National Unity

CPPS Policy Factsheet: National Unity CPPS is pleased to bring to you its â€Å"CPPS Policy Fact Sheet† on national unity. In this factsheet, we will look at government policies which affect national unity and explore their effects on social cohesion and integrity in Malaysia. BACKGROUND Malaysia is one of the most plural and heterogeneous countries in the world, with three major ethnic groups — Malay, Chinese, and Indian — plus several other indigenous tribes. It has a checkered history, having been under four different colonial powers at one time or another since the 16th century. This ethnic and cultural diversity is reflected in the wide variety of languages spoken and religions practiced in Malaysia; even within the same ethnic group, various traditions prevail. Modern Malaysia is increasingly forced to confront the tensions arising from this fount of diversity, and the politics of race and religion. Malaysia has been free of ethnic bloodshed, but there remains much room for Malaysians to understand one another and to see each other as equal parts of an indivisible nation. National unity is a key target of government policy; the Department of National Unity is tasked with promoting greater integration amongst the country’s various communities. However, numerous government policies and laws differentiate between Malaysians on the basis of ethnic background, to the point that many feel they have been the target of discrimination. Overall Malaysians are pleased with the progress the country has made in coming to terms with its plural and diverse nature. Yet, there is still significant room for improvement and ensuring that every Malaysian believes there is a place for them under the Malaysian sun. FLASH POINTS The Department of National Unity defines national unity as â€Å"a situation in which all citizens from the various ethnic groups, religions, and states live in peace as one united nationality, giving full commitment to national identity based upon the Federal Constitution and the Rukunegara. † Wawasan 2020 (Vision 2020), a government policy targeting developed status for Malaysia by the year 2020, names national unity as a key component of a developed country. The â€Å"Bangsa Malaysia† (Malaysian Nation) policy mphasises â€Å"people being able to identify themselves with the country, speak Bahasa Malaysia (the Malay language) and accept the Constitution. † Prior to Bangsa Malaysia, the government’s main thrust towards national unity was the National Culture Policy implemented in 1971, which defined the â€Å"indigenous culture† and Islam as two important bases for the national culture. The 2006 National Education Blueprint targets ra cial polarisation in the school system, aiming to use classes on the Constitution and other such activities to bring students together, while promoting Mandarin and Tamil classes in national schools. In 2008, the government announced new quotas for government scholarships, with 55% allocated to the bumiputra and 45% for non-bumiputra; previously the quota stood at 90% to 10%. The old ethnic quota system in university admissions was abolished in 2004. The National Service programme which commenced in 2003 is meant to address racial polarisation and encourage national unity by bringing youths from a variety of backgrounds together in one setting. The New Economic Policy and other associated affirmative action programmes have helped dampen Malay fears of falling behind the rest of the nation socioeconomically, but also led to concerns of government-backed discrimination amongst the non -Malay communities. BASIC STATISTICS and FACTS Malays and other bumiputra comprise 65% of the population; Chinese make up 26%, and the Indians 8%. (2000 census) 60. 4% of Malaysians are Muslim, 19. 2% are Buddhist, 9. 1% are Christian, 6. 3% are Hindu, 2. % follow Confucianism/Taoism/ another traditional Chinese faith, and 2. 4% practice other faiths. (2000 census) 93% of Malays attend national schools, 90% of Chinese attend Chinese vernacular schools, and 70% of Indians attend Tamil vernacular schools. (Prime Minister’s address to the 2004 Malaysian Education Summit) Bumiputra corporate equity stands at 19. 4%. (Mid-Term Review of the 9th Malaysia Plan) 41% of Malaysians either describe national unity as â€Å"superficial† or â₠¬Å"imposed†, or believe there is no national unity at all in Malaysia. Merdeka Centre Ethnic Relations Perceptions Poll) 25% believe that Malaysians from different ethnic groups are drifting apart rather than becoming more united, and 15% believe that the situation will only worsen over the next decade. (Merdeka Centre Ethnic Relations Perceptions Poll) There is a clear correlation between age and mixing outside one’s own ethnic group; younger Malaysians are likelier to say they find it difficult to relate with those not from their own racial background, and less likely to say they like mixing with people of a different race. CPPS Minda Muda study) 22% do not have any friends from ethnic groups other than their own. Of those who do, 60% rarely or never take meals with their friends from other ethnic backgrounds. (Merdeka Centre Ethnic Relations Perceptions Poll) Roughly 2/3rds of young Malaysians’ close friends are primarily from the same ethnic group or religion as them. (CPPS Minda Muda study) Only 57% of Malaysians believe that government policies should focus on promoting interests common to all Malaysians, with 25% believing that government policies should focus on the interests of specific ethnic groups. Merdeka Centre Ethnic Relations Perceptions Poll) 75% of young Malays can say they have never been treated unfairly on account of their race; however, only 45% of their Chinese peers and 49% of the Indians say the same. For religious discrimination, the same figures stand at 82% for the Malays and 53% for others. (CPPS Minda Muda study) Recent polls suggest that ethnic inequality is the 2nd-most pressing issues faced by Malaysians, at 17%, with only price hikes and inflation considered more pressing, coming in at 20%. 3% are somewhat or very dissatisfied with government efforts to address ethnic inequality. (Merdeka Centre Voter Opinion Poll 4 th Quarter 2007) Article 153 of the Federal Constitution states: â€Å"It shall be the resp onsibility of the Yang di-Pertuan Agong to safeguard the special position of the Malays and natives of any of the States of Sabah and Sarawak and the legitimate interests of other communities in accordance with the provisions of this Article. † Article 153 has been used to permit quotas in the provision of public scholarships, civil service positions, and business licences. EDUCATION POLICIES Young Chinese Malaysians are considerably dissatisfied with the state of the education system when it comes to promoting national unity. (CPPS Minda Muda study) 64% of Chinese parents feel the education system is preparing students to be tolerant towards those of other races and religions, as opposed to 78% of Malay parents and 83% of Indian parents. (Merdeka Research Centre Education System Perceptions Survey) 86% of Malaysians believe that the time has come for a national education convention involving all races to review various aspects of our education policies. Merdeka Centre Education System Perceptions Survey) 42% of Malaysian youth reject a quota system for admissions to public universities. (Merdeka Centre Youth Expectations Survey) 37% of Malaysians believe that the streaming of primary education based on mother tongue will negatively affect ethnic relations in the long run. (Merdeka Centre Ethnic Relations Perceptions Poll) 12% believe that the best way to improve ethnic relations in the country is to standardise on one education system. Merdeka Centre Ethnic Relations Perceptions Poll) Incidents of intolerance in the school system are often publicised in the media. Recently, a teacher told her students Indians were monkeys and children of prostitutes. The government’s response in such cases has been unsatisfactory; in here, the teacher was only transferred, with no further apparent penalty. Students often attend different primary school systems according to their mother tongue, curbing opportunities for interaction between young of different ethnic backgrounds. At the secondary level, many bumiputra students opt for one of the MARA junior science colleges or other bumiputra-dominated boarding schools, further reducing young Malaysians’ exposure to peers from different backgrounds. Universiti Teknologi Mara (UiTM) is exclusively attended by bumiputra students; suggestions by Selangor Chief Minister Tan Sri Khalid Ibrahim that it take in 10% of non-bumiputra was protested violently by students. A former Minister of Higher Education publicly declared that he would never see non-bumiputra students set foot on the campus. Although the quota system for university admissions has been abolished, there are regular calls from within the ruling party (Umno) for its restoration. Suspicions remain that the quota system is still in place by de facto, as the proportion of admitted bumiputra continues to hover between 50% and 60%. The quota system for government scholarships remains, and moves to increase the non-bumiputra quota or abolish the quotas entirely have come under fire. National Service is a popular remedial programme for racial integration; 73% of youth believe it has a positive effect on national unity, and 87% say it ought to be retained. Merdeka Centre Youth Expectations Survey) ECONOMIC POLICIES The NEP has ended but broadly refers to affirmative action for the Bumiputera in social, economic, corporate, distributive trade, and educational aspects. Its relevance has been debated recently, with some groups calling to replace this with a non-racebased affirmative action policy, focusing instead on n eed and meritocracy. A key target of the NEP was to have the bumiputra control 30% of corporate equity by 1990; when this target was not met, successor policies continued with a variety of bumiputra preferences. The 30% goal remains a key target in economic policy, and claims that it has already been attained have met with withering criticism Under the Industrial Coordination Act, the state has wide-reaching powers to achieve the 30% target. This power was most frequently used in the 1970s, when vast restructuring of numerous private enterprises took place. Public corporations must have a bumiputra equity stake of at least 30%, although there are exceptions granted. Tax breaks for companies with 30% or more bumiputra ownership are common. The state has taken over several foreign enterprises and established numerous government-linked corporations (GLCs) with the explicit purpose of increasing the bumiputra equity share. Loose employment quotas apply to large establishments, which must employ staff in the same proportions as the overall ethnic composition of the country. Similar quotas also apply to the boards of directors for a number of firms. Civil service positions are subject to even more stringent quotas; a common and targeted ratio is 4 bumiputra to 1 non-bumiputra. There are overt bumiputra preferences in public procurement, where construction contracts, etc. re frequently given to bumiputra-controlled firms without an open tendering process. Government policy is to encourage GLCs to follow government procurement procedures, extending the preferences to the commercial sector. In a controversial move, Maybank in 2007 announced it would only utilise law firms with a bumiputra ownership stake of 51% or more; after public outcry, the policy was rolled back. Price discrimination, whereby the government subsidises bumiputra contractors’ bids, is also a frequent practice. All new real estate developments are required to provide a certain discount for bumiputra buyers. Shares in initial public offerings (IPOs) meant for bumiputra ownership are also frequently sold at a discount. No government policy has ever set explicit targets for inter- or intra-ethnic income inequality. The government monitors the incomes of various ethnic groups, but reducing income disparities or uplifting the poor in general is not a major priority. Studies indicate significant dissatisfaction amongst the Chinese population with the government’s economic policies, which a substantial number perceive as detrimental to national unity. CPPS Minda Muda study) 39% of Malaysian youth believe that Malay preferences in government assistance ought to be abolished. (Merdeka Centre Youth Expectations Survey) Source: CPPS Minda Muda study Policies for a Particular Group Only Sta teme nts on Econ Policies good for Economic unity Policie s 1. 17 1. 04 1. 96 0 1 2 3 4 5 2. 17 1. 93 2. 48 4. 01 3. 4 4. 2 Indian/Others Chinese Malay NEP good for unity RELIGION and the LAW Amongst non- Muslims, concern is growing that Islamic law as practiced in Malaysia impinges on some of their rights. The Lina Joy case in 2007 ended with the apex Federal Court ruling 2-1 that Malaysians legally defined as Muslims cannot convert out of Islam without going through the Muslim Syariah court system. In 2005 Maniam Moorthy (also known as Mohammad Abdullah) was buried as a Muslim because official records indicated he had converted from Hinduism to Islam; his family protested as he had never given them any indication of conversion, and continued to practice the Hindu faith. The civil courts refused to hear the matter, and referred the Hindu family to the Muslim Syariah courts. In 2005, T. Saravanan converted from Hinduism to Islam, and filed an application in the Syariah Courts to dissolve his civil marriage and gain custody of his children. His wife, R. Subashini, insisted that only the civil courts could dissolve a civil marriage, but the civil courts held that they had no jurisdiction over the matter because as a Muslim Saravanan was now subject to Islamic family law. 2007 saw the case of Revathi Massosai, whose parents had registered her as a Muslim at birth, but had been raised as a practicing Hindu by her grandmother. When she filed an application to change her legal status from Muslim to Hindu, she was detained by Muslim religious authorities and sent for rehabilitation, where she claimed she was forced to consume beef and follow Muslim religious traditions. Numerous non-Muslim places of worship, primarily Hindu temples, have been demolished in recent years as illegal structures on public land. Non-Muslim activists claim that as historical landmarks, many of these buildings should have remained standing, and allege government discrimination in targeting non-Muslim places of worship. Interfaith dialogue has often been attacked as a challenge to the position of Islam, which is the official religion of Malaysia. Attempts to set up an Interfaith Commission have been rebuffed as a non-Muslim attempt to regulate Islamic beliefs, and civil society-organised forums on Muslim religious issues such as conversions have been forced to a premature close by vocal protests. Top government officials, including the present Prime Minister and his predecessor, have declared Malaysia an Islamic state although no related amendments to the law have been made. It is not clear what ramifications this has in store for the nonMuslim communities, but some fear this is an implicit justification for perceived injustices like the aforementioned cases. Mean Ranks Respondents were asked to rank on a 5-point scale the following statements, with â€Å"1† as â€Å"Fully Disagree† and â€Å"5† as â€Å"Fully Agree. The statements here read: â€Å"Government policies to help the poor should be for a particular group of Malaysians only. † â€Å"Government economic policies are good for national unity. â€Å"I think the NEP has been good to unite the country together. † IDENTITY and POLITICS 45% of Malaysians see themselves as Malaysian first, with 42% (including over half the Malays) identifying primarily as members of their respective ethnic groups. 12% believe they are equally Malaysians and equally members of their own ethnic communities. (Merdeka Centre Ethnic Relations Perceptions Poll) Young Malaysians have diff erent orientations; 40% say they see themselves as Malaysian first, but 39% — mostly Malay — identify primarily as the member of a religious group. 0% of Chinese Malaysian youths see themselves as a member of their own ethnic group first, as opposed to 7% each for the Malays, Indians and non-Muslim bumiputra. (DiGi Snapshot: MERDEKA Youth in Focus) Ethnic stereotyping is prevalent, with 58% of Malaysians saying Malays are lazy, 65% saying Chinese are greedy, and 58% saying Indians cannot be trusted. (Merdeka Centre Ethnic Relations Perceptions Poll) 70% of Malaysians believe they should help those from their own ethnic group first before helping others. Only 56% are more concerned about other Malaysians than their Muslim, Chinese or Indian counterparts overseas. (Merdeka Centre Ethnic Relations Perceptions Poll) 75% view their own culture as superior to other Malaysian cultures. However, 92% say they are happy to live in Malaysia because they get to enjoy different cultures. (Merdeka Centre Ethnic Relations Perceptions Poll) 67% of Malaysians want each ethnic group to maintain its own cultural identity; however, 10% of the Malays prefer all people to practice Malay cultural traditions. A further 25% of Malaysians would like to see different cultures mix and give birth to a new unique set of traditions. (Merdeka Centre Ethnic Relations Perceptions Poll) 90% are proud to be Malaysian, and 93% have never thought of emigrating to another country. (Merdeka Centre Ethnic Relations Perceptions Poll) 40% of Chinese and Indians believe they are second-class citizens. A vast majority of Malaysians — 94% — however say that no matter how difficult ethnic relationships sometimes get, Malaysians should consider themselves lucky to live here. Merdeka Centre Ethnic Relations Perceptions Poll) There is a clear divide about the political direction of the country. Non-Malays are nearly unanimous in hoping that all cultures and religions will be given equal rights, but this is shared by only 38% of the Malays. 16% favour a Malay-dominant country, while 43% would like a more Islamic country. (Merdeka Centre Ethnic Relations Perceptions Poll) While 46% of Malaysians, most of them Malay, believe that Malaysian society is mature enough to discuss racial and religious issues openly, 49% think that these issues are too sensitive to merit an open discussion. Merdeka Centre Ethnic Relations Perceptions Poll) 55% of Malaysians believe that politicians are to blame for segregating the people through racial politics. A slim majority of the Malays, however, disagree. (Merdeka Centre Ethnic Relations Perceptions Poll) The most popular of five different proposals to improve national unity was the implementation of just and fair government policies, favoured by 34% of Malaysians, especially 59% of the Chinese. The next-most popular suggestion was to hold more programs such as National Service and Rukun Tetangga, garnering support from 22%. (Merdeka Centre Ethnic Relations Perceptions Poll) Not H arm onious at al 2 3 4 5 6 7 8 9 Malay Chinese Indian/Others 0 10 20 30 40 race q7a_1 V er y Harmonious Percent Source: CPPS Minda Muda study Respondents from the Malay ethnic group rated religious harmony significantly higher than did those from Chinese and Indian/ others ethnic groups. This is visible from 22% of Malays giving high ratings (9 and 10 on a 10-point scale) to religious harmony, compared to 13% of Indians/others and only 1% of Chinese. The mean Malay rating for religious harmony was 7. 3, as opposed to 5. 5 for Chinese respondents and 6. 8 for Indians/Others. POLICY RECOMMENDATIONS The government’s focus should be on the initiatives to promote Malaysia’s domestic entrepreneurial capacity. As history has indicated, entrepreneurial capacity cannot be cultivated primarily through selective patronage and easy access to bank loans and government concessions. The need now is for the promotion of policies based on merit. Immediate implementation of a more merit-based public personnel system in the civil service for enhancing equality of opportunity in recruitment and career advancement. The various public service commissions should be made more representative in order to enhance public confidence in their guardianship of the merit system. Annual intake of fresh recruits should comprise 60 percent of Malays and 40 percent of non-Malays. Terminate the policy and practice of having some public tertiary institutions open to only specific ethnic groups. Set out clear and transparent criteria of admissions applicable to all public tertiary institutions. The criteria should include a weighting for socio-economic and geographical/regional background to compensate for socio-economic and geographical/ regional disadvantage. Introduce/expand the provision of scholarships for academic excellence, to be applied to the top 5 per cent of applicants/ enrolees in selected fields assessed as critical to Malaysia’s social, cultural and economic needs and future. Introduce a provision for scholarships to the next 5 per cent of applicants/enrolees in selected fields assessed as critical to the civil service. Introduce/ expand a loan scheme for all others that will be discounted in proportion to academic achievement, that is, achievement of highest honours will result in a conversion of 80 per cent of the loan to a scholarship, and so on. This addresses issues of affordability, while simultaneously factoring in an incentive to performance. End all explicit or implicit quotas in the recruitment and promotion of faculty as it is ridiculous to entrust the higher education of our young to any but the most qualified. Consideration should be given to the establishment of a special department or agency to look after non-Bumiputera ethnic minority affairs, and especially to provide oversight in the fair and unbiased implementation of government programmes. Such an agency should be broad based and include representatives from government, interest groups, ethnic minority communities and NGOs. National Unity CPPS Policy Factsheet: National Unity CPPS is pleased to bring to you its â€Å"CPPS Policy Fact Sheet† on national unity. In this factsheet, we will look at government policies which affect national unity and explore their effects on social cohesion and integrity in Malaysia. BACKGROUND Malaysia is one of the most plural and heterogeneous countries in the world, with three major ethnic groups — Malay, Chinese, and Indian — plus several other indigenous tribes. It has a checkered history, having been under four different colonial powers at one time or another since the 16th century. This ethnic and cultural diversity is reflected in the wide variety of languages spoken and religions practiced in Malaysia; even within the same ethnic group, various traditions prevail. Modern Malaysia is increasingly forced to confront the tensions arising from this fount of diversity, and the politics of race and religion. Malaysia has been free of ethnic bloodshed, but there remains much room for Malaysians to understand one another and to see each other as equal parts of an indivisible nation. National unity is a key target of government policy; the Department of National Unity is tasked with promoting greater integration amongst the country’s various communities. However, numerous government policies and laws differentiate between Malaysians on the basis of ethnic background, to the point that many feel they have been the target of discrimination. Overall Malaysians are pleased with the progress the country has made in coming to terms with its plural and diverse nature. Yet, there is still significant room for improvement and ensuring that every Malaysian believes there is a place for them under the Malaysian sun. FLASH POINTS The Department of National Unity defines national unity as â€Å"a situation in which all citizens from the various ethnic groups, religions, and states live in peace as one united nationality, giving full commitment to national identity based upon the Federal Constitution and the Rukunegara. † Wawasan 2020 (Vision 2020), a government policy targeting developed status for Malaysia by the year 2020, names national unity as a key component of a developed country. The â€Å"Bangsa Malaysia† (Malaysian Nation) policy mphasises â€Å"people being able to identify themselves with the country, speak Bahasa Malaysia (the Malay language) and accept the Constitution. † Prior to Bangsa Malaysia, the government’s main thrust towards national unity was the National Culture Policy implemented in 1971, which defined the â€Å"indigenous culture† and Islam as two important bases for the national culture. The 2006 National Education Blueprint targets ra cial polarisation in the school system, aiming to use classes on the Constitution and other such activities to bring students together, while promoting Mandarin and Tamil classes in national schools. In 2008, the government announced new quotas for government scholarships, with 55% allocated to the bumiputra and 45% for non-bumiputra; previously the quota stood at 90% to 10%. The old ethnic quota system in university admissions was abolished in 2004. The National Service programme which commenced in 2003 is meant to address racial polarisation and encourage national unity by bringing youths from a variety of backgrounds together in one setting. The New Economic Policy and other associated affirmative action programmes have helped dampen Malay fears of falling behind the rest of the nation socioeconomically, but also led to concerns of government-backed discrimination amongst the non -Malay communities. BASIC STATISTICS and FACTS Malays and other bumiputra comprise 65% of the population; Chinese make up 26%, and the Indians 8%. (2000 census) 60. 4% of Malaysians are Muslim, 19. 2% are Buddhist, 9. 1% are Christian, 6. 3% are Hindu, 2. % follow Confucianism/Taoism/ another traditional Chinese faith, and 2. 4% practice other faiths. (2000 census) 93% of Malays attend national schools, 90% of Chinese attend Chinese vernacular schools, and 70% of Indians attend Tamil vernacular schools. (Prime Minister’s address to the 2004 Malaysian Education Summit) Bumiputra corporate equity stands at 19. 4%. (Mid-Term Review of the 9th Malaysia Plan) 41% of Malaysians either describe national unity as â€Å"superficial† or â₠¬Å"imposed†, or believe there is no national unity at all in Malaysia. Merdeka Centre Ethnic Relations Perceptions Poll) 25% believe that Malaysians from different ethnic groups are drifting apart rather than becoming more united, and 15% believe that the situation will only worsen over the next decade. (Merdeka Centre Ethnic Relations Perceptions Poll) There is a clear correlation between age and mixing outside one’s own ethnic group; younger Malaysians are likelier to say they find it difficult to relate with those not from their own racial background, and less likely to say they like mixing with people of a different race. CPPS Minda Muda study) 22% do not have any friends from ethnic groups other than their own. Of those who do, 60% rarely or never take meals with their friends from other ethnic backgrounds. (Merdeka Centre Ethnic Relations Perceptions Poll) Roughly 2/3rds of young Malaysians’ close friends are primarily from the same ethnic group or religion as them. (CPPS Minda Muda study) Only 57% of Malaysians believe that government policies should focus on promoting interests common to all Malaysians, with 25% believing that government policies should focus on the interests of specific ethnic groups. Merdeka Centre Ethnic Relations Perceptions Poll) 75% of young Malays can say they have never been treated unfairly on account of their race; however, only 45% of their Chinese peers and 49% of the Indians say the same. For religious discrimination, the same figures stand at 82% for the Malays and 53% for others. (CPPS Minda Muda study) Recent polls suggest that ethnic inequality is the 2nd-most pressing issues faced by Malaysians, at 17%, with only price hikes and inflation considered more pressing, coming in at 20%. 3% are somewhat or very dissatisfied with government efforts to address ethnic inequality. (Merdeka Centre Voter Opinion Poll 4 th Quarter 2007) Article 153 of the Federal Constitution states: â€Å"It shall be the resp onsibility of the Yang di-Pertuan Agong to safeguard the special position of the Malays and natives of any of the States of Sabah and Sarawak and the legitimate interests of other communities in accordance with the provisions of this Article. † Article 153 has been used to permit quotas in the provision of public scholarships, civil service positions, and business licences. EDUCATION POLICIES Young Chinese Malaysians are considerably dissatisfied with the state of the education system when it comes to promoting national unity. (CPPS Minda Muda study) 64% of Chinese parents feel the education system is preparing students to be tolerant towards those of other races and religions, as opposed to 78% of Malay parents and 83% of Indian parents. (Merdeka Research Centre Education System Perceptions Survey) 86% of Malaysians believe that the time has come for a national education convention involving all races to review various aspects of our education policies. Merdeka Centre Education System Perceptions Survey) 42% of Malaysian youth reject a quota system for admissions to public universities. (Merdeka Centre Youth Expectations Survey) 37% of Malaysians believe that the streaming of primary education based on mother tongue will negatively affect ethnic relations in the long run. (Merdeka Centre Ethnic Relations Perceptions Poll) 12% believe that the best way to improve ethnic relations in the country is to standardise on one education system. Merdeka Centre Ethnic Relations Perceptions Poll) Incidents of intolerance in the school system are often publicised in the media. Recently, a teacher told her students Indians were monkeys and children of prostitutes. The government’s response in such cases has been unsatisfactory; in here, the teacher was only transferred, with no further apparent penalty. Students often attend different primary school systems according to their mother tongue, curbing opportunities for interaction between young of different ethnic backgrounds. At the secondary level, many bumiputra students opt for one of the MARA junior science colleges or other bumiputra-dominated boarding schools, further reducing young Malaysians’ exposure to peers from different backgrounds. Universiti Teknologi Mara (UiTM) is exclusively attended by bumiputra students; suggestions by Selangor Chief Minister Tan Sri Khalid Ibrahim that it take in 10% of non-bumiputra was protested violently by students. A former Minister of Higher Education publicly declared that he would never see non-bumiputra students set foot on the campus. Although the quota system for university admissions has been abolished, there are regular calls from within the ruling party (Umno) for its restoration. Suspicions remain that the quota system is still in place by de facto, as the proportion of admitted bumiputra continues to hover between 50% and 60%. The quota system for government scholarships remains, and moves to increase the non-bumiputra quota or abolish the quotas entirely have come under fire. National Service is a popular remedial programme for racial integration; 73% of youth believe it has a positive effect on national unity, and 87% say it ought to be retained. Merdeka Centre Youth Expectations Survey) ECONOMIC POLICIES The NEP has ended but broadly refers to affirmative action for the Bumiputera in social, economic, corporate, distributive trade, and educational aspects. Its relevance has been debated recently, with some groups calling to replace this with a non-racebased affirmative action policy, focusing instead on n eed and meritocracy. A key target of the NEP was to have the bumiputra control 30% of corporate equity by 1990; when this target was not met, successor policies continued with a variety of bumiputra preferences. The 30% goal remains a key target in economic policy, and claims that it has already been attained have met with withering criticism Under the Industrial Coordination Act, the state has wide-reaching powers to achieve the 30% target. This power was most frequently used in the 1970s, when vast restructuring of numerous private enterprises took place. Public corporations must have a bumiputra equity stake of at least 30%, although there are exceptions granted. Tax breaks for companies with 30% or more bumiputra ownership are common. The state has taken over several foreign enterprises and established numerous government-linked corporations (GLCs) with the explicit purpose of increasing the bumiputra equity share. Loose employment quotas apply to large establishments, which must employ staff in the same proportions as the overall ethnic composition of the country. Similar quotas also apply to the boards of directors for a number of firms. Civil service positions are subject to even more stringent quotas; a common and targeted ratio is 4 bumiputra to 1 non-bumiputra. There are overt bumiputra preferences in public procurement, where construction contracts, etc. re frequently given to bumiputra-controlled firms without an open tendering process. Government policy is to encourage GLCs to follow government procurement procedures, extending the preferences to the commercial sector. In a controversial move, Maybank in 2007 announced it would only utilise law firms with a bumiputra ownership stake of 51% or more; after public outcry, the policy was rolled back. Price discrimination, whereby the government subsidises bumiputra contractors’ bids, is also a frequent practice. All new real estate developments are required to provide a certain discount for bumiputra buyers. Shares in initial public offerings (IPOs) meant for bumiputra ownership are also frequently sold at a discount. No government policy has ever set explicit targets for inter- or intra-ethnic income inequality. The government monitors the incomes of various ethnic groups, but reducing income disparities or uplifting the poor in general is not a major priority. Studies indicate significant dissatisfaction amongst the Chinese population with the government’s economic policies, which a substantial number perceive as detrimental to national unity. CPPS Minda Muda study) 39% of Malaysian youth believe that Malay preferences in government assistance ought to be abolished. (Merdeka Centre Youth Expectations Survey) Source: CPPS Minda Muda study Policies for a Particular Group Only Sta teme nts on Econ Policies good for Economic unity Policie s 1. 17 1. 04 1. 96 0 1 2 3 4 5 2. 17 1. 93 2. 48 4. 01 3. 4 4. 2 Indian/Others Chinese Malay NEP good for unity RELIGION and the LAW Amongst non- Muslims, concern is growing that Islamic law as practiced in Malaysia impinges on some of their rights. The Lina Joy case in 2007 ended with the apex Federal Court ruling 2-1 that Malaysians legally defined as Muslims cannot convert out of Islam without going through the Muslim Syariah court system. In 2005 Maniam Moorthy (also known as Mohammad Abdullah) was buried as a Muslim because official records indicated he had converted from Hinduism to Islam; his family protested as he had never given them any indication of conversion, and continued to practice the Hindu faith. The civil courts refused to hear the matter, and referred the Hindu family to the Muslim Syariah courts. In 2005, T. Saravanan converted from Hinduism to Islam, and filed an application in the Syariah Courts to dissolve his civil marriage and gain custody of his children. His wife, R. Subashini, insisted that only the civil courts could dissolve a civil marriage, but the civil courts held that they had no jurisdiction over the matter because as a Muslim Saravanan was now subject to Islamic family law. 2007 saw the case of Revathi Massosai, whose parents had registered her as a Muslim at birth, but had been raised as a practicing Hindu by her grandmother. When she filed an application to change her legal status from Muslim to Hindu, she was detained by Muslim religious authorities and sent for rehabilitation, where she claimed she was forced to consume beef and follow Muslim religious traditions. Numerous non-Muslim places of worship, primarily Hindu temples, have been demolished in recent years as illegal structures on public land. Non-Muslim activists claim that as historical landmarks, many of these buildings should have remained standing, and allege government discrimination in targeting non-Muslim places of worship. Interfaith dialogue has often been attacked as a challenge to the position of Islam, which is the official religion of Malaysia. Attempts to set up an Interfaith Commission have been rebuffed as a non-Muslim attempt to regulate Islamic beliefs, and civil society-organised forums on Muslim religious issues such as conversions have been forced to a premature close by vocal protests. Top government officials, including the present Prime Minister and his predecessor, have declared Malaysia an Islamic state although no related amendments to the law have been made. It is not clear what ramifications this has in store for the nonMuslim communities, but some fear this is an implicit justification for perceived injustices like the aforementioned cases. Mean Ranks Respondents were asked to rank on a 5-point scale the following statements, with â€Å"1† as â€Å"Fully Disagree† and â€Å"5† as â€Å"Fully Agree. The statements here read: â€Å"Government policies to help the poor should be for a particular group of Malaysians only. † â€Å"Government economic policies are good for national unity. â€Å"I think the NEP has been good to unite the country together. † IDENTITY and POLITICS 45% of Malaysians see themselves as Malaysian first, with 42% (including over half the Malays) identifying primarily as members of their respective ethnic groups. 12% believe they are equally Malaysians and equally members of their own ethnic communities. (Merdeka Centre Ethnic Relations Perceptions Poll) Young Malaysians have diff erent orientations; 40% say they see themselves as Malaysian first, but 39% — mostly Malay — identify primarily as the member of a religious group. 0% of Chinese Malaysian youths see themselves as a member of their own ethnic group first, as opposed to 7% each for the Malays, Indians and non-Muslim bumiputra. (DiGi Snapshot: MERDEKA Youth in Focus) Ethnic stereotyping is prevalent, with 58% of Malaysians saying Malays are lazy, 65% saying Chinese are greedy, and 58% saying Indians cannot be trusted. (Merdeka Centre Ethnic Relations Perceptions Poll) 70% of Malaysians believe they should help those from their own ethnic group first before helping others. Only 56% are more concerned about other Malaysians than their Muslim, Chinese or Indian counterparts overseas. (Merdeka Centre Ethnic Relations Perceptions Poll) 75% view their own culture as superior to other Malaysian cultures. However, 92% say they are happy to live in Malaysia because they get to enjoy different cultures. (Merdeka Centre Ethnic Relations Perceptions Poll) 67% of Malaysians want each ethnic group to maintain its own cultural identity; however, 10% of the Malays prefer all people to practice Malay cultural traditions. A further 25% of Malaysians would like to see different cultures mix and give birth to a new unique set of traditions. (Merdeka Centre Ethnic Relations Perceptions Poll) 90% are proud to be Malaysian, and 93% have never thought of emigrating to another country. (Merdeka Centre Ethnic Relations Perceptions Poll) 40% of Chinese and Indians believe they are second-class citizens. A vast majority of Malaysians — 94% — however say that no matter how difficult ethnic relationships sometimes get, Malaysians should consider themselves lucky to live here. Merdeka Centre Ethnic Relations Perceptions Poll) There is a clear divide about the political direction of the country. Non-Malays are nearly unanimous in hoping that all cultures and religions will be given equal rights, but this is shared by only 38% of the Malays. 16% favour a Malay-dominant country, while 43% would like a more Islamic country. (Merdeka Centre Ethnic Relations Perceptions Poll) While 46% of Malaysians, most of them Malay, believe that Malaysian society is mature enough to discuss racial and religious issues openly, 49% think that these issues are too sensitive to merit an open discussion. Merdeka Centre Ethnic Relations Perceptions Poll) 55% of Malaysians believe that politicians are to blame for segregating the people through racial politics. A slim majority of the Malays, however, disagree. (Merdeka Centre Ethnic Relations Perceptions Poll) The most popular of five different proposals to improve national unity was the implementation of just and fair government policies, favoured by 34% of Malaysians, especially 59% of the Chinese. The next-most popular suggestion was to hold more programs such as National Service and Rukun Tetangga, garnering support from 22%. (Merdeka Centre Ethnic Relations Perceptions Poll) Not H arm onious at al 2 3 4 5 6 7 8 9 Malay Chinese Indian/Others 0 10 20 30 40 race q7a_1 V er y Harmonious Percent Source: CPPS Minda Muda study Respondents from the Malay ethnic group rated religious harmony significantly higher than did those from Chinese and Indian/ others ethnic groups. This is visible from 22% of Malays giving high ratings (9 and 10 on a 10-point scale) to religious harmony, compared to 13% of Indians/others and only 1% of Chinese. The mean Malay rating for religious harmony was 7. 3, as opposed to 5. 5 for Chinese respondents and 6. 8 for Indians/Others. POLICY RECOMMENDATIONS The government’s focus should be on the initiatives to promote Malaysia’s domestic entrepreneurial capacity. As history has indicated, entrepreneurial capacity cannot be cultivated primarily through selective patronage and easy access to bank loans and government concessions. The need now is for the promotion of policies based on merit. Immediate implementation of a more merit-based public personnel system in the civil service for enhancing equality of opportunity in recruitment and career advancement. The various public service commissions should be made more representative in order to enhance public confidence in their guardianship of the merit system. Annual intake of fresh recruits should comprise 60 percent of Malays and 40 percent of non-Malays. Terminate the policy and practice of having some public tertiary institutions open to only specific ethnic groups. Set out clear and transparent criteria of admissions applicable to all public tertiary institutions. The criteria should include a weighting for socio-economic and geographical/regional background to compensate for socio-economic and geographical/ regional disadvantage. Introduce/expand the provision of scholarships for academic excellence, to be applied to the top 5 per cent of applicants/ enrolees in selected fields assessed as critical to Malaysia’s social, cultural and economic needs and future. Introduce a provision for scholarships to the next 5 per cent of applicants/enrolees in selected fields assessed as critical to the civil service. Introduce/ expand a loan scheme for all others that will be discounted in proportion to academic achievement, that is, achievement of highest honours will result in a conversion of 80 per cent of the loan to a scholarship, and so on. This addresses issues of affordability, while simultaneously factoring in an incentive to performance. End all explicit or implicit quotas in the recruitment and promotion of faculty as it is ridiculous to entrust the higher education of our young to any but the most qualified. Consideration should be given to the establishment of a special department or agency to look after non-Bumiputera ethnic minority affairs, and especially to provide oversight in the fair and unbiased implementation of government programmes. Such an agency should be broad based and include representatives from government, interest groups, ethnic minority communities and NGOs.

Understanding Distributed Leadership and Impact on Teaching

Distributed leading has been the topic of much research in the domain of instruction in recent old ages. This research study explores how it is understood in the context of the Irish station primary school that I am presently employed in, with some mention to its impact on instruction and acquisition in the school. Our school is a Dublin south interior metropolis Presentation all-girls Secondary School ( now under the Backing of the late formed trust organic structure CEIST ) with disadvantaged position. There are 28 members of the teaching staff: principal, deputy principal, 7 Assistant Principals ( including a Programme Coordinator station ) , 8 Particular Duties Teachers and 11 instructors with no formal leading place. The Board of Management manages the school on behalf of the Patron and must confer with with and maintain the Patron informed of any determinations, proposals and policy alterations. Staff voluntaries have ever been invited to take part on assorted undertaking groups and subcommittees in our school. These groups were seen as being really of import in the development or alteration of policies or curricular issues and their recommendations were by and large taken on board by both staff and the principal/deputy principal. These groups have had no deficit of voluntary members from both postholders and non-postholders, which would propose a ‘fundamental nucleus of values that all members of the organisation clasp ‘ ( E849 Study Guide, pg. 21 ) and besides highlighted the fact that distributed leading exists within the school. The purpose of this assignment is to research the construct of distributed leading and the influence leading patterns have on instruction and acquisition in my school. The overall purpose of this research is to back up the instruction staff to go more cognizant of their ain leading perceptual experiences and patterns, with mention to the possibilities offered by distributed leading to positively impact on instruction and acquisition within the school. Given the fact that this was a little graduated table survey that had to be conducted in a short clip frame merely one research inquiry was addressed in the research: How make the instructors, chief and deputy chief understand the construct of distributed leading and how does this nexus to instruction and acquisition within the school? The attack taken throughout this research begins with the premise that a instructor ‘s leading function begins in the schoolroom with the influence they have on their students but besides extends beyond the walls of the schoolroom to working collaboratively with co-workers ( learning or accessory ) . A instructor ‘s leading function may widen to their part to the school civilization. Teachers may keep a station of duty ( Adjunct Principal or Special Duties ) or an in agreement place outside the formal station construction, e.g. capable coordinator. The Post of Responsibility system is a construction whereby a figure of instructors are given extra wage to transport out specified undertakings, responsibilities and duties in the school. It is besides called the â€Å" in-school direction † system. There are two classs of station ; Assistant Principal and Particular Duties. The Assistant Chief station carries an extra salary allowance of about a‚ ¬9,000 per annum and the Particular Duties allowance is about a‚ ¬5,000 per annum. Teachers in reception of either of these allowances are required to carry through responsibilities and take duties in add-on to their full instruction hours. The responsibilities attached to the station are defined by the Board of Management following a audience procedure affecting all the staff. The audience procedure includes an analysis of the school demands, understanding on the precedences and the pulling up of a â€Å" Agenda of stations † to fit the in agreement precedences. Each school is allocated a specific figure of Particular Duties and Assistant Principal stations on the footing of school size, harmonizing to a expression based on the figure of whole-time instructors in the school. Appointment to a station of duty is by competitory interview among the instructors already employed in the school, whether full clip or portion clip, lasting or impermanent. Choice standards have been agreed at national degree and include recognition for the figure of old ages experience in that school and â€Å" the most senior suited † ( DES Circular Letter 05/98 www.education.ie ) campaigner. Therefore, in most instances, instructors keeping stations of duty are more likely to be the instructors who have been in the school for the longest figure of old ages. However, other instructors may besides keep no formal place but may be influential with co-workers. Leadership at this degree may hold a important and direct influence on instruction and on the general acquisition environment. Distributed leading has been interpreted in many different ways, but incorporates many of the constructs outlined supra such as instructors as scholars, influence over co-workers and part to school clime and civilization whether or non in formal places of leading.Literature ReviewResearch has shown that leading is one of the most of import factors in doing a school successful ( OECD 2008, Leithwood and Riehl 2003 ) . Where leading is effectual staff and students are better motivated, people know what is traveling on because communications are clear and frequent, and everyone feels they are drawing together and working towards shared ends ( Day, Sammons et al 2007 ) . Distributed leading is one signifier of leading that is outstanding in the current educational discourse. The thought of distributed leading has been in being for about three decennaries. Murgatroyd and Reynolds ( 1984 ) stressed that â€Å" leading can happen at a assortment of degrees in response to a assortment of state of affairss and is non needfully tied to ownership of a formal organizational function † ( cited in Law and Glover 2003 p.37 ) . This construct incorporates thoughts such as instructors working together in squads and instructors taking a assortment of duties within the school. On the positive side, it was considered good to learning and larning within schools if instructors discussed their pattern with co-workers, gave and accepted reviews of their work and were unfastened to larning from each other. Another position broadened the range of their leading to decision-making in the overall operation of the school. Hallinger and Heck ( 1996 ) found small grounds associating distributed leading to improved pupil results. Weiss and Cambone ( 1994 ) found that instructors ‘ engagement in whole-school alteration could take away from schoolroom instruction. On the other manus, Greenleaf ( 1996 ) found it led to positive effects on instructor efficaciousness and degrees of morale within schools. Spillane, Halverson and Diamond ( 2001 ) position distributed leading as being cardinal to the instruction and larning procedure in the school and agree that leading involves all members of the school community, non merely the principal and deputy principal. They argue that leading happens in a assortment of ways throughout the school and is centred in the interactions between people. â€Å" Depending on the peculiar leading undertaking, school leaders ‘ cognition and expertness may be best explored at the group or corporate degree instead than at the single leaders degree † ( Spillane, Halverson and Diamond 2001, p.25 ) â€Å" Peoples in officially designated places and those without any such appellations can and make take duty for taking and pull offing in the schoolhouse † ( Spillane and Diamond 2007 p.7 ) . Therefore, this distributed leading position recognises that leading functions are played by different people at different times. Distributed leading ( Gronn, 2000 ) ‘sees leading as a map which is widely dispersed through the administration instead than as a duty vested in an person ‘ ( Study Guide, pg.21 ) . The station of duty construction in Irish schools allows for some of the leading maps to be distributed throughout the designated station holders, though this still leaves the inquiry about how to affect all non-post holders. Distributed leading ‘assumes that there is an underlying values consensus that enables staff to work harmoniously towards shared intents and to hold on the bases by which the effectivity of their organisation is judged ‘ ( Study Guide, pg.21 ) . This, therefore, would look to presume a greater engagement by all staff in the determination procedure of the administration. One of the features of distributed leading is â€Å" an emergent belongings of a group or web of interacting persons † ( Woods et al 2004, p.441 ) . Gronn footings this pooling of energies ‘concertive action ‘ and suggests that it is about the extra moral force which is the merchandise of conjoint activity – where people work together in such a manner that they pool their enterprise and expertness, the result is a merchandise or energy which is greater than the amount of their single actions ( Gronn 2000 ) . This is comparable to Spillane ‘s definition of distributed leading as â€Å" the collective belongingss of the group of leaders working together to ordain a peculiar undertaking, taking to the development of a leading pattern that is potentially more than the amount of each person ‘s pattern † ( Spillane et al 2001 p.25 ) . Theories on teamwork portion the position that working together produces consequences over and above what would be expected from persons working entirely. The literature on teamwork frequently makes the differentiation between formal and informal squads but suggests that both types operate best in a civilization that fosters an unfastened clime and where relationships are based on trust, common protection and support ( Belbin 2000, Nias et Al 1989 ) . There can be given to be some tensenesss between ‘designated leaders and distributed leading ‘ ( E849 Study Guide, pg.146 ) . School Principals are accountable for school public presentation, supported by deputy principal and designated station holders. ‘On the other manus, much of the productive work of educational organisations takes topographic point in collaborative squads, characterized by professional norms and distributed leading, where those with relevant expertness take the lead, irrespective of formal functions ‘ ( E849 Study Guide, pg.146 ) . However, ‘the construct of distributed leading still assumes that persons will follow that lead when it is provided ‘ ( E849 Study Guide, pg. 21 ) . Teamwork is a cardinal component of distributed leading in that the nature and intent of distributed leading is â€Å" the ability of those within a school to work together, building significance and cognition jointly and collaboratively † ( Lambert 1998 p.5 ) . However, the being of structured squads entirely does non represent distributed leading. In fact, distributed leading patterns may non underscore the formal structured attack to teamwork but instead acknowledge that groups of instructors work together as appropriate in order to accomplish a peculiar aim at a given clip. Another typical feature of distributed leading ( Woods et al 2004 ) , is that the distribution of leading varies harmonizing to expertness. There is acknowledgment that assorted undertakings require different expertness and that all the expertness does non shack in one individual at the top. Schools presents are complex administrations and therefore it is excessively much to anticipate that they can be led by one individual. â€Å" The function of chief is now so complex and demanding, that it is unrealistic to believe that any one individual can dispatch the function without the aid of considerable figure of co-workers, both from the instruction and the support staff † ( Martin 2006 ) . This is peculiarly important in the context of leading for improved acquisition as it is recognised in the literature that the most important influence on pupil acquisition is the direct influence the instructor has in the schoolroom. The construct of trust emerges from the literature as being important ( Duignan 2006 ) . Teachers need to experience sure and supported by their principals and their co-workers. Trust is necessary if instructors are to experience motivated in their work and if they are to be allowed to originate an activity and take duty for decisionmaking. Along with being trusted in their work, people besides need support. Peoples want to speak about what they are making – back uping these conversations is an indispensable undertaking of the leader ( Wheatley 1999 ) . Trust, allied with support, is an underpinning value within the construct of distributed leading. Harris ( 2004 ) recognises that structural and cultural barriers operate within schools which could do it really hard for some instructors to demo leading. Cheating for power places in a school can make a clime which is non contributing to, for illustration, immature instructors showing their sentiment, particularly if it differs from the traditional or prevalent sentiment. Such action could be perceived as a menace to the position quo. Another construct that links distributed leading with acquisition is that of professional larning communities. Professional larning communities may be viewed as an extension of teacher leading. For illustration, Harris et Al ( 2003 p.79 ) identifies four dimensions of the teacher leading function that extends to the overall operation of the school. Teacher leaders: – 1. translate the rules of school betterment into the patterns of single schoolrooms ( a brokering function ) ; 2. aid other instructors to cling around a peculiar development and further a more collaborative manner of working ; 3. drama a mediating function in school betterment. They are an of import beginning of expertness and information ; 4. forge close relationships with single instructors where common acquisition takes topographic point. Schools with professional acquisition communitiess study important benefits for pupils, including lower rates of absenteeism and decreased dropout rates. pupils have besides exhibited academic additions in maths, scientific discipline, history and reading than in traditional schools. ( Hirsh and Hord 2008 p.27 ) . The direct nexus between leading and pupil results â€Å" is a rare event so in the research literature on educational leading and school betterment † ( Mulford, Silins and Leithwood 2003 p.3 ) However, Mulford et Al ‘s research found that what was of import was that staff are actively and jointly take parting in the school and experience that their parts are valued. This contributes to making a acquisition administration where instructors ‘ acquisition, every bit good as pupil acquisition, is valued ( p.6 ) .MethodologyDavies and Ellison ( 1999 ) argue that a assortment of data-gathering techniques should be used to develop a balanced position of the administration ‘s strategic place. For this ground, my chief research methodological analysiss involved the usage of a elaborate questionnaire distributed to all learning staff every bit good as a follow up focal point group meeting. These methods of probe have designed with the intent of better functioning the aims of the research. Mellon ( 1990, pg.49 ) states that the two chief inquiries to be addressed were: â€Å" who might hold the information you need and who is accessible † ? As highlighted by Patton ( 1990, pg.45 ) , â€Å" where the focal point is on persons, an inductive attack begins with the single experiences of those persons † . This multi-method attack allowed for triangulation, utilizing different methods of informati ons aggregation within the survey to guarantee that it is as full and balanced as is possible within the comparatively short clip graduated table. A mixed-method attack was decided on, through which a questionnaire would place relevant issues on distributed leading in order that these issues could be examined in more item in focal point groups. Strauss and Corbin ( 1998 ) highlight the function of literature reappraisal as a valuable beginning of experience that leaves the research worker with: better apprehension of the information needs on the field, aware of the spreads left by old surveies, and sensitive to the issues he/she might place in the information. Literature could be a secondary beginning of informations, and assist the research worker to explicate inquiries to be used in interviews and questionnaires, during the initial stairss of the research. It can besides corroborate findings, comparing the research consequences to past grounds. This will be really of import in this survey. My trust with all instructors involved is really of import to develop. ‘ As Bassey ( 1999 ) points out, research workers, in taking informations from people, should make so in a manner that recognizes those people ‘s initial ownership of the informations and that respects them as fellow human existences who are entitled to self-respect and privateness ‘ ( Study Guide, pg.55 ) . As worlds were evidently be the most of import constituent of this research, the issue of informed consent had to be addressed. Therefore, it was necessary to inform all interview participants about the survey, their function within the probe, and how the information they provided would be used. While, as argued by Miles and Huberman ( 1994, pg 291 ) it may be that genuinely informed consent is impossible in qualitative research the issue could non be dismissed, and, consequently all participants selected for the survey were informed of both the nature and intent of the research. They were besides given the chance to make up one's mind whether to take part in the study or to retreat at anytime. The chief rules of research moralss are: The individuality of participants ‘ must be protected in order that the published consequences of the survey do non mortify or harm them in any manner. Anonymity must hence be extended to all records, written or electronically recorded, that are collected during the survey. All participants must be treated with regard and informed of the research worker ‘s involvements. The participant must hold to take part in the survey. The research worker must non lie to the participants or record conversations on concealed mechanical devices. The research worker must do clear the footings of the research and abide by the footings of the understanding. The findings must be based on the informations and truthfully reported. ( Bogdan and Biklen, 1992 ) These form the chief push of my ethical considerations when carry oning the survey. For this research, a questionnaire was designed to guage instructors ‘ perceptual experiences of distributed leading and the patterns in the school that contribute to it. The findings were used to organize the footing for farther probe through a focal point group treatment. The questionnaire was chiefly an attitudinal one and hence used the Likert graduated table which places people ‘s replies on an attitude continuum ( May 2001 p.104 ) . In add-on, three unfastened inquiries were included. This allowed participants greater freedom in their replies. Responses to the questionnaires were used to clear up the research inquiries and place more specific issues which would be discussed within the focal point group. Focus groups have been defined as a group of persons selected and assembled by research workers to discourse and notice on, from personal experience, the subject that is the topic of the research. ( Powell et al 1996 p.499 ) They can be used to determine attitudes, feelings, cognition, perceptual experiences, thoughts and beliefs of participants, from the participants ‘ personal experience. As the literature suggests ( Gibbs 1997 and McNamara 2006 ) , the research worker plays an of import function which includes supplying a clear intent, assisting people to experience at easiness and easing interaction between group members. This was made slightly more hard, given that the research was conducted in my ain school. In hindsight, it may hold been more appropriate to carry on the probe in a neighbouring school. Questionnaires were distributed to all instructors in the school. The questionnaire was designed on the footing of findings from the literature on distributed leading. Part 1 of the questionnaire contained 15 statements refering to leading and participants were asked to rate their understanding or otherwise with these statements utilizing the Likert graduated table. Respondents ‘ tonss of 4 or 5 denote understanding or strong understanding. Tonss of 2 or 1 denote dissension or strong dissension severally and a evaluation of 3 is considered ‘neutral ‘ . Part 2 consisted of 15 statements refering to leading patterns in schools. In this subdivision, participants were asked to hit each point on the footing of how far along a spectrum their school was in implementing this pattern. A mark of 4 or 5 denotes a well-established pattern and a pattern which is being refined, severally. Tonss of 2 or 1 denote that the pattern is get downing or does non go on in the school severally. A evaluation of 3 denotes that advancement is being made in this pattern. By inquiring respondents to bespeak their grades of understanding with these statements, the research worker can determine the respondents ‘ perceptual experiences of distributed leading and place the key issues which they highlight as being cardinal to the pattern of distributed leading and its connexions to learning and larning. These can be analysed from a normative position, based on the literature findings. The questionnaire included three unfastened inquiries ; the first elicits farther penetrations into respondents ‘ apprehension of distributed leading, the 2nd asks them to place factors that support their work and the 3rd seeks to place factors that inhibit their work. Following treatment at a staff meeting, where I explained the intent of the research, staff agreed to take part and questionnaires were distributed to the 28 instructors on staff. A sum of 16 questionnaires were returned ( 57 % response rate ) . In order to reply the research inquiries it was necessary to garner farther informations from a focal point group comprised of instructors that have experience of different degrees of leading. Therefore, the group comprised of the principal and deputy principal, 3 instructors who hold stations of duty and 3 instructors who do non keep stations of duty. The focal point group was about one hr continuance.FindingssResponses to the first set of statements on the questionnaire identified a figure of issues perceived by the respondents to be associated with distributed leading. It was clear from the questionnaire responses that all instructors perceived themselves to be leaders. However, the context of that leading was in the schoolroom – they see themselves as leaders of their pupils within the schoolroom, holding a direct influence on their acquisition. Their position of themselves as leaders with influence beyond the schoolroom was instead limited. The questionnaire besides revealed that instructors believe that learning and acquisition is influenced positively when instructors work together and when they engage in professional development to better their cognition and accomplishments. Besides, instructors saw distributed leading as including their engagement in decision-making and in taking new enterprises in the school. However, they besides acknowledge the cardinal function the principal dramas, for illustration in guaranting that there is a shared vision among staff and that pastoral attention systems operate efficaciously for pupils. In response to the 2nd set of statements on the questionnaire, respondents highlighted a figure of leading patterns that are operational in the schools to a greater or lesser extent. These patterns were identified as: Monitoring and back uping pupil acquisition Working together as a staff Structures and systems such as capable sections and stations of duty Monitoring and back uping pupil acquisition included holding systems to back up pupil larning analyzing consequences of scrutinies and utilizing the information to reappraisal patterns all instructors playing a function in supervising pupil public presentation and four ) all school policies being designed with a focal point on heightening, bettering and developing a high quality larning environment. These points were all portion of a late completed DEIS program in the school. Working together as a staff incolved: discoursing school development precedences at staff meetings, professional development on whole-school issues, jointly prioritizing specific actions to better acquisition. Capable sections were seen as organizing a cardinal portion of distributed leading. However, in the school they are considered to be a forum for sharing resources and are merely now being used for capable planning. The responses from the unfastened inquiry on distributed leading emphasised community and coaction instead than hierarchy. The 2nd unfastened inquiry on the questionnaires asked instructors to call the factors that back up them in their work. The cardinal issue emerging was the demand for support and aid from both co-workers and direction, peculiarly in covering with student behavioural or disciplinary issues. They besides referred to the accessibility, handiness and openness of the principal as being an of import factor in enabling them to make their occupation good. Other factors stated were encouragement from direction, being trusted and treated as a professional, good administration and planning and being allowed to seek out new thoughts without intervention. The positions of distributed leading expressed by respondents in the questionnaires were reinforced in the focal point group treatment, peculiarly by the post-holders. However, different positions on the nature of decision-making were expressed by the post-holders ‘ in the focal point group ; foremost, if leading is distributed so that should intend doing determinations together but on the other manus, â€Å" sometimes it is of import for a principal to do a determination. There might be a determination that the squad ca n't hold on and it is a atrocious determination and the principal has to do the determination. † The participants in the focal point group agreed that it was of import that everybody has a voice. The thought of holding a voice was extended farther by a non post-holder, who stated that â€Å" if, at a staff meeting, people are listened to, so you are traveling to acquire the message that this is a good topographic point to portion enterprise and portion thoughts. † Participants besides agreed that instructors are function theoretical accounts for the pupils and that their behavior and interactions with co-workers, every bit good as with pupils, have a major influence on pupils. ‘We ‘re function theoretical accounts for pupils in what we do, in how we interact and speak with each other ‘ . The focal point group treatment allowed for a grade of interaction, dissension and argument about issues and constructs that was non possible in reacting to a questionnaire. Leadership and direction were debated. While there was a general consensus that leading involved everybody in the school, there was some argument about the function of postholders. The consensus among the group was that all instructors, non merely post-holders, can be empowered to take. The principal saw distributed leading as widening beyond schoolroom leading to whole-school issues. ‘Now about every member of staff will either hold authorization delegated to them for a peculiar country or will take it on their ain back to organize something. Whether you are a coach or whatever it is, there is much more involvement in school life now than there was in the yesteryear ‘ . ‘I would see leading as leading wherever it expresses itself throughout the school, whether it is in direction or whether it is running the school musical or whatever it might be that it is the capacity of the individual to convey people with you to accomplish a peculiar undertaking ‘ . Concepts mentioned by both the principal and deputy principal included authorization, giving independency, engagement in decision-making, recognizing expertness, taking by illustration, deputation and making an environment where people are non afraid to take hazards and are encouraged to take enterprise. There is strong overlap between the positions expressed by the principal and deputy chief and those expressed by both post-holders and non post-holders. There was really strong understanding among all participants in the focal point group that leading is a construct that can use to all instructors, whether they hold a place or station of duty or non. The participants all agreed that distributed leading is about authorising people, leting them to take enterprise and be involved in decision-making. They besides agreed that it is about the ambiance in the school that encourages instructors to take leading functions in specific facets of the school, e.g. extra-curricular activities and particular maps that occur in the school from clip to clip. There was understanding that distributed leading incorporates the thought of instructors working together in squads and join forcesing in planning and supplying larning chances for pupils. This applies at both capable section degree and at whole school degree, for illustration holding a squad attack to policy development. There was understanding that if all instructors took leading duty beyond their schoolroom, e.g. for pupils ‘ behavior in the corridor, it would be a really good school. But a note of cautiousness was sounded about some instructors taking on excessively much power and the demand for the principal to â€Å" direct † came through strongly â€Å" he directs us to do certain we ‘re all talking with one voice to pupils and parents † . All were in understanding that the principal and deputy play a peculiar leading function, whether in pull offing staff or directing patterns, so that there will be a shared vision in the school. The post-holders themselves discussed the readying and preparation they received when appointed to their stations of duty. There was strong understanding that they had no formal preparation for their station. They watched other post-holders making similar occupations, particularly twelvemonth caputs. They all agreed that non merely did you watch them but you consulted with them and asked their advice and sentiment. Some stations, nevertheless, are new and their officeholders hence have no ‘predecessor ‘ or co-workers to confer with with. These stations require â€Å" an atrocious batch of enterprise † . Some clip was given to discoursing the system in topographic point for communicating between post-holders and the principal or deputy chief. The participants in the group see meetings, whether formal or informal, with the principal or deputy as being a signifier of support to them in their function. The agreements for formal meetings varied significantly between schools and besides between the two degrees of postholders, i.e. adjunct principals are more likely to hold formal meetings with the principal and deputy than particular responsibilities instructors. The participants agreed that the particular responsibilities instructors were non seen as a squad because they ne'er meet. Generally all Assistant Principals held twelvemonth caput places, while the particular responsibilities maps were more varied which may travel some manner in explicating why meetings ne'er took topographic point. The treatment led to a argument about remaining after school for meetings. In a neighbouring school this is the norm one time a month. Post holders stated they would non be willing to make this, as stations were supposed to be carried out during the school twenty-four hours. However, a non station holder mentioned that because post-holders get an extra allowance they should be willing to remain on after school to transport out responsibilities related to their station. Cipher responded to this statement. There was a important grade of similarity in participants understanding of distributed leading. It is something that must pervade the whole school and is apparent through the prevalent civilization and atmosphere. The principal and deputy chief drama a really of import function in puting this ambiance and they do this in both formal and informal ways. The general ‘approachability ‘ of both chief and deputy plays a cardinal function – demoing a echt involvement in and concern for the work of each person teacher helps to put the tone for how people approach their work. But distributed leading goes beyond that to supplying chances for instructors to exert leading. This may be through actions like chairing a meeting, taking a new enterprise or taking an extra-curricular activity. This chance to exert leading must be facilitated from the top, i.e. the principal or deputy. There was besides understanding that constructions were an of import component of distributed leading as they allow for leading to be exercised by a assortment of people. Structures included capable sections and squads set up to turn to a assortment of school development issues from clip to clip. To be considered a ‘structure ‘ , they must hold clip to run into and peculiar ends to accomplish. Different people may play different functions from clip to clip within these constructions and in that manner they allow for instructors ‘ voices to be heard, therefore including them in the overall decision-making of the school. They besides provide chances for instructors to exert their influence, whether they hold a formal place of leading or non. In the responses to the questionnaires 93 % of respondents agreed that when instructors work together pupil acquisition is enhanced. The focal point group besides agreed that the pupils benefit when everybody works together. ‘I believe they [ pupils ] pick up on an ambiance where everybody is working together, and where more cognition is transferred between sections, staff is more cognizant of how pupils are making. They pick up on those sorts of things that are in the ethos of the school ‘ . Capable sections are now playing a more of import function than in the yesteryear. The capable section meetings offer the chance to be after lessons together, to synchronize learning across a twelvemonth group and to discourse learning methods for peculiar elements of the course of study. There was understanding that many capable sections are in the early phases of development, and that holding formal capable meetings is indispensable for this development to go on. But capable section meetings are non the lone structures that enable instructors to work together. An illustration was given of a meeting, set up by a principal, to reexamine the advancement of a peculiar pupil. All instructors involved with this pupil were invited to analyze the state of affairs and aid instructors to work together to run into the challenges of back uping this pupil in his acquisition. This meeting required a restructuring of the timetable for the period of the meeting and the proviso of category screen for some instructors but the precedence it was given showed the belief in the power of instructors working together to better the educational experience for this pupil. In the focal point group there were two instructors who had trained and worked in the UK and Australia. They spoke of their experience of working as portion of a squad in their several schools. They both agreed that the constructions were more formal than in Ireland and that these formal constructions non merely enabled instructors to work together but created the outlook that they would. There were formal systems in topographic point for sharing resources, for keeping meetings and for detecting each other ‘s lessons. Both instructors agreed that these systems and constructions were good. There was consensus in the focal point group that when the ambiance is friendly instructors can speak to each other and ask inquiries in an informal scene such as the staffroom. They expressed the support they felt when they work together. It removes the sense of isolation and supports their schoolroom instruction. The quotation mark below is brooding of the consensus among the group. Not merely does it assist instructors but they besides perceived that it has a positive impact on pupils. ‘I will inquire the other instructors inquiries and I think it has truly helped me to loosen up and experience that I am non†¦ a small island on my ain. I can inquire for aid. Thingss like that do pervade out to the pupils every bit good when they see it ‘ . There is besides acknowledgement that newer patterns such as school development planning and Department of Education reviews have encouraged instructors to work together.Decisions and RecommendationsIn the questionnaire in this research, the respondents suggested that pupils and their parents should play a leading function in the school but, in pattern, their voices are frequently non heard in decision-making. A really important position on distributed leading is losing from this study by non including these two component groups. Further research should include both pupils and parents in the data-gathering procedure. Schools are now required to hold both pupil and parents ‘ councils and are expected to include them in policy development in the school..The function of capable sectionsThe function of capable sections has become more outstanding in schools in recent old ages, as a consequence of the school development planning and the whole school rating procedures. In this survey the function of capable sections in heightening pupil acquisition was acknowledged. Capable sections could supply a forum for sharing good thoughts and resources. A more formal attack would better the chances for these sections to act upon schoolroom pattern, for illustration by discoursing teaching method every bit good as course of study proviso. Further probe into the leading of capable sections would add well to the pattern of distributed leading in the school. This is surely an country of untapped potency. If instructors are trained in leading in their capable sections it would better the operation of a section and hence better instruction and acquisition. It would besides take to the betterment of instructors ‘ assurance in their ain leading abilities therefore constructing leading capacity in the school and finally lending to school betterment.Contemplations on my work in this ECAIn this geographic expedition of distributed leading, I had concerns about discoursing distributed leading with research participants before specifying or determining their apprehension of leading in general. For that ground, a questionnaire was given to instructors. This was a really utile exercising in that it produced thoughts about leading and how instructors perceived school leading. It yielded a really wide reading of leading but identified the fact that instructors accept that they play a leading functio n – leading is non the exclusive privilege of the principal and deputy principal. However, in hindsight, more geographic expedition of the difference between leading and direction would hold been helpful. I learned a batch about practician research in one ‘s ain educational administration. While one has the benefit of cognizing the participants, this can besides hold disadvantages. I was witting that participants may non hold been as unfastened and honest with me as they would be with an external research worker and that this may hold some deductions for my findings. In future research, I would prefer to work with staff in a school external to mine. I would interview the principal and deputy chief separate to the focal point group ( in order to guarantee a more unfastened treatment ) and would carry on two separate focal point groups – one for postholders and one for non postholders in order that their positions could be comprehensively compared. A utile result of the research procedure has been the articulation by instructors themselves of their leading function, and a acknowledgment of the influence they exert non merely on the pupils but besides over their co-workers. The research has highlighted certain issues that the school could concentrate on that would heighten instruction and acquisition. If the ambiance is positive, so a civilization of coaction can be developed and the leading function of postholders can be discussed and articulated more clearly. Similarly, more preparation for capable section squad holds the possibility of doing a really positive part to school betterment. The leading of the principal and deputy principal is really of import. First, they create the positive ambiance by paying attending to each person teacher – recognizing that their influence on pupil acquisition is through their instructors. Second, they are in a place to organize constructions and systems that enable instructors to work together and to develop leading accomplishments. Third, professional development is an of import portion of making an ambiance of larning among staff. Having completed the survey, the findings can be used by the school in a figure of ways. The principal will have a study sketching the responses to the questionnaire and a sum-up of findings from the focal point group treatment. The cardinal issues will hold deductions for the principal and deputy principal in that the findings highlight the importance of their leading function in developing a positive acquisition environment but besides in developing single leading accomplishments in instructors and supplying chances for leading to be exercised among co-workers. All of these have the potency to better instruction and acquisition. The studies could besides be used as a footing for treatment among postholders, concentrating on their function in taking acquisition. This research study set out to research what was meant by distributed leading and to see, if practised in a school, would it lend to bettering instruction and acquisition. Through questionnaires and a focal point group treatment the construct of distributed leading was explored and the consequences presented and analysed. A broad runing definition emerged that recognised that all instructors can be leaders, but the extent of their leading maps varies from within the schoolroom to their influence on pupils beyond their single schoolroom, to their leading influence over co-workers. Their apprehension of distributed leading encompassed structural and cultural issues, both of which had the possible to influence instruction and acquisition. This potency is non to the full realised, but with a more knowing focal point on instruction and acquisition and a witting development of leading capacity this state of affairs could alter to the benefit of pupils.

The Definition of an Essay Including Writing Resources

The Definition of an Essay Including Writing Resources Essays are brief, non-fiction compositions that describe, clarify, argue, or analyze a subject. Students might encounter essay assignments in any school subject and at any level of school, from a personal experience vacation essay in middle school to a complex analysis of a scientific process in graduate school. Components of an essay include an introduction, thesis statement, body, and conclusion. Writing an Introduction The beginning of an essay can seem daunting. Sometimes, writers can start their essay in the middle or at the end, rather than at the beginning, and work backward. The process depends on each individual and takes practice to figure out what works best for them. Regardless of where students start, it is recommended that the introduction begins with an attention grabber or an example that hooks the reader in within the very first sentence. The introduction should accomplish a few written sentences that leads the reader into the main point or argument of the essay, also known as a thesis statement. Typically, the thesis statement is the very last sentence of an introduction, but this is not a rule set in stone, despite it wrapping things up nicely. Before moving on from the introduction, readers should have a good idea of what is to follow in the essay, and they should not be confused as to what the essay is about. Finally, the length of an introduction varies and can be anywhere from one to several paragraphs depending on the size of the essay as a whole. Creating a Thesis Statement A thesis statement is a sentence that states the main idea of the essay. The function of a thesis statement is to help manage the ideas within the essay. Different from a mere topic, the thesis statement is an argument, option, or judgment that the author of the essay makes about the topic of the essay. A good thesis statement combines several ideas into just one or two sentences. It also includes the topic of the essay and makes clear what the authors position is in regard to the topic.  Typically found at the beginning of a paper, the thesis statement is often placed in the introduction, toward the end of the first paragraph or so. Developing a thesis statement means deciding on the point of view within the topic, and stating this argument clearly becomes part of the sentence which forms it.  Writing a strong thesis statement should summarize the topic and bring clarity to the reader. For informative essays, an informative thesis should be declared. In an argumentative or narrative essay, a persuasive thesis, or opinion, should be determined. For instance, the difference looks like this: Informative Thesis Example:  To create a great essay, the writer must form a solid introduction, thesis statement, body, and conclusion.Persuasive Thesis Example:  Essays surrounded around opinions and arguments are so much more fun than informative essays because they are more dynamic, fluid, and teach you a lot about the author. Developing Body Paragraphs The body paragraphs of an essay include a group of sentences that relate to a specific topic or idea around the main point of the essay. It is important to write and organize two to three full body paragraphs to properly develop it. Before writing, authors may choose to outline the two to three main arguments that will support their thesis statement. For each of those main ideas, there will be supporting points to drive them home. Elaborating on the ideas and supporting specific points will develop a full body paragraph.  A good paragraph describes the main point, is full of meaning, and has crystal clear sentences that avoid universal statements. Ending an Essay With a Conclusion A conclusion is an end or finish of an essay. Often, the conclusion includes a judgment or decision that is reached through the reasoning described throughout the essay.  The conclusion is an opportunity to wrap up the essay by reviewing the main points discussed that drives home the point or argument stated in the thesis statement. The conclusion may also include a takeaway for the reader, such as a question or thought to take with them after reading. A good conclusion may also invoke a vivid image, include a quotation, or have a call to action for readers.

How to write a legal secretary resume (with examples)

How to write a legal secretary resume (with examples) If you’re considering an administrative career, the legal world can be a great place to focus your job search. Or similarly, if you’re thinking about a legal career but aren’t quite sure if you want to make the commitment to law school, working as a legal secretary/assistant can be a way to learn and grow your skills while you decide if this is something you want to pursue further. It’s a job choice that can open a number of different avenues for you, from executive assistant to paralegal or even attorney, depending on what kind of educational programs you want to pursue.Let’s look at three different legal assistant resumes- one entry-level, one mid-career, and one legal assistant seeking to move up into being a paralegal. First up is Eric, who’s a recent grad trying to parlay some internship and volunteer admin experience into a full-time legal assistant job.Download this ResumeEric Berman17 Carr StreetBirmingham, AL 12121(999) 999-9999EQBer man@emaildomain.eduRecent graduate with an interest in legal studies and experience managing complex legal administrative tasks, seeking an entry-level position at The Innocents Project as a legal assistant.SKILLSManaging schedules and arranging meeting logisticsHandling sensitive information with discretion and according to best practicesCommunicating verbally and in writing with clients and team membersBilingual fluency (English and Spanish)Conducting research using academic databases, books, and periodicalsProofreading and copyeditingEXPERIENCE  Legal Intern  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   January 2017 – presentTurner University Law ClinicServe as the legal intern for the university’s law clinic, assisting paralegals and attorneys with case research and ad ministrative tasks.Coordinate meetings between clients and clinic staffProcess invoices and check requestsAssist with research online and using legal library materialsStudent Volunteer  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   September 2016 – January 2017Turner University Law ClinicAssisted law clinic staff with filing documents and maintaining accurate client files.Answered phones and greeted clientsFiled legal documents and client informationEDUCATIONTurner University  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Birmingham, ALBachelor’s degree: American HistoryGPA: 3.8In your resume, you always want to emphasize your best aspects first. Eric starts with an ob jective that gives a snapshot of his situation, his experience, and his goal (tailored specifically to a job opening at The Innocents Project). He has some experience as an intern and volunteer at his school’s legal clinic, but no full-time work experience as a legal assistant yet, so he chooses to emphasize the kinds of skills he’s developed. That’s followed by a brief explanation of his relevant work experience. It’s a very targeted resume that shows Eric’s most relevant information.Next we have Molly, who’s been a legal secretary for a number of years and is refreshing her resume for new job opportunities.Download this ResumeMolly Chu1313 Barnard Ave, #4C ★ Boston, MA 98989888-555-8888 ★ Molly.Chu4@emaildomain.eduLegal administrative professional with more than 20 years of experience, including top law firms. Superior organizational skills with special expertise in handling confidential and sensitive materials.EXPERIENCESenior Legal Secretary  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Winken, Blinken, NodBoston, MA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   June 2006 – presentServe as the head secretary for one of Boston’s top 10 family law firms, managing an administrative team of 4.Schedule client meetings and maintain three partners’ calendars.Prepare correspondence to opposing counsel and clients.Transcribe depositions and keep detailed logs.File pleadings, motions, and litigation materials for court.Coordinate and prepare exhibits and exhibit lists for trials and hearings.Organize discovery materials and attorneys files.Assist attorneys with organizing their caseloads an d meetings.Manage, train, and mentor a team of junior legal assistants.Legal Assistant                                                                             Maryann Banks, Attorney at LawBoston, MA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   February 2000 – June 2006Provided administrative support for an attorney in solo practice, plus a staff of six.Drafted and sent legal documents, including court-related and client correspondence on the attorney’s behalf.Scheduled court dates and meetings.Organized and maintained case files.Executive Assistant                                                                    Van Pelt IndustriesBoston, MA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   March 1997 – February 2000Supported a team of 6 sales managers at a Fortune 500 company.Managed calendars and travel arrangements for the executive Sales team.Maintained detailed records and processed reimbursement requests.Answered phones and greeted clients.Prepared correspondence for both internal and external partners.SKILLSWord processingDocument ManagementTime tracking and billingDocket and calendar managementTranscriptionVideoconferencingEDUCATIONWellesley Community CollegeAssociate’s degree, Legal AdministrationAssociate’s degree, General StudiesMolly’s best asset is her long experience, so that’s what she features most prominently. She uses a summary to offer a kind of highlights reel, but saves the most detail for her experience section. Her experience doesn’t include any way-back jobs that may not be relevant to her career and her current goals as a legal secretary, to keep the resume focused.And last but not least is Grace, who has experience as a legal admin but is looking to move up a step to paralegal.Download this ResumeGrace Ruiz777 Beagle StreetJacksonville, FL 63636GraceRuiz@emaildomain.edu(444) 333-9999Certified paralegal and experienced legal administrative professional, specializing in legal research and criminal defense procedure.KEY SKILLSDrafting clear, concise, and meticulously reviewed legal documentsConducting comprehensive legal research using databases including LexisNexis, Westlaw, Bloomberg, and HeinOnlineTaking depositions and providing information to clients and witnessesExpertise in criminal law and procedureLEGAL EXPERIENCEThe Marston Group, LLCLegal Secretary2014 – presentServe subpoenas and prepare pleadings, motions, discovery and trial bi nders.Obtain discovery information for attorneys and research case law.Support five attorneys in all aspects of criminal defense.Draft client and internal correspondence.Transcribe depositions and meeting notes.Prepare court filings, both paper and digital for the County Court System.Train and manage new secretaries and associates.Ferris WallLegal Assistant2011 – 2014Provided administrative support for two partners.Maintained schedules and client appointments.Conducted preliminary client interviews to prepare for attorney meetings.Developed and implemented a comprehensive digital filing system for legal files.CERTIFICATION AND EDUCATIONNALA Paralegal Certification (The Legal Institute, 2017)Associate’s degree, Criminology (Baxter College, 2008)ADDITIONAL SKILLSLegal citationMicrosoft Office suiteTranscriptionGrace’s resume is laser-focused on her legal career and what she wants to do next. Although a paralegal and a legal secretary can be similar roles, Grace w ants to make sure she’s emphasizing the key parts of a paralegal’s job (research, interacting more with clients, etc.) over the standard legal admin tasks of a legal secretary or assistant. At the same time, she wants to make sure her experience is clear. So she goes with a combined resume format, which takes the skills focus of a functional resume and the experience points of a traditional chronological resume and puts them together to create the narrative that she’s got experience, but is now certified as a paralegal and has the skills to move into that role.Remember that your resume isn’t just a laundry list of what you’ve done and where you’ve been, but a chance to frame your story as a professional. You want to maximize that story by highlighting the information that will best serve your goals for this new job.

Spreadsheet Report Essay Example | Topics and Well Written Essays - 1000 words

Spreadsheet Report - Essay Example A company’s income statement is perhaps more important because it shows whether or not the business has achieved or failed to achieve its primary objective-earning a ‘profit’ or ‘net income’ Initially, Paid-up capital of Rose, Aisha, John and David was  £2000 for the initial stock purchases in order to start their enterprise commercial activities which were received from Rose, Aisha, John and David as an equal shares of  £500 each partner. During the year 2007/08 the following financial transaction occurred. Although the enterprise has a good return on employed capital which is approximately thee time more than the capital employed, but the same time there is big difference between G.P margin and N.P margin which 33.76% (60.36%-26.60%) it means the enterprise bearing significant expenses as well the enterprise paid a big total of payable tax 1088.83 which is 17.5% of the profit before tax. In order to get the optimum profit margin the enterprise should reduce their expenses. Each of the partners Rose, Aisha, John and David had contributed and equal amount of share which is  £500 of the total paid –up capital with this connection all the profit of the enterprise will be distributed at the same ratio to all the partners as shown below: The total sales of the enterprise for the first year calculated as  £19297.10 but if the enterprise intended to increase its income by 20% from the first year with this intention the enterprise would have to increase its sales by  £3859.42 which would reach  £23156.52 for the year 2008/09. Therefore the enterprise would have to increase its purchases by 20% as like for the first year cost of goods sold was  £7650 so the enterprise will have to purchase the additional goods by 20% which will increase the expenditure by  £1530 and the total cost of goods sold will be amounted to  £9180.The whole budgeting scenario for the year ended 2008/09 is illustrated as below. By

The Crusades Essay Example | Topics and Well Written Essays - 500 words

The Crusades - Essay Example The first text comprises of an eyewitness account of the sermon of Pope Urban II and the details of Crusade as given by various Christian eyewitness. Pope’s sermon has been embellished with lots of imagination and gory details of mass killings of Christians by Turks in the city of Jerusalem. Robert The Monk’s account of Pope’s sermon is interspersed with gruesome details of the killing in order to incite Christians to take part in the war and avenge the desecration of Church. Baldric of Dol says that Pope had exhorted the Christian by telling them that ‘you may deem it a beautiful thing to die for Christ in that city in which he died for us’ (Allen and Amt, p44). Most importantly it tells that the crusaders not only fought for religious purpose but many had vested interests. Bohemond, a great warrior, had to be bribed by the Emperor with ‘land in extent from Antioch fifteen days’ journey and eight in width’ (Allen and Amt, p62). T he text shows that the crusades against Turks had defied human dignity with extreme brutality and violence. Indeed, Letter of Stephen of Bloise to his wife covers the religious fervor of the crusades and also describes the bloodshed and indiscriminate killing in the name of holy war. An Arab Syrian Gentleman and Warrior: Memoirs of Usamah gives insight into the Arab culture and shows a humane perspective of people who were viewed as barbarians during the period of crusades. He gives personal accounts of his experience of Christians with whom he had maintained good relationships. In a personal account, Usamah describes how Frankish physician had saved the life of the son of an Arab artisan, whose neck was afflicted with scrofula, a dreaded disease. The text gives a more civilized picture of Moslems in Jerusalem and shows that Moslems and Christians had co-existed peacefully as contrarily described in the earlier text.