Central Excise Duty Essay Example for Free

Central Excise Duty Essay M/s. Technocraft Enterprises (hereinafter referred to as â€Å"the said assessee†) Plot No. 518, Adinathnagar, GIDC, Odhav, Ahmedabad were engaged in the manufacture of Roll for Rolling Mills and parts falling under Chapter 84 of Central Excise Tariff Act, 1985. 2.During the course of search operations carried out by the officers of Central Excise (Prev.), Ahmedabad-II at their factory premises, it was revealed that the said assessee had illicitly cleared certain goods without entering them in their records and without including the same in their clearance value during the year 2004-05 and 2005-06 their factory. 3.A Show Cause Notice was issued by the Asstt. Commissioner, Central Excise, Division-III, Ahmedabad-II demanding duty of Rs. 3, 08,485/- along with consequential interest and penalty under Section 11AB 11AC of the Central Excise Act, 1944. 4.The above Show Cause Notice was adjudicated by the Assistant Commissioner, Central Excise, Division-III, Ahmedabad-II vide OIO No. MP/78/Offence/07-08 dated 31.03.2008 confirming the above demand, interest and penalty equal to the duty amount. A penalty of Rs. 10,000/- was imposed on Shri Prakashbhai M. Shah, Partner of M/s. Technocraft Enterprises. The assessee had already paid the duty amount willingly vide TR-6 Challan No. 12 dated 31.07.2006. 5.Being aggrieved by the impugned order, the said assessee had filed appeal along with stay application before the Commissioner (Appeals-I), C. Ex.,  Ahmedabad. The stay application was disposed off vide stay order No. 37(Ahd-II)/2008 dated 09.07.2008 wherein under Provision of 35F of the CEA, 1944, the said assessee was directed to pre-deposit 100% of the penalty imposed under the impugned OIO. The assessee complied with the direction of Stay order and pre-deposited penalty amount of Rs. 3,08,485/- vide TR 6 Challan dated 29.07.2008. The Commissioner (Appeals-I), Central Excise, Ahmedabad vide his OIA No. 154/2008(Ahd-II) CE/ID/Commr. (A)/Ahd dated 16.12.2008 upheld the Order in Original No. MP/78/Offence/07-08 dated 31.03.2008 and rejected the appeal filed by the said assessee. 6.Being aggrieved by the OIA, the said assessee filed an appeal before Hon’ble CESTAT, Ahmedabad. The appeal was disposed off by the Hon’ble CESTAT, Ahmedabad vide Order No. A/34-35/WZB/AHD/10 dated 30.12.2009 to the extent that the penalty imposed on the appellant and paid by them is required to be reduced to 25% of the duty. Accordingly the impugned order was modified and penalties reduced to 25% of duty demand. Hence, the assessee applied for the refund of amount of excess penalty pre-deposited by them vide TR 6 Challan dated 29.07.2008 which was sanctioned vide OIO No. MP/36/Refund/10-11 dtd. 01.04.2010. 7.Meanwhile being aggrieved with the CESTAT Order, Department filed an appeal before Hon’ble High Court of Gujarat on 22.03.2010, and hence the refund claims of Rs. 2,31,364/- erroneously granted to the assessee vide OIO No MP/36/Refund/10-11 dtd. 01.04.2010 by this office was required to be recovered under Section 11A of the Central Excise Act, 1944 along with applicable rate of interest. 8.Therefore, M/s. Technocraft Enterprises, were called upon to show cause to the Deputy Commissioner of Central Excise, Division-III, Ahmedabad-II as to why the refund claim of Rs. 2,31,364/- granted erroneously vide OIO No. MP/36/Refund/10-11 dated 01.04.2010 should not be recovered from them under Section 11A (1) of the Central Excise Act, 1944 along with applicable rate of interest. Defense Reply and personal hearing: 9.The assessee vide their written submission dtd. 16.02.2012 have drawn attention to the High Court Order dated 12.01.2011 and have stated that as the Departments’ tax appeal has been dismissed by the Hon’ble High Court of Gujarat, the show cause notice may be quashed. Personal Hearing: 10.Personal Hearing was held on 16.02.2012. On behalf of the assessee, Shri Jay Kataria, working as an accountant with the said firm appeared for the hearing and re-iterated the submission made in their written reply dated 16.02.2012. He had nothing more to add. FINDINGS 11.I have carefully gone through the records of the case and the defense reply submitted during the Personal Hearing of the case. I find that the controversy involved in the present case stands concluded against revenue by the decision of the Hon’ble High Court vide Order dated 12.01.2011 in the Tax Appeal No. 736/2010. In the circumstances, there is no need to go into details; I find that the show cause notice is not sustainable.

Issues in Reporting Adverse Drug Reactions (ADRs)

Issues in Reporting Adverse Drug Reactions (ADRs) India is becoming a hub in the field of clinical research and a center for drug discovery and development and this advancement has created an urgent need to strengthen the current drug safety measures. Pharmacovigilance has emerged as an important field of science related to activities regarding detection, assessment, understanding detection and prevention of adverse drug reactions (ADRs) and other drug related issues. The current pharmacovigilance system is not fully able to address these issues because of certain â€Å"challenges† being posed to it. While major advancements of the discipline of pharmacovigilance have taken place in the West, not much has been achieved in India. Some of the important challenges to our existing pharmacovigilance activities are: under-reporting, lack of knowledge, proper training, education, attitude and motivation, confusion regarding terminology and definitions used in pharmacovigilance. Increasing use of biologics and herbal medicines in cur rent medicine practice further pose challenges to our pharmacovigilance systems. There is lack of information about the active principle, efficacy, adverse effect profile, quality assurance/quality control, informal selling interaction potential in case of herbal drugs. On the other hand, a complex production process, limited predictability of preclinical to clinical data, high potential for immunogenicity possibility of an underlying exaggerated pharmacology in case of biologics further grieve the situation. Also there is need to improve the spontaneous reporting and causality assessment scales with high quality data submission. KEY WORDS: Pharmacovigilance, India, ADRs, AEs, Challenges INTRODUCTION India is an emerging hub in the field of clinical research and a destination for drug discovery and development. Several new drug entities, new dosage forms, vaccines etc. are being introduced in the country challenging the monitoring of adverse drug reactions over a large population base. The monitoring of both known and unknown side effects of medicines is important even if the drug is in use for several years so that the safety profile of the drug can be ascertained. This has paved the way for pharmacovigilance. Pharmacovigilance may be defined as the pharmacological science relating to the detection, assessment, understanding and prevention of adverse drug reactions or any other possible drug related problems (1), particularly long term and short term side effects of medicines. While major advancements of the discipline of pharmacovigilance have taken place in the West, not much has been achieved in India. Although in India, pharmacovigilance has progressed from the situation as it was in past, but for different types of problems and limitations progress is yet not very rapid. (2) The current review focuses on a number of elusive issues which require attention addressal: Under-reporting: India specific causes possible solutions Under-reporting is a major limitation of spontaneous reporting systems for suspected adverse drug reactions (ADRs) in India. It is both a technical and a psychological issue. Under-reporting may lead to failure to recognize an unacceptable risk associated with a particular drug. Furthermore, differences in reporting between different drugs may lead to apparent differences in the toxicity which may be spurious. It can lead to delay in signal detection and underestimation of the magnitude of the problem. There is a long exhaustive list focusing on the causes of under-reporting: Lack of awareness There is a general lack of awareness among health care professionals in terms of increasing health burden of ADRs. Those who are aware of this fact, fail to recognize the logistics of ADR reporting like who all can report, where to report what to report. Lack of knowledge attitude A large proportion of studies have found that the knowledge and attitudes of health care professionals appear to be strongly related with reporting. This result may have important implications in terms of public health, if knowledge and attitude are viewed as potentially modifiable factors. (5, 6) Lack of motivation Due to the passive nature of collection of reports, data collection is not exhaustive as it depends upon the attitude motivation of the clinicians. Hence, some ADRs even if observed are not likely to be reported. Some feel that reporting a single ADR wont help much in contributing! Fear of litigation loss of reputation Sometimes healthcare professionals fear that the acknowledgement of adverse reactions may reflect negatively on their competence or put them at risk of litigation. There is also a general fear of loss of reputation among the medical fraternity patients. Misconceptions about what to report Some are reluctant to report adverse reactions because of doubts regarding the causal role of the drug. There is a uncertainity in majority of the cases regarding the drug causing the particular adverse drug reaction. Unfriendly ADR reporting forms hassel of posting of the forms Some health care professionals fail to report due to the complexity of ADR reporting form. At any given instance of time all the information required to be filled is not available. Even after filling the form still there remains a hassel of posting of the forms. So, one always prefers to stay away from the problem. At times, difficulties in accessing the forms also contribute. Lack of time to report Excessive patient load in the health care set up in a developing country like India further worsen the situation. The other factors which contribute towards under-reporting include hesitation lack of confidence. Correcting for under-reporting is difficult because the exact magnitude of under reporting is unknown. It has been seen that more number of ADRs are reported spontaneously usually after a reminder or following scientific workshops, conferences or other awareness programs and it decreases gradually over a period of time. So sustainability is an important factor for determining the spontaneous reporting of ADRs. (3) In addition, it has been found that serious, unexpected ADRs those associated with newly marketed drugs are more likely to be reported. Easy access to ADR reporting forms, clarity of criteria for reporting, simple procedures and good motivational practices such as acknowledging the receipt of adverse drug reaction reports by personal letter or phone call, providing feedback to reporters in the form of articles in journals, adverse drug reaction bulletins or newsletters, organizing scientific workshops, trainings at regular intervals are all influential in addressing the problem. The periodic e-mail update on the safety of drugs represents an effective and inexpensive way to raise the awareness of clinicians on the importance of spontaneous ADR reporting. For continuous motivation there appears to be a need to adopt a policy of regular updates and educational strategies for health professionals. (4) There is an urgent need for regular training of all health care personnel in the form of workshops, symposiums scientific meetings. The training sessions must clarify the roles of the various healthcare professionals in pharmacovigilance. There should be closer relationship between the doctors and the pharmacovigilance centre’s. The paramedical staff should also be equally trained since they are in closer contact with the patients for a longer duration and can play an important role in making the pharmacovigilance programs more efficacious. Information analysis of the reported material is a highly specialized and complex job. It should be made as simple as possible by the use of appropriately trained staff, so that one may be able to provide an answer with greater certainty. Causality assessment scales are an example where there is need of improvement so that proper causal relationship between the drug and the adverse effect can be established. Appropriate training and educat ion regarding Pharmacovigilance should also be introduced during the formal teaching of medical graduates as a welcome step. Unfortunately, this activity is missing in our existing medical education system. Though we are now involving many of the medical colleges as Pharmacovigilance centre’s but still most of the undergraduates are unaware of this process. (7) The reporting of adverse reactions needs continuous stimulation. Therefore, it seems necessary to hold awareness programmes at regular intervals to improve the ADR reporting. It is important to achieve the development of a positive attitude towards pharmacovigilance among healthcare professionals so that adverse reaction reporting becomes an accepted culture in India. Vaccine Safety/Pharmacovigilance The goal of pharmacovigilance of vaccines is the early detection and timely response to adverse events following immunization, in order to minimize negative effects to the health of individuals and lessen the potential negative impact on immunization of population. A stringent safety surveillance of vaccines is crucial since the majority of vaccines are administered not only to vulnerable children but also to healthy population. Moreover, vaccines are complex biological products, which may include multiple antigens, live organisms, adjuvants, and preservatives which can be responsible for the ADRs. e.g. lymphocyte meningitis after anti-mumps vaccine. (8) So, each component has unique safety implications, which is important to capture as compared to other drugs. (9) In addition, difficulties in causality assessment in case of vaccines makes the situation more worse. (10, 11) Execution of Adverse Event Following immunization (AEFI) surveillance program in India is a challenge taking into account its large geographical area. Capacity to detect respond to AEFIs needs improvement in India. A multipronged approach is the need of the hour to ensure effective vaccine safety surveillance. Pharmacovigilance in clinical trials: A newer approach to patient safety in clinical trials Safety monitoring of drugs during clinical trials is now recognized as one of the major concerns for new drug development due to the increasing complexity of clinical trials involvement of large cohorts of participants. In a clinical trial, all adverse events experienced, irrespective of the causality should be monitored, accurately documented and adequately reported in a timely manner following the local regulatory requirements. Safety data from clinical studies is a key component that drug regulatory authorities consider in the decision-making as to whether to grant or deny market authorization for a drug. In addition, safety data from clinical trials helps not only in restricting harm at one centre but provides further vigilant action at other centres also. As per recent gazette notifications, Any unexpected serious adverse event (SAE) (as defined in GCP Guidelines) occurring during a clinical trial should be communicated promptly (within 14 calendar days) by the Sponsor to the L icensing Authority and to the other Investigator(s) participating in the study (Appendix XI In cases of any trial related injury, the safety data from clinical trials also serves as a basis for casuality aseessment for calculating compensation. Regarding reporting responsibilities of the investigators, Schedule Y states that: Investigator(s) shall report all serious and unexpected adverse events to the sponsor within 24 h and to the Ethics Committee that accorded approval to the study protocol with 7 working days of their occurrence. Pharmacovigilance in clinical trials needs to be encouraged and fostered. The present scenario requires reform and needs recommendations for building a robust safety surveillance system for clinical trials in India. Arora D. Pharmacovigilance obligations of the pharmaceutical companies in India. Indian J Pharmacol 2008 February , 40 (Suppl 1): S13-S16 Focused Pharmacovigilance HIV/AIDS, Malaria Kala-azar are major public health concerns in India. Adequate systems and infrastructure for ADR monitoring and risk management activities are largely absent in India, adequate national or regional quality and safety monitoring systems after drug distribution are also lacking. With increase in number of patients, availability of new drugs, generic fixed-dose combinations and the ignorance of pharmaceutical company sector in global pharmacovigilance activities, there is a great need of focused pharmacovigilance. In India, a total of 2.4 million patients were suffering from HIV/AIDS in 2009 and about 200,000 new HIV-positive individuals are diagnosed each year. (12) Antiretroviral therapy reduces morbidity and mortality in people living with HIV infection, but adverse drug reactions remain a potential barrier to treatment success as they are an important cause of poor adherence due to inability to tolerate antiretroviral therapy. ADR monitoring and causality assessment in resource-limited countries like India remain major challenges. In India, Post-marketing ADR monitoring often relies exclusively on spontaneous reporting which is a major issue. As of now there is no pre-existing surveillance system solely dedicated to ADR monitoring of anti- HIV/AIDS drugs in India. (13, 14) We can develop an HIV-focused pharmacovigilance program which can integrate both active and passive ADR surveillance for antiretroviral therapy (ART). Moreover integrating the HIV-focused pharmacovigilance program with the existing health care program of AIDS can go a long way. (15) As per WHO report 2011-2012, South East Asian Region bears the second largest burden of malaria (13%), only second to African region (81%). Among South-East Asia region, India shares two-thirds of the burden (66%) followed by Myanmar (18%) and Indonesia (10%). (16) Emerging chloroquine-resistance especially in P. falciparum is considered as one of the important contributing factors responsible for an increase in its occurrence in India. Because of this there is a wide scale use of Artemisinin based combination therapies (ACTs) and other new drug combinations. Our health systems have a very little experience with these new drugs. Pharmacovigilance for ACTs and other combination treatments in India is essential as malaria transmission is high and antimalarial drugs are used very frequently. Moreover, drugs can be obtained without a prescription. Informal use of antimalarial drugs may increase the risk of incorrect dosing, inappropriate treatment, and drug interactions which may impact negatively on drug safety. Furthermore, the administration of antimalarial treatments in patients with concomitant illness, including HIV/AIDs, tuberculosis and malnutrition, is a concern. So all these factors demand a focused pharmacovigilance activity to ensure sa fe use of antimalarial drugs especially the ACTs and other new drug combinations. (17, 18). In India Kala azar cases are mostly concentrated in Bihar, Uttar Pradesh, West Bengal and Jharkhand with over 165.4 million people at risk (19). Sodium antimony gluconate (SAG) and miltefosine are the first line drugs for the treatment of kala-azar are known to cause several side effects. Sodium antimony gluconate (SAG) has been known to cause anorexia, nausea, vomiting, abdominal pain, metallic taste in mouth, diarrhoea, pancreatitis, reversible elevation of liver enzyme activities, myalgia, arthralgia, proteinuria, ECG changes (T wave inversion,prolongation of QT interval, ST segment abnormalities), phlebitis, uveitis, optic atrophy, acute renal failure, hepatic necrosis and bone marrow hypoplasia. (20) Miltefosine is known to cause mild adverse effects which are mainly gastrointestinal in which loss of appetite, nausea and vomiting were found to be the major dose-limiting side effects. Other frequently observed miltefosine-related toxicities are mainly associated with the kidneys and liver. (21) Teratogenicity is the main limitation to the use of miltefosine which calls for responsible surveillance appropriate mechanisms to protect the women of child-bearing age. (22) In addition to the adverse-effects, quality of the generic products also need to be monitored. (23) In view of the current side effect profile other related issues monitoring of adverse effects to anti-leishmanial drugs is utmost. Focused Pharmacovigilance for anti-leishmanials can be integrated with the National Vector Borne Disease Control Programme (NVBDCP) which is an umbrella programme for prevention and control of vector borne diseases.

Leadership Styles of Middle School Principals

Leadership Styles of Middle School Principals PART 1 Introduction of the Problem The main aim of Professional Development is influencing the students’ results. From the thesaurus of the Educational Resources Information Center (ERIC) database, professional development involves the activities tha enhance the growth of a career professionally.This is effected by impacting the teachers level of practice and their level of knowledge (Robinson and Carrington, 2002). With its implications on learning skills, professional development is beyond teacher training since it encompases formal and informal means of assisting teachers in their development of new insights into their own as well as in the exploration of new and advanced resources that aid them in improving students performance. From the above statement it is clear that professional development requires the principals to support the teachers as they deal with the challenges that come along with new needs of their work. This support help the teachers to continually grow in their understanding of their nature of work as well as professional skills. According to Fullan (1991), it has been observed that in the last decade, the role of a principal has been increasingly involving, become more complicated and the roles are not clearly defined. He also noted that the principles roles have been through a kind of metamorphosis. Initially, the roles of the principle were limited and involved instruction leadership or a master teacher. With time these roles changed to transactional leadership and, most recently, to transformational leadership. This brings out the importance of examining the way principles deal with professional development of teachers, being one of the most pressing issues. The extent to which the quality of professional development of middle school teacher is influenced by their administrators’ leadership styles is not known.   According to Jackson and Davis (2000), one of the most important components in accomplishing great achievements in schools and ensuring high quality teachers is instructional leadership. For a high achieving school, an administrator should be able to supply instructional leadership. To make this possible, the administrator should have specific leadership characteristics which ensure effectiveness in professional development of teachers and also heip in sustaining an educational environment that fosters high achievement   vision in students (Jackson Davis, 2000). In the past few years, middle schools have become more and more all-encompassing (Hoy et al, 1996). In the American education systems, the notes being appear to be a replacement of the traditional junior high schools.   According to the Maryland State Department of Education (2008), the academic, social and emotional progress of a student is greatly influenced and evident in middle school. This requires educators to be highly equipped when it comes to addressing the changes undergone by students in middle school and this makes the professional development of the teachers a very critical and sensitive process.   According to (Robinson and Carrington, 2002).   Ã‚  In cases where progressive and extensive involvement of the schools administration and teachers is emphasized, their results of professional development are likely to be effective. During this stage, an adolescent’s process of education is characterized by a change in the line of thought, and also developments wh ich are both psychological and physical, and these changes may influence the student in terms of their achievement.   For example in middle school, students have more academic responsibilities than in the elementary school. There is involvement in extracurricular activities and restructuring after school may be required. There is also a change in the educational environment which is brought about by the fact that the environment is more structured and not as nurturing as the elementary school environment. This means that the students have to adopt to the riles and regulations set and that they are held responsible for their actions. Therefore, it is very important to equip the middle school teachers with   quality leadership skills as well as quality professional development so that they meet the advers social,educational and emotional needs of all their students. (Maryland State Department of Education, 2008). Most studies done on the impact of the principal-teacher relationship show that there is a possible correlation between supportive leadership style and the involvement and dedication of teachers.(Theo Wubbel, Jack Levy, 1993).   Leithwood and Montgomery say that the approval and a support of a teacher from the administrator were positively related to the satisfaction of the teacher. In a later study, (leithwood 1990) repoted tjhat a principals support and the teachers professional development were highly correlated. It is therefore very important for the principals to be involved in the activities of the teachers so that they can be able to provide the support the teachers when they need. This will aid in motivatimg teachers which will improve their commitment amd this will lead to improvement of the performance of the teachers and consequently, the students. Johnson (1986) noted that discovering the most important thing to teachers as well as motivating them to improve their work was a very complicated task and has not yet been figured out. He also wrote that the specific contribution of instructional leadership styles to professional development was not fully explored. Stepans, 2001 stated that the role of the principal was to support the professional development activities appeared to be crucial ti the   crucial professional growth of teachers since it assisted in its success. When there is a full discussion on issues and problems in a school between the teachers and the principal, the process contribute a lot in the carrer development   and professional expertise.(Hopkins 1990) This study will discuss the specific characteristics   instructional leadership styles necessary in the enhancement of quality professional development in middle schools. It will also look at the ways that the principals can try and motivate teacher by researching on what teachers find important and using it to motivate them. The research is also geared towards the evaluation of the relationship between the   characteristics leadership styles and the overall teacher performance   and higher student achievement improvement in middle schools. Further research may be done in order to evaluate whether or not the characteristics of leadership have a direct correlation to overall improvement in teacher performance and higher student achievement in middle schools. Background of the study Wiles (1983), notes that the quality of leadership that a principal exhibits determines the   success of a school system. Previous research has been carried out to determine if there was a relationship between principals leadership styles and the teachers motivation. Brown-Howard’s research carried out in 2007, identified the teachers   motivation levels were determined by teachers by age, gender and experience. He also indicated that principals leadership styles has little to no impact on motivation based on the age, gender or experience of the teachers (Brown-Howard, 2007). According to Raines (2004) the overwhelming responsibilities and demands of the   principals   professional positions   are constant challenge. In this age of increased accountability, he adds, principals are expected to manifest exemplary performance in an ever-increasingly number of fronts. One such front is the area of professional development of teachers under their command. Jurasaite-Harbison (2009) in a study of the way teachers learn it was found that teachers are put under immense pressure by the current edicational policies.thse pressurs involved the teachers having to concurrently modify their practices.   For such changes to be effective, it is very important for the professional development to enlarge areas of scope so that it can capture a wider range of areas that are within their unique epistemology that is teaching resources and instructional practices(Elmore, 2000).   On the other hand, Jurasaite-Harbison (2009) stresses that for the reforms to to be a success, various learning opportunities continuous professional growth is necessary for the teachers. According to Jurasaite-Harbison (2009)   Within schools context, this professional growth takes place under the schools administrators guidance and is part of daily workplace learning. Other researches including (Maehr and Midgeley, 1991; 1996; Maehr and Anderman, 1993; Maehr and Fyans, 1989) have come up with a considerable empirical evidence that suggest that the culture of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work.   High achieving and motivated students as well as improved teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). Research done by (Sashkin and Sashkin, 1990; Sashkin and Walberg, 1993; Ogawa and Bossert, 1995; Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. Further, evidence obtained from several studies (Leithwood and Jantzi, 1990; Sashkin and Sashkin, 1990) provides a strong base in supporting the suggestion that transformationa l leadership leads to relatively more desirable school cultures. There are other concerns ot teaching teaching principals that have been focused on in research. These concerns are; inadequate professional preparation and support, inadequate time for instructional leadership, isolation, and few opportunities for career advancement (Murdoch and Schiller, 2002). It was further discovered that principals are often overwhelmed and frustrated by the usual heavy workload and felt guilty about it to an extent that these frustrations adversely affect their family relationships and also their physical health. According to(Lashway, 2003; Lester, 2003; Wildy and Clarke, 2005) it was realized that most teaching principals lack the necessary skill to deal with the challenges, tensions and dilemmas that result from and those related to instructional leadership and management, the high system and local community expectations as well as personal and community values. However, Southworth (2002) discovered that success in principal ship came along with some signific ant development and growth in confidence and an individual’ sense of self.   These findings clearly show that a principles ability to cope and survive the challenges and trials of organization leadership helped in building their self esteem. Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). From these findings, it is evident that   the leadership stlyles of a principal are very important in defining the success of a school and also that these styles describe the kind of climate that will be prevalent in the school. Mickey (2000) in a case study of a middle school on institutional leadership found that the principal as an instructional leader used an approach to leadership that was systematic. According to more finding, the principals realize their roles’ importance and use the position and positional power to in influencing change. The study also discovered that organizations that are successfully restructured insisted on and practiced shared leadership.   As Mickey (2000) writes, shared leadership involves a lot of teamwork and collaboration between the principle and the staff and also among the the staff themselves. In this case, the principal has to realize the need for a safe and disciplined environment. From the case study it was revealed that in shared leadership, the teachers professional development was highly facilitated. From the principals point of view ,such professional development is perceived to be an important means to an end. The end results that were intended, impleme ntation of change and teachers were found to be a useful vehicle of such change, as â€Å"empowered leaders†. The study revealed that principals provided the teachers with extensive professional development to enable the them to be empowered leaders. In 1995, a study by Kristine Hipp and Paul Bredson was published and it was about the relation ship betweenthe self efficacy of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational   leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers. The importance instructional leadership responsibilities of the principal   has been emphasized in research done(Brookover Lezotte, 1982; Duke, 1983; Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice.   Stronge (1988) found out that most time of the principal is concentrated on school management and only a few of their hours are allocated to program issues. In reference to his computation,62.2% was the time used in school management , and only 6.2% of the time was allocated to program issues. He adds that in a principals typical day, out of the many tasks carried out,only11% of those tasks is instructional leadership related. Berlin, Kavanagh, and Jensen (1988) say that for schools to progress ,principals should be able to plan their tasks in a way that their daily activities come in between their leadership role in the curriculum.   McNally (1992) argues t hat there are certain middle-school principals who are effective but   Fullan (1991) says that effective institutional leaders are a rare group to find. The above cases try to identify the various attempts that have been made to explain and clarify the various relationships that exist between the principal and the teachers. Mickey (2000) case study that aimed at provide empirical evidence about a specific approach to leadership and the resulting effect on the teachers, this paper has not identified any study that focused on the leadership styles and their impact on quality professional development of teachers. The study therefore, by presenting empirical evidence, seeks to find the impact of administrators leadership styles on the professional development of teachers, focusing on middle schools. In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated. Statement of the Problem According to the Maryland State Department of Education (2008), middle school marks a significant change in the way in which a student progresses in learning.   In order to equip the teachers to properly address the school students changes, their preparation needs to be extensively and professionally addressed.   This is a stage where adolescents change how they think   and view thinking, and there are also developments that are both psychological and physical and these changes influence the students achievements. Therefore, it is very important that the middle school teachers undergo extensive and quality professional development in order to meet the educational needs of the middle school population (Maryland State Department of Education, 2008). It is not known however, to what extent the leadership styles of middle school administrators have an impact on quality professional development of teachers in middle schools.   According to Jackson and Davis (2000), the instructional leadership in middle schools is one of the most essential components to accomplish a high achieving school and quality teachers.   This leadership in high achieving schools is supplied by an administrator who has specific characteristics which assist in effective professional development of teachers as well as the sustainment of an educational environment fostering a vision of highest student achievement (Jackson Davis, 2000). This paper therefore seeks to explore the link between middle-school administration and professional development and high student’s achievement by addressing the following questions: To what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadership style or styles contribute to effective professional development for middle school teachers? What are the experiences of middle school administrators during the process of teacher professional development? Wiles and Bondi (1994) observed that most research carried out has been directed towards gaining knowledge about and understanding leadership styles. Yet, despite the considerable thought, extensive writings and a large body of empirical research, leadership remains a rather mysterious concept. This study is aimed at contributing greatly to understanding the specific characteristics of instructional leadership styles that have influence on the quality of professional development in middle schools.   Further research may be carried out to evaluate whether thecertain characteristics of leadership have a direct or indirect correlation to overall improvement in teacher performance and higher student achievement in middle schools. Purpose of the study In 1995, a study by Kristine Hipp and Paul Bredson was published and it was about the relation ship betweenthe self efficacy of teachers and leadership styles of principals. The basic assumption of this study and two more that were done later (Hipp 1996,1997) was that the leadership style of a principle and the self efficacy of teachers were linked directly. From this study, there was empirical evidence that connected the aspects of transformational   leadership and principle teacher efficacy. This led to the conclusion that transformational leadership led to self efficacy of teachers. Continued professional development of middle school educators and their quality preparation is imperative for middle school educators.   Fo adolescents, this timeframe within the educational process is marked by changes in how student’s think about thinking, as well as other physical and psychological development that may affect students’ achievement.   Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008). Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). This study will contribute to understanding the specific characteristics of instructional leadership styles that are most likely to enhance the quality of professional development in middle schools.   This research will identify high achieving schools characteristics as well as the instructional leadership styles that contribute to their success as evident from the students achievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a study by leithwood 1990, it was conluded that a principals support and the teachers professional development were highly correlated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rationale This study will use qualitative research methods in the identification of   instructional leadership of middle school administrators in the Guam school district.   Guam,is an island in the western Pacific Ocean and is an organized, unincorporated territory of the United States. It is the largest, in terms of size, of the Mariana Islands. It also has an organized established civilian government (DOI Office of Insular Affairs, 2007). In the United states, education is to a large extent provided by the public sector. The federal government, state and local government. are responsible for the funding and the control of schools. It is compulsory for all children to attend primary(elementary school) and secondary (high school.)levels. At these school levels there are locally elected school boards that se the school curricula, funding and teaching and these boards also have juriction over school districts. The School districts have distinct jurisdictions from other local bodies, and have independent budgets as well as officials. The governments are left with the role of making educational standards and standardized testing decisions.. Different states have different ages for mandatory school attendance, and mostly the beginning ages are five to eight and ending ages are between fourteen to eighteen. Increasingly, states are now requiring school attendance until the age of 18 years (U.S. Network for Education Information: U.S. Department of Education). Attending a public school, a state-accredited private school, or a certified home school program meets the requirement for compulsory education.. In most public and private schools, there are rhee levels of education;; elementary school, junior high school and high school. The junior high school level is the one that is usually referred to as middle school. Children are divided by age groups into grades, starting from the kindergarten for the youngest children in elementary school. The kindergarten is followed by first grade. The last grade is the twelfth grade which should correspond with the final year of school. However, the exact age range of students in these grade levels varies slightly from state to state (U.S. Network for Education Information: U.S. Department of Education). The entire island of Guam is served by the Guam Public School system. High rate of school dropouts and poor performance in test is a problem common in Guam Public Schools. Guam has a very diverse student body which includes many students from backgrounds that do not use the traditional United States education. In addition Guams educational system has always faced other unique challenges as a small community located 6,000  miles (9,700  km) from America mainland. The island went through an economic downturn in the mid-1990’s and this led to the education problem (Pacific Stars and Stripes, 1993; DOI Office of Insular Affairs, 2007) The U.S. Department of Defense initially partnered with the Guam Board of Education but in September 1997 the Department of Defense Education Activity (DoDEA) opened its own schools which were initially for   the children of military personnel but later started serving the children of some federal civilian employees. DoDEA schools had an attendance of 2,500 in 2000. In Guam, there are three elementary/middle schools and one high school   that are operated by DoDEA.(http://www.gdoe.net) This study will discuss two out of the three middle schools on study in the Department of Defense Education Activity in Guam and which both are in close proximity.   The participants are two male administrators with 35-40 teachers.   One middle school is on a Navy base, while the other is on an Air Force base.   Both schools follow the same district professional development, face to face interviews and observation will form the basis Research Questions 1 According to Bennis Nanus (2003) an organization a vision and the mechanism for translating the vision into a reality is given by leadership.. This study will examine the impact tht a principal’s style of leadership has on professional development of teachers which is   aimed at ensuring high achievement of students. The following research, grounded on the leadership literature, the educational institutions’ organization culture–highly focusing on middle school and professional development. Specifically, the study will require answer to the following questions; To what extent do leadership styles of middle school administrators affect quality professional development of teachers in middle schools? Which specific leadership style or styles contribute to quality professional development for middle school teachers? What are the experiences of middle school administrators during the process of implementing quality professional development? Is there a relationship between the principals leadership stlles and teachers motivation? If there is a relationship between the leadership style and teachers motivation, what is the extent of the relationship? What is the impact of teachers motivation on their performance at work and also in their professional development process. What is the impact of techers professional development on their performance and the performance of the students. What is the impact of an schools culture on professional development of teachers and their relationships in the school. Significance of the Study According to the Maryland State Department of Education (2008), middle school marks a significant change in the manner in which a student progresses in learning.   Quality preparation and continued professional development of middle school educators is imperative in order for middle school educators.   For adolescents, this timeframe within the educational process is marked by changes in how student’s think about thinking, as well as other physical and psychological development that may affect students’ achievement.   Therefore, it is crucial that middle school teachers receive quality professional development in order to meet the educational needs of the middle school population so that these students are prepared to progress from middle school to high school (Maryland State Department of Education, 2008) Other researches including (Maehr and Midgeley, 1991; 1996; Maehr and Anderman, 1993; Maehr and Fyans, 1989) have come up with a considerable empirical evidence that suggest that the culture of a school can motivate both the teachers and students to learn by instilling a positive feeling in the teachers about their work.   High achieving and motivated students as well as improved teachers attitude towards their jobs and collaboration amongst themselves are factors that are highly associated to a positive school culture(Stolp and Smith, 1995). From this research principals will know the importance of mitivating teahers as well as the ways that best motivate the teahers and student so as to improve the performance of a shool. Research done by (Sashkin and Sashkin, 1990; Sashkin and Walberg, 1993; Ogawa and Bossert, 1995; Leithwood, 1994) proposed that for a school culture to operate effectively and for its creation and maintenance, the principals leadership practices used are very important. The principals leadershot stles that are necessary in the creation and operation an effective school culture will be discusssed in this study. Further, evidence obtained from several studies (Leithwood and Jantzi, 1990; Sashkin and Sashkin, 1990) provides a strong base in supporting the suggestion that transformational leadership leads to relatively more desirable school cultures. Southworth (2002) discovered that success in principal ship came along with some significant development and growth in confidence and an individual’ sense of self.   The study will also focus on a principals individual characteristcs that help them in their leadership of the school as well as in their role of proffesionaly devoloping the teachers. These findings clearly show that a principles ability to cope and survive the challenges and trials of The importance instructional of leadership responsibilities of the principal   has been emphasized in research done(Brookover Lezotte, 1982; Duke, 1983; Edmonds, 1979 and Kroeze, 1984). On the other hand, according to (Flath, 1989), literature has seemingly come to a consensus that instructional leadership is rare practice. Findings suggest a positive correlation between principals’ transformational leadership and the presence of school social organization associated with effective schools (Evans, T.J 1996).   Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement (Norton 2003). Previous research has been conducted to determine if there was a relationship between leadership styles of principals and the motivation of teachers. In 2007, Janet Brown-Howard’s research identified the motivation levels of teachers by age, gender and experience and indicated that leadership styles of principals has little to no impact on motivation based on the age, gender or experience of the teachers {{221 Brown-Howard,Janet 2007}} the relationship between the principles leadership styles and teachers motivation will be expounded and the extent to which it influences the techers professional development and the overall performance of the teachers.   Definition of terms3pages   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Through out the research, the following key words will be used and their meanings are expressed below. These words include: Instructional leadership styles of principals; These are the directional forms of authority that the heads of middle schools use. transformational leadership styles. Middle school student; any scholar in the middle school is refer to as a middle school student Middle school teacher; these are the untrained or trained instructors of academics in middle school. Their involvement with the middle school students is usually direct. Middle school administrator; this is an office bearer in middle school and is charged with the responsibilities of administration of the middle schools Professional development; this refers to the growth in knowledge of an individual in a certain field or profession Quality professional development; excellent development of   an individual in middle school in terms of   a particular professional skill The process of implementing quality professional development: these are the method(s) used in seeing through development of quality professional development motivation teachers satisfaction correlation school culture school climate leadership literature educational institutions adolescents physical development psychological development empirical evidence   Assumptions Some assumptions have to be laid in place to assist in tackling the above questions.. These assumptions are just as a result of the common issues that are found within several middle schools namely; most middle schools are faced by similar shortcomings, most principals of middle school use similar educ[‘ational policies to oprete, students, teachers and parent in most middle school experience similar limitati

Essay --

Christopher Zamora Mckenzie shults Biology December 12, 2013 Book Reflection The thing that I enjoy the most about this book was that it open my eye to the science world. In a view that I never considered an that explained to me new think that I never heard or even think about in the field of science. The amazing thing about this is that I found out new stuff by just reading the first pages of the book. The book was okay, but what enjoy the most of was the stile of the author because he liked to live what he writes. Another thing that I like was about history in the world and not just about united states, now we are talking about the Soviet Union and some other places, I also like that it gave us facts and mixed them with craft. I also like that they make the supercomputer in a apartment and no one new that they had it it was a secret and the other thing I like is that they build from scratch by just buying the part from internet. I think is funny how the author combined the biology and math in one book and the thing is that he did it very well because I det ected that is not about biology all the book is has it mathematical parts too. The wording in the book was really complex and they had so much information that I had to read it over and over again. Even if a read it two time it wasn't enough because I missed some importants information and thats why I probably didn't understand lots of things in the book. I think my description of the author's style of writing is creative nonfiction because is has facts about this world and it combines craft. In the beginning, When he was thirty-six, Gregory Volfovich Chudnovsky began building a supercomputer in his apartment from mail-order parts. Gregory Chudnovsky was a number theorist, a... ...ere because they don’t put thing like this in the new hide it most of the time. I’ll give this book like a a 3 maybe a 4. It was good and is kind of hard to follow but it is possible just if you put attention to it and you give it its time because at the same time there is a lot of think probably you never heard about or even think about so your brain needs some time to process them. By me saying this this was a good it was well written and I like how the mixed the fact of the past and how he bring it to the present and how he connected them I enjoy most the time I spend reading this book. I can't say all the time because there were some part that they were like hideous of reading but if you keep reading it ill think you will enjoy it. In the end everyone has different tasted in book for me this was an okay book to read im glad I read this book and not another one.

The Influence of Economic, Political, and Social Factors on Firms Essay

The Influence of Economic, Political, and Social Factors on Firms The long controversy exist over the influence of economic , political and social factors on the success of the firms. With many economist believing that economic factors such as management structure contribute to the success of the firm. Karl Marx (1976)[1] and other economist argued that economic factors are not the sole determiner of firm’s success. Marx believes that political, social and economics plays a part in making the firm to be effective. So the following paper will address the question of whether political, economic or social factors contribute to success of the firms. The discussion of economic, political and social factors will be based on the argument between Marglin and Landers. Competition creates a spur for companies to innovate, improve efficiency and drive down prices. Competition is a model of industrial structure in which many firms compete in the supply of a single product in a competitive environment where only the fittest or most affective firm succeeds. Before going further I will like to emphasise the competition I’m referring to is perfect competition where new firms can enter the market if it appears profitable[2]. Because of insignificant barrier to entry firms are faced with challenge to innovate and to improve efficiency. As stated by the neo-classical theory of the firm it is in the interest of the firm to keep the marginal cost as low as possible. The need to lower the average total cost persuaded firms to look for efficient form of production. Competition from rivals forced firms to adopt management systems that will allow them to outperform their rivals .I clearly agree with Landers that the new management system emerged because its effectiveness[3]. Firms adopted the putting out system because it allows them to have edge over other firms The creation of the factories overcome the control that workers had over their work in the early phase of capitalist through the cottage system. Under the cottage system workers were working from home and the domestic craftsmen was master of his time. The lack supervision under the cottage industry meant that workers had no control over how much worker produced per day. Firms were not benefiting because it was easy for workers to steal raw materials. As stated by Karl Marx and the o... ... as mentioned by Marglin both social and economic factors play a part , but they depend on competition .For example in the factory system firms exploited workers because of competition if I wasn’t because of competitions firms wouldn’t have exploited workers. [1] Landers ,†what do bosses really do ?p.591 [2] Landers ,†what do bosses really do ?p.591 [3] Marglin â€Å"What do bosses do ?p.18 [4]Marglin â€Å"what do bosses do ?p.16-17 [5] Marglin what do bosses do? [6] Chandler (1992)managerial enterprise and competitive capabilities, business history .p16 [7] Elger ,T & Fairbrother , P (1992)fordism and flexibility .p.40 REFERENECE LISTS Chandler , A .(1992),†managerial enterprise and competitive capabilities; Business history review , vol.58,no .4. Elger, T & Fairbrother ,P.(1992),’inflexible flexibility ‘ in N. Gilbert et al (eds) Fordism and flexibility :Division and Change(London , Macmillan) Lazonick,w.(1991), Business organization and the myth the economy. Landers, D.(1986), â€Å"What do bosses really do† The journal of economic history Marglin.S.(1976)’What do bosses do ‘ .In A .Gorz (ed),The division of Labour (Brighton , Harvester) The Influence of Economic, Political, and Social Factors on Firms Essay The Influence of Economic, Political, and Social Factors on Firms The long controversy exist over the influence of economic , political and social factors on the success of the firms. With many economist believing that economic factors such as management structure contribute to the success of the firm. Karl Marx (1976)[1] and other economist argued that economic factors are not the sole determiner of firm’s success. Marx believes that political, social and economics plays a part in making the firm to be effective. So the following paper will address the question of whether political, economic or social factors contribute to success of the firms. The discussion of economic, political and social factors will be based on the argument between Marglin and Landers. Competition creates a spur for companies to innovate, improve efficiency and drive down prices. Competition is a model of industrial structure in which many firms compete in the supply of a single product in a competitive environment where only the fittest or most affective firm succeeds. Before going further I will like to emphasise the competition I’m referring to is perfect competition where new firms can enter the market if it appears profitable[2]. Because of insignificant barrier to entry firms are faced with challenge to innovate and to improve efficiency. As stated by the neo-classical theory of the firm it is in the interest of the firm to keep the marginal cost as low as possible. The need to lower the average total cost persuaded firms to look for efficient form of production. Competition from rivals forced firms to adopt management systems that will allow them to outperform their rivals .I clearly agree with Landers that the new management system emerged because its effectiveness[3]. Firms adopted the putting out system because it allows them to have edge over other firms The creation of the factories overcome the control that workers had over their work in the early phase of capitalist through the cottage system. Under the cottage system workers were working from home and the domestic craftsmen was master of his time. The lack supervision under the cottage industry meant that workers had no control over how much worker produced per day. Firms were not benefiting because it was easy for workers to steal raw materials. As stated by Karl Marx and the o... ... as mentioned by Marglin both social and economic factors play a part , but they depend on competition .For example in the factory system firms exploited workers because of competition if I wasn’t because of competitions firms wouldn’t have exploited workers. [1] Landers ,†what do bosses really do ?p.591 [2] Landers ,†what do bosses really do ?p.591 [3] Marglin â€Å"What do bosses do ?p.18 [4]Marglin â€Å"what do bosses do ?p.16-17 [5] Marglin what do bosses do? [6] Chandler (1992)managerial enterprise and competitive capabilities, business history .p16 [7] Elger ,T & Fairbrother , P (1992)fordism and flexibility .p.40 REFERENECE LISTS Chandler , A .(1992),†managerial enterprise and competitive capabilities; Business history review , vol.58,no .4. Elger, T & Fairbrother ,P.(1992),’inflexible flexibility ‘ in N. Gilbert et al (eds) Fordism and flexibility :Division and Change(London , Macmillan) Lazonick,w.(1991), Business organization and the myth the economy. Landers, D.(1986), â€Å"What do bosses really do† The journal of economic history Marglin.S.(1976)’What do bosses do ‘ .In A .Gorz (ed),The division of Labour (Brighton , Harvester)

Four Elements of Transformational Leadership Essay

Organizations emphasize the concept of leadership in training managers or group leaders to propel a team or the organization forward. Within leadership, the effectiveness of the transformational versus transactional leader is often debated. Transactional leadership relies more on a â€Å"give and take† understanding, whereby subordinates have a sense of duty to the leader in exchange for some reward. Transformational leadership, on the other hand, involves a committed relationship between the leader and his followers. In 1985, industrial psychologist Bernard Bass identified and wrote about four basic elements that underlie transformational leadership. Ads by Google Stanford Exec. Leadership Where innovation and visionary leadership meet. Learn More. gsb.stanford.edu​/​SeniorLeadership Idealized Influence Transformational leaders act as role models and display a charismatic personality that influences others to want to become more like the leader. Idealized influence can be most expressed through a transformational leader’s willingness to take risks and follow a core set of values, convictions and ethical principles in the actions he takes. It is through this concept of idealized influence that the leader builds trust with his followers and the followers, in turn, develop confidence in their leader. Inspirational Motivation Inspirational motivation refers to the leader’s ability to inspire confidence, motivation and a sense of purpose in his followers. The transformational leader must articulate a clear vision for the future, communicate expectations of the group and demonstrate a commitment to the goals that have been laid out. This aspect of transformational leadership requires superb communication skills as the leader must convey his messages with precision, power and a sense of authority. Other important behaviors of  the leader include his continued optimism, enthusiasm and ability to point out the positive.

HRM and educational progress Essay

ABSTRACT The Human Resources Department of any organization present in any industry is one of the most important aspects of organizational progress. IT is through this department that the human resources of the company would have the motivation that they needed to be able to perform well for the betterment of the entire organization’s future. It is undeniable that through this department, everyone else in any organization is empowered to arrive at a certain level of determination to do something good not only for their own welfare but for the welfare of others as well. Within the paper that follows, the industry of education and its progressive advancement shall be observed and noted as the role of human resources management department is also being outlined along the way. This study is proceeded to at least clarify the issues proving that human resource management is a vital part of any organization’s system of operation. English as a Second Language or ESL programs are considered one of the most important courses offered by learning institutions today whether on personal basis or through on-line teaching. In this manner, institutions are also encouraged handle ESL programs to be able to meet the needs of a growing market of people who are expected to speak professional English. Hence, even business administrations are being invigorated to host an ESL program even for their own employees alone. Many business administrators believe that this step of improvement would naturally bring their company great rewards especially with regards to being globally competitive. However, when it comes to the part of the learning institutions, taking this big step of adjustments towards providing adult students with professional business English basics may not be that easy to imply. Certainly, a certain level of motivation is needed to be able to meet this requirement of the growing market of people who are able to speak English as their second language. The utilization of the right motivation procedure is indeed the key to this factor of needed adjustments especially for the educators. ESL students come from all ages and all races as well. This is the reason why teaching the said clients of education would not only require professional application of the standard teaching procedures, it also adds up the fact that there is a need for the educators to adjust with the people they are supposed to deal with during the class. They must be bale to recognize the existence of cultural diversity in the class. Thus, this means that the teachers should at least cater to the individual differences of the students as well. What motivation could be applied? Is there any way by which the educators could be moved to get along with the adjustments that are needed for the program? In this regard, the ESL programs hosted in Toronto shall be examined in this paper. This is especially focused on how the educators were mainly encouraged to adjust themselves with the program and how the said motivations gave fine results for the educating processes of the said state. Problem Statement It has been mentioned earlier that there is a dire need of producing or formulating programs that suits the need of adults and young students as well to learn business English for them to be prepared in facing the real business world later on. Hence, the problem that is to be discussed in this paper is much related on the way that the educators were motivated to make the necessary adjustment for the said program applications. The following are among the questions to be answered: †¢ How could the educators be moved to take advantage of the current need of ‘producing’ students who are able to speak English as their Second Language, thus giving the business industries higher competencies in the future? †¢ How should the educators feel about the progressive teaching strategies that the program requires of them? †¢ Would there be progress in applying the necessary points of consideration in the said program, especially with regards to teaching strategies? These questions shall serve as guidelines for the author of this paper in completing the required data for this assignment. Purpose of the Study The main reason why this study has been commenced is to be able to show the important factors that motivational procedures contribute to the success of different educational programs offered specifically in Toronto. These programs involve different adjustments especially with regards to cultural diversity as well as age gaps among students. Hence, the purpose of this study is to show that success is possible especially when it comes to programs such as ESL provisions when the procedures are based upon fine motivational idealisms of the administrators. This paper is also supposed to show the effect of the motivational procedures not only for the educators but for the students as well. Hence, this study is mostly inclined on the cost and effect processes of both teaching and learning as well. Scope and Limitation of the Study Among the measure of the scope of this study includes the motivational programs used among the ESL educators in Toronto and how far has these motivational procedures contributed to the success of the ESL programs offered in the said state. On the other hand, this study could be limited on the basis of its lack of access to actual interviews which could contribute to further practical presentation of the matter being discussed. Hence, the author is simply basing this study on journals and professional forms and books that caters to the needs of the said topic. The sources though are examined to have specific authentication of being published for reading to ensure the accuracy of the reports. The said sources of the study shall be discussed and reviewed in the chapter to follow.