Coverage of Child Rights Issues in Pakistani Print Media

Coverage of Child Rights Issues in Pakistani Print Media Chapter 2 Literature Review A literature review is an evaluative report of information found in the literature related to the selected area of study. It is a process of reading, analyzing, evaluating, and summarizing scholarly materials about a specific topic. The results of a literature review may be compiled in a report or they may serve as part of a research article, thesis, or grant proposal.(Hart,1998) A literature review is a body of text that aims to review the critical points of current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work. Also, a literature review can be interpreted as a review of an abstract accomplishment (Dellinger, Leech, 2007). A well-structured literature review is characterized by a logical flow of ideas; current and relevant references with consistent, appropriate referencing style; proper use of terminology; and a comprehensive view of the previous research on the topic (ibid). In this research â€Å"Coverage of child rights issues in Pakistani Print Media; a comparative study of English and Urdu newspapers† researcher uses thematic order for literature review. Thematic reviews of literature are organized around a topic or issue, rather than the progression of time. Researcher divides the literature review into two sections. Studies on child rights in Pakistan International studies on child rights Studies on Child rights in Pakistani media Studies on Child rights in International media Studies on Human rights Media studies on Human rights 2.1. Studies on Child Rights in Pakistan OMCT (2003) reported in Pakistan Report on the implementation of the Convention on the Rights of the Child by Pakistan that in particular, that children are at a high risk to be subject to various forms of abuse and cruel, inhuman, or degrading treatment and punishment. OMCT is aware that many of the structural causes of the violations of childrens rights require economic and social change at a structural level, we nevertheless feel that some fundamental legislative and administrative changes in the country would enable a better implementation of children’s rights that could lead to a considerable improvement in the lot of children. Therefore, OMCT would like to make several conclusions and recommendations, both legislative and practical. Sadruddin (2011) identified in study on the important issues of child rights in Pakistan that the important issues of children in Pakistan, during 2004-2008. This research article aims to inform practitioners and policy makers, in an effort to move child rights and childrens plight in especially difficult circumstances to the forefront of the public conscience. The value and importance of children has also been highlighted in the study. The efficacy of the implementation of child rights by Pakistani Government has also been revealed. The study revealed that the issues of children were over shadowed in Pakistan during the last few years. The Convention on the Rights of Child did not serve as a guaranteed savior. Education, security and social rights were not given proper attention during the last five years due to which, much effective results were not produced in improving child rights. Although the needs of children and their rights, particularly social and security rights were well understood, but were not well addressed, both on social and political platform. The study concluded that Pakistan was unsuccessful in addressing the issues of Children in Pakistan to its best as the issues of children were found in a vulnerable state. Khan (2011) determined in his work implementing law against child labor: a research study of Pakistan that child Labor is always related to the violation of the basic rights of children. However, every work that children indulge in cannot be categorized as child labor. This article assesses the International norms regarding child labor after understanding the notion of child labor. This article aims to highlight the socio-economic issues responsible for the profusion of child labor in a society. This article thus analyzes the different approaches towards child labor eradication and the prominent hurdles in implementing international and national norms against child labor. A case study of assessing hurdles in laws implementation is done in Pakistan. Pakistan is an economically developing state, that is why the cases of children indulging in health hazard work is prominent. 2.2 International studies on Child rights Jones (2011) described in what are children’s rights? Contemporary developments and debates how the idea of child rights has emerged, identifying the ways in which different pressures for change continue to develop the way rights are legislated for and understood. It has given brief examples of the kinds of policies that are emerging and has shown how changes in long-held attitudes and practices are a consequence of the child rights agenda. The chapter introduced areas key to child rights including the United Nations Convention on the Rights of the Child (UNCRC), the European Convention on Human Rights (ECHR), and the UK’s Human Rights Act 1996 (HRA). Examples that link child rights to their lived experiences were used to illustrate the ways in which the practical application of legislation affects children and those working with them. Kim (2008) paper considers whether letting children combine work and school is a valid and effective approach in Cambodia. Policy makers’ suggestions that child labor should be allowed to some extent due to household poverty appear ungrounded as no signià ¯Ã‚ ¬Ã‚ cant relation between children’s work and household poverty is found while arranging school time table s à ¯Ã‚ ¬Ã¢â‚¬Å¡exibly in order to accommodate households’ perceived need for children’s labor may increase problem s of insufà ¯Ã‚ ¬Ã‚ cient teaching hours if schools conduct their time tables un reliably. Considering these issue s, the paper suggests the need for a more diversià ¯Ã‚ ¬Ã‚ ed app roach to dealing with the impact of child labor on their school education. Claire (2012) Investigated the relationship between representation and cognition in a study with 105 3-7 yr olds designed to test the implications of 2 major theories of childrens drawings. The classical or conceptual theory considers the young childs drawing of the human figure as an index of his concept of a man, and predicts uniformity across representational tasks which vary media and instructions. In contrast, R. Arnheim defines the representational process as the invention of structurally equivalent forms in a given medium, and predicts that representation will vary as a function of the task and the medium. Results of 11 representational tasks support Arnheims theory that representation varies as a function of the medium, instructions, practice, the provision of parts, and the childs developmental level. Sadruddin (2012) evaluated in critical studies on the Asian countries assessment on children rights that the Implementation of Children rights in few Asian Countries, particularly, Pakistan. The study identified the important issues of children in Asian Countries besides highlighting the value and importance of children. The study conclude that although the issues of children were highlighted by most of the Asian countries but the practical Implementation of the Children Rights in Asia, particularly Pakistan, were over shadowed during the last few years. Very few laws were imposed in favor of children rights without practical imposition to resolve the issues of children in Asia. 2.3 Studies on child rights in Pakistani media IFJ (2002) reported in Putting Children in the Right that Those looking for a check list to work from may find this section annoyingly imprecise. The overall duty of a journalist or other media professional doing this kind of work is to act in the best interests of the child and of children and to try to deal with ethical issues with clarity and honesty. This will not guarantee that they make no mistakes, but would dramatically improve the quality of media coverage of children’s issues. The Convention on the Rights of the Child is based on the spirit of peace, dignity, tolerance, freedom, equality and solidarity. Journalists should extend those qualities to children. The daily challenge to journalists and media organizations is particularly felt in coverage of children and their rights. Jabeen (2014) This research article child protection data: an analysis of news coverage of child protection issues in Pakistan, argues for the need of systematic data, not only for recognition of child protection issues, but also for formulation and implementation of policy and practice responses in Pakistan. Through a systematic review of the newspaper coverage of child protection issues over a period of 20 years, the actual and potential risks to children are highlighted, thus, providing a methodological justification to use newspapers coverage as a record of child protection problems. Further, with its focus on the language and content of the coverage, this article shows how representation of child protection issues in the print media reflect the existing reality on the one hand, and on the other may affect people’s perceptions of these issues. 2.4 Studies on child rights in International media Cheity (2004) reported in his research work the coverage of child sexual abuse in popular magazines since the early 1990s. The article employs systematic analysis to identify and analyze articles in four popu-lar magazines. Articles are analyzed by subject, length, and publication. The results affirm established theories of newsworthiness related to the coverage of specific stories over time. However, inter-est in the subject waned in the past 10 years, with the brief and dramatic exception of coverage connected to the Catholic Church in 2002. The findings demonstrate systematic differences between the slants of the four magazines studied. The findings also suggest that child abuse professionals could improve the quality of cover-age by agreeing to interviews in connection with articles about childhood sexual abuse. Goddard Saunders (2000) explained in their research work the gander neglect and textual abuse of child rights in print media that in recent years the relationship between the media and child abuse has been subjected to closer inspection. Research at Monash University into the media portrayal of child abuse has led the researchers to examine the language used by the print media to represent both children who have been abused or neglected and the offences committed against them. This paper presents two findings from this research. The analysis firstly found that a child who has been abused or neglected may be objectified in print media language even when the child’s gender is previously identified. Secondly, the analysis found that the language used to describe the sexual abuse of children may serve to reduce the seriousness of offences. These phenomena, termed ‘gender neglect’ and ‘textual abuse’, are highlighted by examples from UK and Australian pri nt media. The authors argue that ‘critical language awareness’ is important for children, just as it has been identified in research that examines the representation of women in print media. Wilczynski, Sinclair, and young (1999) explained in their study Moral Tales: Representations of Child Abuse in the Quality and Tabloid Media that although child abuse is a favorite topic for media stories, there has been little research on how the media portrays such issues. The present research examined the media construction of child abuse in a comprehensive sample of all 1302 reports on the subject during 1995 in a representative quality and tabloid newspaper in NSW. Criminal justice agencies were the predominant sources used for the stories; child abusers were individualized and demonized by the press and used to promote ‘law and order’ agendas; and there was little coverage of the social causes of abuse and prevention issues. Although both the quality and tabloid press demonstrated these features, there were some marked differences between the coverage in the two sources, such as a much greater emphasis on individual cases in the tabloid press. 2.6 Media studies on Human rights Sial (2009) explained in his research named Human rights Reporting in Pakistani Media that Media reports on human rights influence people, but there is a lack of investigative reporting on human rights issues in Pakistan. The journalists do not have the required expertise and training to investigate and report on rights issues. Only a few journalists are committed to human rights reporting whereas most of them are either indifferent to or skeptical of rights issues. The environment is comparatively better for human rights reporting in the English media where journalists are not forced to work in multiple areas and have an educated audience. The Urdu media relies much on sensationalization, a narrative devoid of investigation and personal bias. A balanced and impartial analysis of the issues is largely misssing. Dunn (2012) explained in his research paper on emerging sociological theories on human rights: social structure, human agency, and inequality that sociological theories of human rights are relatively less developed, but such frameworks are crucial for the development of the unique contributions to the human rights topic that sociology can make. Foremost among these is conceptualizing the role of inter-relationships between social structure, human agency, and inequality as they impact human rights and efforts to promote them. Nwanko (2011) reported in his research work Role of the media in promoting human rights: an analysis of the BBC documentary chocolate: The bitter Truth. This study has tried to look into what role the media play in the promotion of human rights. This was done by looking into the case of BBC One and the documentary, chocolate: the bitter truthà ¢Ã¢â€š ¬Ã… ¸, which it produced. The documentary dwelt on the use of child labour in cocoa farms in West Africa. The study was aimed at finding the reason why the BBC chose to promote human rights through the production of the documentary. It also tried to find out how the contents of the documentary are shaped to promote human rights. Human rights theories literature arc commonly incompatible to one or both of Aeijaz (n.d.) expressed in his thesis Theoretical and Philosophical foundation of human rights that human rights theories interpreted as expression of philosophical optimism, even arrogance. The philosophical task is to explicate Minows dilemma of difference† and acknowledge both the fact and fluidity of difference. The objectives of undercurrent research are intending to investigate the comparative analysis of coverage of child rights in Urdu and English Pakistani newspapers. The study of Sial (2009) reported coverage of human rights in Pakistani news media. The findings of that study revealed that Urdu Newspapers sensationalizing the issue. Other studies of literature review are also supporting the arguments of the current research.

MBA Essay Writing for B-Schools Essay

I come from a land of unparalleled physical beauty and the home of my heart- ‘India’. Today, I consider myself extremely fortunate to be here in United States which is also known for its best Academic Curriculums. For past two years, ever since I moved to States, I had been hoping and planning to earn an MBA degree and am excited to now be on the cusp of making that dream a reality. I’ve come a long way from the shy college freshman who initially could hardly even thought of being a ‘Class Representative’ because it would involve so much interaction with the fellow students and faculty, whom I hardly knew. But I conquered those first challenges and went on to become the faculty’s pet. My path hasn’t always been easy, but through the challenges and goals I’ve set for myself, I’ve grown into a Confident, Thoughtful and Respected leader at my work place and personal life. And I know that these new skills will serve me well as I embark on this next scholastic challenge and the career I see before me post MBA. I’ve chosen this specific MBA program because it provides strong conceptual oversight into the modern practice of management and good understanding of how to apply the theory we read in the course room to practice in the business environment. I see this as perfectly in-step with my goal of pursuing a career as a leading Marketing professional. I am sure the continued group work with my fellow students from various back grounds will serve to cement my new found confidence in my own abilities and ideas. My interest in ‘Marketing’ first sparked during my first year of Bachelors in ‘Advertising, Sales Promotion and Sales Management’ when I conducted a workshop on Personal Selling skills, in the college campus and was awarded with the ‘Creative Ability’ certificate. I was also selected to work for the State Level Exhibitions & Fair for which I was awarded with the certificate of honor in making the event successful. Later, after a couple of On the job training during my semesters, I completed my undergraduate with distinction and all geared up for the Big change hence forth.. In this ever broad global market place, I am aware of what an asset being a Multi-educated is, and to that end I plan to pursue my studies further before I hit the market. There how I pursued a one year ‘ International Post Graduate Diploma in Risk Management’ to improve my marketability. Soon later, I was offered to work with a Portal Company where I gained practical experience for about an year designated as ‘Communication Analyst’. Currently, if I am admitted to your program, I will bring with me Enthusiasm, Dedication and a Stalwart work ethic. I am proud of what I have accomplished thus far in my life and see much of it as a stepping stone towards a successful future in the business world. I now need to expand my skill set beyond its current level and I see the curriculum offered at ‘Adelphi University’ as a perfect way to do so.

Police Influence On Society The United States - 943 Words

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The Impact Of Multiculturalism On A Multicultural Community

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The Role of the Nephron Free Essays

string(88) " medulla are now very salty due to so much sodium and chloride ions accumulating there\." The Roles of the Nephron of the 120 ml of blood that is filtered by the kidneys each minute, only I ml (that’s less than I%) turns into urine that will eventually leave the body (after approximately 300 – 400 mis of it accumulates to fill the bladder! ) That leaves 119 ml of fluid called filtrate to be returned back to the blood stream. Good thing, otherwise you would have to micturate (pee, urinate) once every 3 minutes and drink 1 L of fluid every 10 minutes in order to maintain Homeostasis!!! The one million nephrons in each human kidney are amazingly efficient at selectively removing wastes from the blood while at the same time conserving water, salt ions, glucose and other needed materials. The nephrons accomplish this task in 3 main steps; these 3 steps are also called the 3 main roles of the nephron: Filtration, Reabsorption and Secretion. We will write a custom essay sample on The Role of the Nephron or any similar topic only for you Order Now Fiftratffln Filtration is aecomplished by the movement of fluids from the blood into the Bowman’s capsule. Beabsorpttort Reatuorptias wolves the selective transfer of essential solutes and water back into the blood. Secretion Secretion Involves the movement of wastes from the blood into the mphron. 1. Filtration The renal artery carries blood into the kidney (approximately 600 mis of blood enters a kidney each minute). The renal artery then branches into arterioles which then branch intoaspecialized capillaries called the glomerulus. Because of the great difference in diameter between the renal artery and the glomerul us, blood entering the glomerulus is under very high pressure. This pressure forces about 20% of the blood plasma (about 120m1 of the 600 ml) out of the glomerulus and across the membrane of Bowman’s capsule. Bowman’s capsule acts to â€Å"filter† or separate some of the substances that are located in blood plasma from others. This is because some substances are small enough to fit through the pores of the membrane of Bowman’s capsule and some are too large and thus do not enter Bowman’s capsule with the rest of the blood plasma. Water, salt ions (sodium, potassium and choride), glucose molecules, amino acids and urea molecules are all small enough to go through the membrane pores into Bowman’s capsule. Blood cells (rbc, wbc and platelets) and proteins on the other hand are too large to leave the capillaries or enter Bowman’s capsule. The fluid inside of Bowman’s capsule gets a name change; it is now called â€Å"filtrate† because it is blood plasma that has been filtered, This filtrate is identical to blood plasma minus the blood cells and proteins. Filtrate is said to be isotonic to blood plasma with respect to its concentration of water, salt ions, glucose, amino acids and urea. The filtrate will then proceed from Bowman’s capsule through the rest of the nephron in the following order: proximal convoluted tubule, loop of henle, distal convoluted tubule and finally the collecting tubule. From the collecting tubule, the filtrate will enter the pelvis of the kidney and be called urine. 2. Reabsorption Useful materials such as sugars and salt ions are reabsorbed back into the blood stream. That is, materials that could still be used by the body are sent back to the blood. Reabsorption happens as filtrate passes sequentially through the nephron. Materials re-entering the blood stream do so through the capillary network surrounding the nephrons. In short, â€Å"good† stuff is sent from the nephron back into the blood. A. Proximal Convoluted Tubule (PCn: As the filtrate enters the PCT approximately 80% of the salt ions (sodium and potassium), glucose and amino acids are ACTIVELY TRANSPORTED out of the PCT and back into the blood stream by special â€Å"pumping† cells located in the walls of the PCT. The process of active transport requires energy. Energy in the form of ATP is supplied by the numerous mitochondria that are embedded in the walls of the PCT. Because of ionic attraction, negatively charged chloride ions (CI-) will flow passively out of the PCT as they are attracted by the positively charged sodium and potassium ions (Na+, K+). As the concentration of the above mentioned solute molecules drops inside of the PCT, water then diffuses out of the PCT and into the capillary network passively by the process of OSMOSIS. The lining of the PCT contains microvilli to increase the surface area over which this reabsorption can occur. B. Descending Loop of Henle: As the filtrate travels into the descending Loop of Henle, both sodium and potassium ions passively diffuse from the salty tissues of the surrounding medulla BACK INTO the Loop of Henle. (Although this is eabsorption of materials, the materials are not going back into the blood stream at this point). At the same time, water continues to move out of the Loop of Henle and into the capillary network by osmosis. The filtrate at this point is more concentrated (hypertonic) with respect to salt ions than it was in the PCT, both because water has been removed from it, and because salt ions have been again added to it. C. AscendineLoop of Henle As the filtrate proceeds up into the ascending Loop of Henle, the choride ions are actively pumped back out of the nephron. Because of ionic attraction, sodium ions then passively follow the chloride ions out of the tubule and into the tissues of the medulla. These ions only move into the medulla and not back into the blood stream. Since the ascending Loop of Henle is impermeable to water, water cannot leave this part of the nephron. Because of this, the filtrate gets more dilute again. Because the opposite happens in the ascending and descending Loops of Henle, the process is called the COUNTER CURRENT MECHANISM. The process is also known as the CHLORIDE SfUFT. D. Distal Convoluted Tubule (DCT) As the filtrate passes through this part of the nephron, water continues to passively diffuse out of the nephron and back into the blood. Water continues to diffuse out of the DCT because the surrounding tissues of the medulla are now very salty due to so much sodium and chloride ions accumulating there. You read "The Role of the Nephron" in category "Papers" The salty tissues attract the water out of the DCT because the medulla is hypertonic with respect to salt concentration when compared with the salt concentration of the filtrate (now hypotonic). Water that enters the medulla will then diffuse back into the blood stream. Because of the continual re-absorption of water, the filtrate becomes more and more concentrated with wastes, mainly urea. The amount of water that diffuses can be regulated by a hormone called ADH. The amount of water that diffuses from the DCT back into the blood depends on the needs of the body; if the body is dehydrated, more water will go back into the blood, and less will be left in the nephron to make less urine. The opposite occurs if the body is over hydrated. E. Collectin g Tubule C The same thing that occurs in the DCT also occurs in the CT 3. Secretion Occurring at the same time as reabsorption is a process called secretion. Secretion is when a cell releases a substance to its outside†¦ in this case, non-useful and toxic substances are ACTIVELY TRANSPORTED from the blood into the nephron – usually in the regions of the distal and proximal convoluted tubules. Substances which are secreted include excess acid (H+) or base (OH-) ions, excess glucose (high glucose levels are found in diabetic urine or urine of someone who has recently consumed a large amount of sugar-this is the kidney’s way of helping to ensure that the blood sugar level doesn’t get too high), ammonia, and drugs (this is why urine is used from many drug tests – the breakdown of many drugs including marijuana, cocaine, heroin, sleeping pills, codeine and many other medications can be detected even in minute amounts in the urine). The process of secretion ensures that materials that are potentially harmful to the body are quickly disposed of by being â€Å"dumped† into the fluid that is about to become urine. Secretion happens mainly in the regions of the DCT and CT but some also occurs in the PCT. In short, secretion involves â€Å"bad† stuff being removed from the blood being sent to the urine. of the loop after chlorine. The sodium rushes The Counter Current Mechanism of the Nephron out by diffusion because of its ‘fatal attraction’ to chlorine. The chlorine and the sodium ions collect and dominate the fluids outside the loop The loop of Henle works toward the goal of water conservation. Animals that live in a terrestrial environment need to be careful not to waste water. It is clearly a waste,if water is in short supply, to release too much water with the urine. As a result there needs to be a mechanism to encourage water out of the urine and back into the blood. The loop of Henle creates that animals. There i s no way of actively capturing water in the urine that is passing through the collecting ducts. It would almost seem too late to capture the water that is already on its way out of the body. However, the nifty nephron creates a trick with its loop of lienle to get the water out of the collecting duct before it leaves the kidney, kidney. The ascending loop of Henle actively transports chlorine ions out of the filtrate with carrier proteins. Chlorine builds up in the fluids of the medulla by active transport. Because it is a negative ion, it creates a cause for the sodium ion, which is positive, to rush out It does so by creating a salty environment in the medulla area of the mechanism in terrestrial of I-fenle creating a salty environment. This salty environment catches the attention of the water that is passing through the nearby collecting duct. salt. The collecting duct is permeable to water but not permeable to the Water can. not resist moving into the The salt creates an osmotic salty medulla. pressure that pulls the water out of the collecting duct by osmosis. Water has a ‘fatal attraction’ to salty solutions. ) Once the water is out of the duct it is no longer destined for elimination but can’ now be picked up by the nearby. ,Mood capillaries and returned to be used by;. body systems. Meanwhile, back at the loop of`-†¢Henle, trouble is starting. The ascending loop is running out of salt. There is no need to worry. The salt trick can continue because the de scending loop in its wisdom is stealing back the salt that the ascending loop is so generously releasing. This helps to keep a constant flow of salt inside the loop for the ascending lope to pump out . Because of the generosity gfthe ascending loop and the stinginess of the descending loop a salt trade or salt current is established as the salt moves ouc of the ascen ding loop and into the descending loop, This salt current established by the loop of lienle maintains an environment that attracts water out of the ducts containing urine and back into the blood. This process is called the counter current mechanism. (ER 25 EXCRETION AND WE BALANCING OF WATER AN Cl ruti†n i Tubular secretion Nctwp -i Urea _, How Materials Move Into and Out of the Nephron As Urine Forms. As a Al. nephron extends through the kidney’s cortex and medulla and dumps urine into the collecting duct, various substances enter and leave the filtrate. Broken lines represent segments of the nephron wall that are permeable to water, while solid lines represent wall segments impermeable to water. Narrow arrows represent passive diffusion of materials into or out of the nephron tubule, while wide arrows represent active transport against concentration gradients. Filtration activities are shown in blue, tubu. l ‘eabsorption activities in green, and tubular secretion in yellow. U ne is shown as yellow. traces nephron function and material movements step by step. The t FU†,t. Ic r1 How to cite The Role of the Nephron, Papers

Creating a School of Excellence free essay sample

Did you truthfully understand the enormity that someday you would be responsible for so many lives? Each day hundreds and sometimes thousands of parents entrust their most precious asset, their children, to you. And what about the faculty, staff, and community that you influence? Dont they frequently turn to you for leadership, knowledge, guidance, and assistance? As a Catholic school leader you hold the lions share of accountability for student safety, quality of instruction, and community satisfaction as well as the usual executive oversight for efficient operations, financial stewardship, strategic initiatives, community relations, and organizational culture. Catholic education in the 21st century demands that these items be essential cores to your mission, because we are fortunate to serve humanity by forming the hearts, minds, and souls of tomorrows leaders. So how can Catholic school leaders build a culture of excellence? I believe that excellence within a Catholic school begins with school leadership. To create an excellent Catholic school, the leaders must be excellent themselves: They must not only believe in but manifest in their actions a passion for the school’s mission, its vision, and its values. Assuming a deep commitment to the school’s mission and alignment with the desired values exists in leadership, the next steps are to Find Faith and Seek Service, Invest in the Best, and Reinforce the Expectation of Excellence. Organization, education, and administrative skills are important too, but excellence depends on deep alignment around these three intangibles. Find Faith and Seek Service The primary focus of Catholic schools is to participate in the Churchs evangelizing mission of bringing the Gospel to the ends of the earth. More specifically, Catholic schools are places of evangelization for the young. To create a school of excellence, leaders must place the responsibility of finding faith and seeking service at the top of their administrative agenda. It’s not enough for schools to teach students the faith; we must prepare our students to live that faith in practice. By the very nature of Catholic schools we already create a host of opportunities for students to learn and practice the Gospel values. While each school community is unique, these suggestions provide opportunities for schools to expand upon the mission of Catholic education. Catholic schools traditionally require service hours and offer opportunities for school prayer and Mass. As a Catholic school leader seek ways to expand upon the current practices in your school. Find opportunities for additional all-school and community Masses. Create opportunities for the faculty and staff to come together more frequently to celebrate the Eucharist. Add school-wide prayers like The Angelus or Rosary to enhance your Catholic identify and make faith an integral part of the daily experience. Explore avenues to grow the current service program. Consider having extracurricular groups commit a weekend afternoon to a service project, take your student body off-campus for a day of service, invite non-profit organizations in to speak to your students and educate them about their service to the community. Finding additional time to celebrate our faith and seeking additional service opportunities will model to students and staff how to live and practice the Catholic faith; it will keep our schools uniquely Catholic, and will strengthen our world today and tomorrow. Invest in the Best, Schools throughout the United States, regardless if they are suburban, urban, rural, private, public, or charter, are all facing difficult budgetary decisions and restraints. Having served two Catholic schools whose budgets are driven by enrollment and fundraising, my experience has been no different than any other Catholic educator across the country. The best financial allocation an educational leader can make is to invest in the best educators. Those teachers that magically empower students, build curriculum, and drive your mission. In Jim Collins’ outstanding book, Good to Great, he makes the point that getting â€Å"the right people on the bus† is the first step towards excellence and research has identified the classroom teacher as the number one factor influencing student achievement. An educational leader serious about raising reading scores, ACT scores, lowering the dropout rate, getting more students in to college, or focusing on school improvement targets will make this investment in the best teachers a top priority. Great teachers make Great schools possible. There are multiple approaches a Catholic school leader can take to invest in the best. Investing in master teachers with advanced degrees and several years of experience present more significant economic implications than teachers lacking similar professional credentials. Identifying, recruiting, and hiring experienced professionals can also be difficult and can create a hindrance if a leader allows it. However, Catholic educational leaders known for leading schools to excellence, some which have made dramatic turnarounds in the most difficult school settings, will verify that the return on investment in hiring the most qualified teachers is the most advisable budgetary expense a school leader can authorize. Educators with advanced degrees and handfuls of experience are not the only option for investing in the best. Schools can benefit greatly by hiring young educators who have a passion for education. Their enthusiasm, youthful perceptive on life, and new, creative ideas can engage students and ignite or reignite entire faculties. Dynamic, inspiring, masterful educators do not often fall in a leader’s lap. An educational leader has to post teaching openings in as many avenues as possible. The Internet and social media like Facebook, Twitter, and Craigslist have made this easier and more cost affordable for school leaders. Most nearby colleges and universities will post school openings, notify their graduates of openings, and will welcome Catholic schools to their career fairs. Accessing the local universities and requesting student-teachers is another free resource to increase the probability of hiring a dynamic young educator. Local newspapers, websites, and state and national organizations are also prime areas to recruit qualified candidates. An educational leader serious about leading their school to excellence knows to cast a wide net. Keep in mind those who are brought into an organization, over time, determine to a great extent what the organization will become. An often overlooked aspect of investing in the best is the current faculty and staff that you lead. All Catholic schools leaders are blessed to have a core group of teachers in their building right now that are simply the very best in their profession. The best strategy one can implement as a Catholic school leader seeking excellence is to invest in those teachers. Identify the best teachers and listen to their ideas, thoughts, dreams, even complaints. The best teachers want the very best for students. Invest in them by providing opportunities for them to collaborate as a faculty, give them avenues to communicate with you as the school leader, often. They have the most exposure to students and families. They know the strengths and the deficiencies of your students better than you’ll ever be able to decipher on your own. Afford them the opportunity to share that valuable information with you. They know what needs to be implemented to increase student achievement in your building, they have terrific ideas to prevent bullying, they’ve considering techniques to increase parental involvement, they are up-to-date on the newest technology, have innovative curriculum ideas, and they are the heartbeat and pulse of your school. Invest in their professional development. Give them the resources they need to be effective. Teach them, coach them, and inspire them. In the age of capitalism and innovation, new programs, tools, and manipulatives, appear on the market daily. It is easy for any educational leader to reach for that magic bullet to transform your school overnight. Having tried many of those transformative toys I’ve come to understand what the best educators have known for many years. It’s not programs, its people that make the difference. An educational leader that is serious about moving a school from good to great, invests in the best educators and leaves the latest trend of the month on the shelf. The investment in qualified educators pays off far more than any curriculum in a box ever will. Reinforce the Expectation of Excellence The final component to creating a school of excellence is to immerse the expectations of excellence into everything that is done within the school. Every discussion, email, document, and process is an opportunity to support your expectations of excellence. When test scores soar or students go out of their way to help those in need how will you celebrate? As leaders we often assume everyone will do their best and exceed expectations at all times, but how often do we recognize and applaud that effort? Take time at faculty meetings to praise and reinforce the work of the teachers who are putting in extra hours to prepare for homecoming, Christmas Mass, or graduation. Honor your students over morning announcements or in your monthly newsletters for their academic, athletic, and community service accomplishments. Make excellence an expectation and a daily norm. Social media like Facebook and Twitter provide affordable avenues to acknowledge the culture of excellence ou are building. Make it a goal every day to share one example of excellence taking place within your school. When your best teacher performs a masterful lesson, tweet about it! When the soccer team wins a District Championship post a picture and congratulatory message on Facebook! When students exceed the expectations on the state or national exam email their parents and post their accomplishments on your website. Find opportunities to stream your school Masses online. The possibilities of immersing your culture in excellence in the 21st century are endless and typically free! Regardless of your current school conditions, it is possible to lead for excellence. It requires a commitment to a strong Catholic mission to educate students for spiritual, academic, and personal excellence, hiring exceptional staff with high standards, and immersing the school community with daily examples of excellence. Then, the overwhelming pride from being part of something great comes. Your heart will pound with excitement when you realize that your school community is working to the beat of one heart, one mission, to lead your school to excellence.