteurized DHM [21]. From the case we report ,here, we can see the dramatic therapeutic effect against inflammation of surgical incisions. Of course, we need more research on human milk and DHM to understand the mechanisms by which human milk protects ill children and how it promotes recovery and growth in these circumstances. Such research has the potential to contribute important new insights regarding the uniqueness and efficacy of human milk and the role of breastfeeding in infant development while also identifying novel mechanisms for disease prevention and treatment. Conclusion DHM is not only the best food for preterm infants and other ill babies when their own mother’s milk is not available, but also an important therapy for some severely ill children, such as severe post-operative malnutrition. We need more research to understand the mechanisms of the protection and therapeutic effects of DHM in such disease states.

The Bluest Eye - Pecola as a Victim of Evil Essay -- Toni Morrison The

The Bluest Eye - Pecola as a Victim of Evil      Ã‚   By constructing the chain of events that answer the question of how Pecola Breedlove is caste as a pariah in her community, Toni Morrison in The Bluest Eye attempts to satisfy the more difficult question of why. Although, unspoken, this question obsessively hovers over Pecola throughout the novel and in her circular narrative style Morrison weaves a story that seeks to answer this question by gathering all of the forces that were instrumental in the creation of a social mishap. By using what seem like tangents in the story, we are shown examples of how forces beyond human control such as nature, an omniscient being and primarily a legacy of rejection have come together to establish the heritage of desolation that has been passed on to Pecola Breedlove.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A pattern of precedence is pieced together in the story, showing the seeds of Pecola's present barrenness to have been planted in the lives of preceding generations. By profiling the lives of Soaphead Church and Pauline Breedlove, Morrison makes a case for the validity of generational curses. Their narratives are appropriately placed in the Spring division of the novel as an indication of the characters sowing the seeds that will be reaped by Pecola. Seemingly, as an example of the ways in which the transgressions of the fathers revisit the sons, the narrator gives an extensive account of Soaphead Church's family history, constantly citing instances in which traits of the fathers (or effects of their traits) followed the sons for generations. Of his family the author says, "They transferred this Anglophilia to their six children and sixteen grandchildren" and the family is described as one entity, the accomplishments and ... ...g the Girl's Own Story." The Girl: Construction of the Girl in Contemporary Fiction by Women. Ed. Ruth Saxton. New York: St. Martin's P, 1998. 21-42. Kubitschek, Missy Dehn. Toni Morrison: A Critical Companion. London: Greenwood, 1998. Kuenz, Jane. "The Bluest Eye: Notes on History, Community, and Black Female Subjectivity." AfricanAmerican Review 27.3 (1993): 421-31. Middleton, David. Toni Morrison: An Annotated Bibliography. New York: Garland, 1987. Middleton, David. Toni Morrison's Fiction: Contemporary Criticism. New York: Garland, 1997. Morrison, Toni. The Bluest Eye. New York: Alfred A. Knopf, Inc., 1993. Peterson, Nancy J. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns Hopkins UP, 1997. Pettis, Joyce. "Difficult Survival: Mothers and Daughters in The Bluest Eye." SAGE: A Scholarly Journal on Black Women 4 (1987): 26-29.

Terrorism and Patriotism :: September 11 Terrorism Essays

Terrorism and Patriotism The connection between war and patriotism-or better yet, between war and the making of patriots-is evident, maybe even self-evident. But, is a war really required? The answer is no, not as long as we remember past wars, and use those memories to meet current challenges. To help us remember, we have a Memorial Day (Decoration Day when I was young), and the Lincoln, Vietnam, Korean, and (eventually) World War II memorials. To the same end, we have national cemeteries filled with the graves of patriots, and a national anthem composed during a long-past war. This nation was born in a war, and Abraham Lincoln referred to those who fought it as "the patriots of '76." We were "one people" then-we said so. We were made one because King George III and "our British bretheren [were] deaf to the voice of justice and of consanguinity." What those foes did to rally patriotism in 1776, the terrorists did on Sept. 11. The signs of this upsurge are everywhere. The grass-roots response of the American people has been phenomenal, a display of bottom-up public patriotism unseen in this nation in at least half a century, slicing across boundaries of race, class, age, and gender. American flags fly from the antennas of battered pickup trucks, from stately Victorian porches, from office windows. An Indiana flag company reports it has never had this many orders, 25 times the norm, in its century-long existence. The flag is everywhere, and so is the need of the people to display their love of country. It was only a few years ago that the US Supreme Court ruled that Americans were entitled to burn the flag, that they had a constitutional right to do so. Of course, the ruling did not deny Americans their constitutional right to fly the flag, and millions of people proceeded to do so. Those who did not own a flag rushed out to buy one, in such numbers that supplies were soon exhausted. Americans are flying the flag again, and they are showing their patriotism in other ways. Told that blood was in short supply, they rushed to give their own; volunteers from around the country raced to the scene of devastation in New York with food, blankets, gas masks, whatever they thought was needed. Americans grieved for the dead there, in Washington, and in Pennsylvania as their own, and prayed for the bereaved left behind.

Why Hitler Was Invited to Become Chancellor :: Papers

Why Hitler Was Invited to Become Chancellor In 1932 the weaknesses of the Weimar Constitution were clear to all. Due to its careful balance of power and proportional representation, no political leader was strong enough to rule. During this period Germany was effectively being run by 84 year old President Hindenburg. Policy was being set by a tiny group of rich, conservative industrialists and army leaders. The Reichstag offered very little leadership. The heart of the problem was that the Nazis were the largest party. Normally the leader of such a party would become Chancellor, but the other parties in the Reichstag would not work with Hitler. The constitution gave President Hindenburg the right to appoint Chancellor and he did not want Hitler as Chancellor. So month after month there were arguments and back-room deals as different politicians struggled to assemble a workable government. The weakness of the Reichstag would have been a problem even if things had been going well in Germany. But when faced with the chronic problems of the Depression it was disastrous. In the July elections of 1932 the Nazis got their best ever result with 37.3% of the vote (230 seats.) They were now by far the largest party. Hitler demanded to be appointed Chancellor. Hindenburg despised Hitler, but he could see the value of trying to use the Nazis for his own ends. Hindenburg appointed Franz von Papen as his Chancellor. Von Papen had no support in the Reichstag but he hoped he could create a right-wing coalition government with the support of the Nazis and the other right-wing parties in the Reichstag. Hitler refused to co-operate, so Hindenburg called another election. This was a bad election for the Nazis. Apathy was settling in. In Northeim the Nazis were in financial trouble and made a public appeal for party funds. In an attempt to regain support, the SA and leading Nazis went to church en masse and got a Protestant minister to speak for them. They placed advertisements in the local papers and

Discuss the Differences Between Beatrice and Hero Essay

Shakespeare’s play ? Much Ado about Nothing’ has two main female characters, Beatrice and Hero, who are cousins. Both appear to be completely different in the beginning of the play but, as things progress and their characters develop, there are also some very obvious similarities between them. Hero and Beatrice have a very close relationship; they are best friends. Leonato is Hero’s father but Beatrice has no parents, which gives her greater freedom. Where Hero is polite, quiet, respectful and gentle, Beatrice is feisty, cynical, witty, and sharp. Shakespeare uses quite a lot of literary devices and techniques to present the characters of Hero and Beatrice in a way that lets the audience easily compare and contrast them. For example, in the characterisation of Hero and Beatrice, the dialogue used ? what they say, how they say it, what other characters say about them and Hero’s silence are all very important in revealing their characters; in a similar way, their actions ? what the characters do, and their inaction contrasts and creates significant difference between them, bringing each one’s personality. In addition, Shakespeare’s constant use of dramatic irony, exaggeration and contrasting plots, themes and structure all combine in his presentation of the two. At the start of the play Hero is presented as a typical woman of the time, modest and demure ? she says little. In fact, Shakespeare’s first words describing Hero, ? Is she not a modest young lady’ announce her essential qualities of modesty and decorum. In this period, these were vital qualities to have in a wife and Hero possessed them, unlike Beatrice. By contrast, Shakespeare portrays Beatrice as an untypical woman, being outspoken, independent, witty and unconventional ?she is always participating in the conversation even with the men (especially Benedick), which Hero never does. A prime example of this in Act 1 is when Beatrice asks the messenger about Benedick, (a lord, and soldier from Padua) in an offensive way: â€Å"I pray you, is Signor Mountanto returned from the wars or no? † This is part of her â€Å"merry war† with Benedick. Beatrice appears to loathe Benedick and vice versa; they engage in many â€Å"skirmishes of wit. † However, although Beatrice appears hardened and sharp, she is vulnerable, for she loves Benedick. She is disguising her feelings for Benedick by calling him names and disguise is a major theme in this play. Beatrice’s vulnerability is an important point of comparison with Hero, as she is also vulnerable, as we see later in the play. In contrast to her talkative cousin, Hero speaks only once in Act 1 ? in the presence of Beatrice, her father and the messenger, â€Å"My cousin means Signor Benedick of Padua† she says, to explain Beatrice’s jibe. Similarly, in comparing wooing, wedding and repenting to three types of dancing Beatrice describes them as a â€Å"Scotch jig, a measure, and a cinquepace. † This dance image is an inventive one and dance, music, and song are key themes in this play. Here Shakespeare is using an extended metaphor to portray Beatrice’s anti-matrimonial feelings. Of course, these feelings are not genuine. As we see throughout, disguise is one of the key themes in the play and Shakespeare makes it clear that Beatrice is disguising her true feelings, for she admits to Don Pedro that Benedick once â€Å"lent her his heart awhile but won her heart with false dice†. She and Benedick obviously have had a relationship in the past ? one that they would both like to resume. In Act 3, in the absence of men, Shakespeare develops Hero’s character. She is decisive in Scene One and commanding, â€Å"Good Margaret, run thee to the parlour† she orders. We witness a development in Hero’s character; she is dominant and authoritative; she initiates and organises the plot to gull Beatrice, the second benevolent plot in the play. For the first time in the play, Shakespeare also provides Hero with a poetic image, â€Å"Forbid the sun to enter ? like favourites, Made proud princes that advance their pride. † And we see that Hero is clever enough to denigrate Beatrice, â€Å"Of the false sweet bait that we lay for it. † in order to make Beatrice believe that they do not know she’s listening, otherwise they would not discuss her faults. Although Beatrice is intelligent, Shakespeare makes her gullible when she overhears Hero and Ursula discussing Benedick and Beatrice’s relationship. We see that Beatrice does have a softer side, â€Å"Benedick, love on; I will requite thee, Taming my wild heart to thy loving hand. † Enhancing the romance in the play and signifying a transformation in Beatrice. Indeed by the end of Act 3 scene 1, Beatrice and Hero are showing certain similarities. They are now both in love and as we see in Act 3 Scene 4, Beatrice has become quieter and more serious. During the scene of the morning of Hero’s wedding, Shakespeare reveals that Hero is having premonitions, more development of her character. â€Å"God give me joy to wear it for my heart is exceedingly heavy† she states. This is dramatic irony because she feels the wedding may go wrong but it is really a reminder to the audience of Claudio’s intentions to humiliate Hero in the next scene. The audience also find out that Beatrice is lovesick, Hero asks: â€Å"Do you speak in the sick tune? † Beatrice is subdued and Margaret also fills in the comic space and provides the wit by making jokes at Beatrice’s expense. â€Å"God send everyone their heart’s desire! † she says, implying she knows what Beatrice’s heart desires. Margaret makes obscure references to Beatrice’s new mood, saying she should take some â€Å"Carduus Benedictus† for her illness. Shakespeare has developed contrasts between Hero and Beatrice in the way that their relationship with men is presented, particularly the men that they love. Hero and Claudio are the sweet innocent â€Å"young lovers. † Their marriage is arranged by the Prince and Leonato and Claudio is given Hero. On the other hand, Beatrice and Benedick are comedy-makers and Beatrice is not ruled by her father as Hero clearly is. It does take Don Pedro’s benevolent plot to bring Benedick and Beatrice together, however. A modern audience would prefer Beatrice to Hero as she is her own self and admirable. The relationships also differ because Benedick and Beatrice’s relationship slowly grew whereas Claudio and Hero’s relationship was love at first sight. Perhaps it was a little hasty as we see in Act 4 how their love turns sour. Beatrice and Hero are both wonderful and intriguing characters. They develop in interesting ways and they represent two extremely different views of society and what it was like to be a woman in those patriarchal times. Personally, I find Beatrice the more interesting character of the two women; she is more active and has a fuller character which lets you speculate about her whereas this isn’t possible with Hero because her character is so bland. Beatrice’s character is also more entertaining and she stimulates feelings out of the reader, making you like or dislike her and the way she acts and again this isn’t as possible for Hero because her character is so featureless.