Techniques for Motivating Students in Art

Techniques for Motivating Students in Art SYNOPSIS FOR DISSERTATION Exploration of selected water colour techniques to motivate students in painting. An action Research at Form IV level. INTRODUCTION Learning is an ongoing process that occurs every minute in the field of education. Learning means to gain knowledge or skill by studying, practicing, being taught, or experiencing something. As teacher, our goal is to encourage learning in the classroom. The purpose of this study is to carry out an action research through selected watercolour techniques to improve pupil’s performance. A student comes in class with a certain degree of motivation. But, teacher’s behavior and the way of his teaching, the structure of the course, and interactions with the students all have a broad effect on the student motivation. There are three things to remember about education as per Maher and Meyer’s concept (1997, p 377), â€Å"the first is motivation, the second is motivation and the third is motivation.† Teaching effectively involves not only the use of tools, techniques, and strategies to optimize student learning but an understanding of context, in particular how your students learn, how they process information, what motivates them to learn more, and what impedes the learning process. Its not easy keeping children interested and motivated in classroom instruction. However, several tips and selected techniques can help teachers actively engage students and encourage them to learn and interact positively with others. THE RATIONALE In the course of my teaching of Art and Design at form four level in my college, I have noticed that there are some topics where students meet difficulties. The subject has been introduced since more than 35 years at Hamilton College Girls department, at Mahebourg, students have adopted the teacher centred approach and depend entirely on what the teacher gave them as instructions. Since, the majority of the students come from different socioeconomic backgrounds and they are mostly low achievers, they should be boost up in creating their own learning environment whereby they know what and how they are doing it. At form four levels, students will be having enough time to adapt to the new teaching and learning techniques which will be implemented. Enough time will be given to them for active learning during their practical classes.. Purpose and justification of the study I have been working as a practicing teacher for almost 15 years in a private secondary school, located in a coastal area. I have been teaching art and design both in lower and upper classes. When I started working with Form IV students this year I noticed that pupils at this level perform very poorly while using water colour technique in their painting. They had great difficulties in handling this media. They lack confidence and hence they fear to spoil their drawing and painting. When these pupils undergo the examinations, they come with poor results. These are some of the reason for me to use some selected watercolour techniques to boost up their level, thus ensuring better examination results. Students Profile Usually students who pass the CPE (Standard VI) with C, D, and E are admitted in the school. Very rarely a student is seen to have been admitted with B’s and least often with A’s. Apart from their low intellectual baggage, pupils from this school come from coastal regions like Grand Port, Bois des Amourettes, Grand Sable and other neighboring villages. Their social background is quite poor as there are many girls who have only one parent or who live with grandmothers or aunts- the result of broken homes due to alcoholic parents. The pupils do not have art materials most of the time. The absenteeism rate is quite high. Low ability pupils Low ability pupils are those pupils whose pace of learning is very slow and they exist in all schools. They should be provided more time than the average and high achievers so that it will be easy for them to grasp the basic of the learning activities. These students need special help over a lengthy period from the teachers. Some causes of low achievers are poverty, broken family, emotional or personal factors. Aims of the study To apply selected water colour techniques in the class in order to promote learning among students in practical classes. This research has objectives as: To create an interest in painting using watercolour among the pupils and encourage participation in class. To make students aware of different water colour techniques in painting. To promote self-learning. Implement the selected strategies in the class. Analyse and reflect critically whether the use of the strategies have been effective. Improve pupil’s performance Effectively use elements and principles of design while painting with water based paint. Problem statement Aproblem statementis a concise description of the issues that need to be addressed by a problem solving team and should be presented to them (or created by them) before they try to solve the problem. The primary purpose of aproblem statementis to focus the attention of the problem solving team. As I have mentioned above that pupils at Form IV level perform very poorly while using water colour technique in their painting. They had great difficulties in handling this media and they lack confidence and hence they fear to spoil their drawing and painting. So certain questions should be put forward to remedy the situation in art and design classes. Research Questions: What are pupils’ overall perception in painting with watercolour? Why do pupils perform poorly while using watercolour techniques? Can selected watercolour techniques boost up pupil’s performance while painting? LITERATURE REVIEW This chapter highlights the theoretical and empirical literature of this study on the exploration of selected water colour techniques and motivation of students. Many college teachers today want to move from passive learning to active learning, to find better ways of engaging students in the learning process. I have gone through the book â€Å"WATERCOLOUR† by the author Milind Mulick where it is mentioned that watercolour as an independent genre was brought in vogue by Joseph Turner and John Constable, two British painters of the 18th century. John Singer Sargent, Winslow Homer, William Russell Flint took the art of watercolours to new heights. In this book Milind has mentioned the important features of water colour, techniques and about the materials to be used, such as paper brushes and paints. He has also written about the practice, composition and sketching which is the beginning of drawing. The demonstration part of the book will greatly help students understand the application of water colour throughout the painting of landscape. Exploring Watercoloris to discover new ways to get expressive with colourideas for using natures patterns to inspire enticing designshow to expand your repertoire and unleash your creativity by experimenting with freeform collages, found imagery, and other innovative techniques. Wherever you are as an artist, this hands-on guide (Exploring watercolour Techniques by Elizabeth Grove)will help you master the watercolor medium and develop your individual style, and move beyond a literal rendering of your subject matter. MOTIVATION Motivationis a  psychological  feature that arouses an organism to act towards a desired  goal  and elicits, controls, and sustains certain goal-directed behaviors. Motivation involves a constellation of beliefs, perceptions, values, interests, and actions that are all closely related. Motivation is an important factor in learning. Type of motivations Intrinsic and Extrinsic motivation. Intrinsic motivation means that the individuals motivational stimuli are coming from within. Intrinsic motivation is motivation that is animated by personal enjoyment, interest, or pleasure. Extrinsic motivation means that the individuals motivational stimuli are coming from outside. In other words, our desires to perform a task are controlled by an outside source. Motivation refers to â€Å"the reasons underlying behaviour† (Guay et al., 2010, p. 712). â€Å"Motivation in school learning involves arousing, sustaining and desirable conduct† (Woolfolk, 1988). It depends upon how well a teacher can arouse the interests and motives of student. â€Å"The ultimate goal of schools is to transform its students by providing knowledge and skills and by building character and instilling virtue† (Sergiovanni, 1991). Motivation has been defined as the level of effort an individual is willing to expend toward the achievement of a certain goal. Biehler and Snowman (1993) state that â€Å"motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior†. responsibility is to create the conditions that will enhance students’ motivation to pursue academic goals actively over a long period of time. MASLOW THEORY OF MOTIVATION â€Å"If you have a hammer, you tend to see any problem as a nail,† meaning, the more tools you have in your toolbox, the better prepared you are to face any challenge that awaits you.† â€Å"A musician must make music, an artist must paint, a poet must write, if he is to be ultimately at peace with himself.† â€Å"In you lies something, a passion that makes you truly happy. Find it and don’t let go.† (www.youmotivation.com/-By Abhaham Maslow) Water COLOUR PAINTS Paint is an ideal medium for developing the child’s sensitivity to colour, because it is fluid and its effects are immediate. It is important to explore the expressive and descriptive effects of a variety of colour media and to encourage adventurous use. Colour awareness promotes sensitivity to and enjoyment of colour in the child’s surroundings and is further enhanced when the child has opportunities to look at the work of artists. Watercolor paint is made by mixing pigments with a binder, usually gum Arabic, and then applying it with water to a support such as vellum (fine animal skin) or paper. It also contain glycerin, ox gall and preservative for the durability of the pigment. The water evaporates and the binder fixes the pigment to the support. Watercolor was used long before Prehistoric humans in the Paleolithic ages painted the walls of their caves with mixtures of ochre, charcoal, and other natural pigments. Watercolors were also painted on papyrus and used in Egyptian art forms. In Asia, traditional Chinese painting with watercolors developed around 4,000 B.C., primarily as a decorative medium, and by the 1st century A.D., the art of painting religious murals had taken hold. By the 4th century landscape watercolor painting in Asia had established itself as an independent art form. While early European artists prepared their own watercolor mixtures for fresco wall painting, this was soon applied to paper. Some of the 20th-century artists who produced important works in watercolor are Wassily Kandinsky,  Emil Nolde,  Paul Klee,  Egon Schiele and  Raoul Dufy. Watercolor painting emerged in Europe during the Renaissance period with advancements in papermaking. Modern watercolor paints are now as durable and colorful as oil or acrylic paints, and the interest in drawing and multimedia art has also encouraged demand for fine works in watercolor. Watercolor has been around since painting began, but didn’t really take off until the Renaissance. The German printmaker Albrecht Durer was an early practitioner, and found the medium ideal for small, detailed studies. Many beautiful landscapes, portraits, and other scenes have derived from watercolor paintings. Some of the famous authors of these paintings are Marina Abramoviac, Yaacov Agam, Constantin Alajalov, Henri Matisse, Rene Magritte, and Alfred Maurer. These painters are known for having created some of the most remarkable works of watercolor art.. Clapp’s opinion about water colour,†I would suggest a student just work with one colour, monochromatically, for a while. This will allow seeing more clearly the effects of different brushes and amount of water you are using.† â€Å"If I were to teach a water colour class, there are really only a couple of things I would do that are different from how I would teach any painting in any media. Both of these ideas address the heart of the problem people face when trying to paint in water colour.’ â€Å"Since the amount of water in the brush controls your values, edges, and the kind of marks you can make, you cannot paint well in the medium, until you understand how to control the amount of water in your brush.† THE SELECTED STRATEGIES It is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing. The selected ones are: Demonstration Pair and share Guided lecture Class Discussion Peer teaching SELECTED TECHNIQUES I will choose three technique from the following: Wet on wet Wet on dry Sponge wash Splatter Resist Salt texture METHODOLOGY The study necessitate an action research. Action research in classrooms involves the teacher directly. Peer teachers, the Rector, teachers, students and classroom researchers are part of the process. An action research is a process in which participants examine their own educational practice systematically and carefully used techniques of research and it is based on the following assumptions: It involves: a specific problem within a particular classroom Planned action elements of the formal research improvement of classroom practice. Contributes to the self evaluation process I am going to do an action research for the actual problem(difficulty in using watercolour techniques) of the Form IV students. I will look for some new methods to motivate students and to enhance their performance. Sample The study will be targeted at students of form four studying Art and design at Hamilton College Girls Department. A class sample of 10 students will be taken from two different classes. For group work the students will be selected randomly as the class is considered to be a mixed ability one but the number of low achievers is quite high. Interview and observation Interviews will be carried out with the students during the class or after and the feedback of students will be noted. Students will be observed by the teacher during their practical classes and their approaches towards the lesson on a particular topic will be noted. Use of assessment both summative, formative and diagnosis and the use of mark sheets. (ii) Method to be used during class Observation Checklists Formulated questions Cycle 1 Direct teaching – teacher centered – chalk and talk Cycle 2 2 Lesson plans use of selected watercolour techniques Expectation of results above 60% Comparison between cycle 1 and cycle 2 Cycle 3 More lessons on watercolour techniques. (iii)Analysis and Interpretation of data Data will be represented as: Bar chart Pie chart Conclusion I will investigate through the research and come to a conclusion and I hope that this study will be useful to teachers in better creating the conditions that will foster students participation. BIBLIOGRAPHY Barry K King L, (1998), Beginning Teaching and Beyond, 3rd Edition. http://barrycoombs.wordpress.com/tag/watercolor-demonstration/ http://voices.yahoo.com/21-ways-motivate-students-art-class-guide-5440335.html?cat=4 http://olc.spsd.sk.ca/DE/PD/instr/categ.html http://www.crlt.umich.edu/gsis/p2_5 http://www.bing.com/search?q=exploring+watercolour+techniquesgo=qs=nform=QBREpq=exploring+watercolour+techniquessc=0-0sp=-1sk=

The Awakening Essay -- essays research papers

The Awakening Analytical Essay THE AWAKENING Throughout Kate Chopin’s, The Awakening, numerous scenes of birth and renewal are depicted. Various symbols placed throughout the book show Edna Pontellier’s awakenings. For instance, many references are made to oceans and water. It is in the water that Edna has her first rebirth, but it is also the place where she chooses to die. Water symbolizes life, which is the reason that Edna’s renewal takes place there, but it also symbolizes darkness and death. Birds, which are featured frequently in the story, symbolize Edna, and in many cases they foreshadow what’s to become of her, or they show her renewal of life. The imagery of birds throughout the book is used to symbolize freedom, which is exactly what Edna was trying to achieve from her husband, children, and all the other people that antagonized her. Edna has struggled all summer to learn to swim. She has been coached by the men, women, and children on Grand Isle. Swimming p rovides Edna with strength and joy, and yet makes her feel just like a child. â€Å"But that night she was like the little tottering, stumbling, clutching child, who of a sudden realizes its powers, and walks for the first time alone, boldly and with overconfidence. She could have shouted for joy. She did shout for joy, as with a sweeping stroke or two she lifted her body to the surface of the water† (47). This passage marks Edna’s rebirth, or renewal. Here she is described just like a child learning to walk,...

Regulatory Bodies and Current Leglislations for Setting Up a Home Base Childcare Setting Essay

Ofsted is the office for standards in Education, children’s services and skills. They make sure that people achieve excellence in care of children and young people. Ofsted assess children services in local areas and inspect services for looked after children , safeguarding and child protection. Ofsted’s job is to check places that young people and children are looked after and the people who look after children and young people. They check to see if people are doing a good job in looking after children, if they are not they try to help them get better. Ofsted inspect children services e.g. childminders, nursery’s etc. to see the standard of care for children, after there inspections they carry out a report of what they have found. All in all Ofsted’s job is to make sure that all children and young people who are being cared for are safe, being looked after properly, to improve children’s services, to make sure children’s services focus on the interests of the children and young people, parents, adult learners and employers who use them and also to see that the services for children are efficient and effective. Current legislations for home based childcare Children’s act 1989 – 2004 This act aims to improve effective local working to safeguard and promote children’s well being. The act aims to ensure that welfare of children is paramount, working in partnership with parents to protect children from harm. The Act is intended to strengthen the child’s legal position; to give him/her equal rights, feelings and wishes, and to ensure children are consulted and kept informed. The Children Act aims to further improve children’s lives and gives the legal underpinning to ‘Every Child Matters: Change for Children. The act puts a duty on local authorities to make arrangements to promote co-operation between agencies and other appropriate bodies such as voluntary and community organisations in order to improve children’s well being (where well being is defined by reference to the five outcomes), and a duty on key partners to take part in co-operation arrangements, it also makes sure that key agencies safeguard and promote the welfare of children. Childcare Act 2006 This is the first ever piece of legislation specifically on early years and childcare. The act places responsibility for childcare provision with local authorities, charging them with raising quality, improving delivery and achieving better results, it sets the legal framework for children from birth to 17 years. The act introduces the Early years foundation stage (EYFS) which brings together three documents, Birth to three matters, foundation stage and national standers for under 8’s day care and child minding. The EYFS will support providers in delivering high quality integrated early education an care for children from birth to age 5. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers –the Early years register for people caring for children aged from birth to 31 August after their fifth birthday and the General childcare register for childcare over this age. Every child matters 2003 (ECM) Every child matters is a government publication that indicates national and local priorities for children’s services and sets out outcomes. This document was given legal force in the children’s act 2004, it also includes 25 specific aims for children and young people and explicitly relates OFSTED inspection criteria to the 5 outcomes. ECM consulted children, young people and families, they wanted the government to set out a positive vision of the outcomes they want to achieve. The five outcomes which mattered most to children and young people were: ECM 5 OUCOMES Staying safe – being protected from harm and neglect Being healthy – enjoying good physical and mental health and living a healthy lifestyle Enjoying and achieving – getting the most out of life and developing the skills for adulthood Economic well being – not being prevented by economic disadvantage from achieving their full potential in life Making a positive contribution – being involved in the community and society and not engaging in anti – social behaviour The Government has built the foundations for improving these outcomes through Sure Start, raising school standards, and progress made towards eradicating child poverty. Early years foundation stage 2008 (EYFS) The Early Years Foundation Stage is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five years. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident their child will receive a quality experience that supports their care, learning and development. It is implemented in all registered early years settings, maintained and independent schools. The settings are required to meet learning, development and welfare requirements in the EYFS package and with regard to the guidance associated with those requirements as appropriate.

Dissertation Expert

Dissertation Expert Dissertation Expert Consult a Dissertation Expert Hundreds of students face the necessity of writing a dissertation every year, but of course not all of them are well prepared for the challenge. You may know the subject of your dissertation very well, but that does not guarantee that your try to write a dissertation without professional help will be a success. What to do if you just need a good piece of advice, and fast? Sometimes students encounter unexpected difficulties, when they think that their work is almost over. For example, a student is told that his dissertation was not written in compliance with the scholarly manner. Who to address if your drafts were rejected, and your final deadline is looming large? Dissertation Experts Know What To Do What is the use of spending hours in the library and collecting facts if you do not know what you are really looking for? You always have a choice, and some students prefer to struggle with their problems themselves, even if this fight is not very eff ective. The others prefer to get professional help of a dissertation expert, which saves time, money and energy. Think about sleepless nights you can avoid if you receive a good advice on time! In many cases a dissertation expert just shows the way to students, and after that they find themselves able to continue their work, collecting and analyzing data, summing up their evidence, managing their supervisors! The Price of Consulting Dissertation Expert You may think that consulting a dissertation expert will be too expensive, but it is not so. Just think about the money that you would pay to a professor from your university, if you asked him or her for special attention to your dissertation and for detailed instructions whenever you need them. You may know from your own experience that a supervisors instructions can be so general and abstract, that it is really problematic to apply them to your particular dissertation. If you consult our dissertation expert, be sure to get profess ional consulting, proofreading or any other kind of dissertation assistance. Dissertation Assistance Is Right Here! We provide dissertation assistance for students at all stages of their work. If you are uncertain about a dissertation topic, we shall offer you an interesting one. If you want to make sure that everything is right about your dissertation, our dissertation expert will proofread it carefully. Whatever your problem is, you can rely on our professional assistance. Just contact us and forget about your dissertation nightmares!

Full Text of General Act of the Berlin Conference on West Africa

Full Text of General Act of the Berlin Conference on West Africa Signed by the representatives of the United Kingdom, France, Germany, Austria, Belgium, Denmark, Spain, the United States of America, Italy, the Netherlands, Portugal, Russia, Sweden-Norway, and Turkey (Ottoman Empire). (Printable version  of this text) GENERAL ACT OF THE CONFERENCE AT BERLIN OF THE PLENIPOTENTIARIES OF GREAT BRITAIN, AUSTRIA-HUNGARY, BELGIUM, DENMARK, FRANCE, GERMANY, ITALY, THE NETHERLANDS, PORTUGAL, RUSSIA, SPAIN, SWEDEN AND NORWAY, TURKEY AND THE UNITED STATES RESPECTING: (1) FREEDOM OF TRADE IN THE BASIN OF THE CONGO; (2) THE SLAVE TRADE; (3) NEUTRALITY OF THE TERRITORIES IN THE BASIN OF THE CONGO; (4) NAVIGATION OF THE CONGO; (5) NAVIGATION OF THE NIGER; AND (6) RULES FOR FUTURE OCCUPATION ON THE COAST OF THE AFRICAN CONTINENT In the Name of God Almighty. Her Majesty the Queen of the United Kingdom of Great Britain and Ireland, Empress of India; His Majesty the German Emperor, King of Prussia; His Majesty the Emperor of Austria, King of Bohemia, etc, and Apostolic King of Hungary; His Majesty the King of the Belgians; His Majesty the King of Denmark; His Majesty the King of Spain; the President of the United States of America; the President of the French Republic; His Majesty the King of Italy; His Majesty the King of the Netherlands, Grand Duke of Luxemburg, etc; His Majesty the King of Portugal and the Algarves, etc; His Majesty the Emperor of all the Russias; His Majesty the King of Sweden and Norway, etc; and His Majesty the Emperor of the Ottomans, WISHING, in a spirit of good and mutual accord, to regulate the conditions most favourable to the development of trade and civilization in certain regions of Africa, and to assure to all nations the advantages of free navigation on the two chief rivers of Africa flowing into the Atlantic Ocean; BEING DESIROUS, on the other hand, to obviate the misunderstanding and disputes which might in future arise from new acts of occupation (prises de possession) on the coast of Africa; and concerned, at the same time, as to the means of furthering the moral and material well-being of the native populations; HAVE RESOLVED, on the invitation addressed to them by the Imperial Government of Germany, in agreement with the Government of the French Republic, to meet for those purposes in Conference at Berlin, and have appointed as their Plenipotentiaries, to wit: [Names of plenipotentiaries included here.] Who, being provided with full powers, which have been found in good and due form, have successively discussed and adopted: 1. A Declaration relative to freedom of trade in the basin of the Congo, its embouchures and circumjacent regions, with other provisions connected therewith. 2. A Declaration relative to the slave trade, and the operations by sea or land which furnish slaves to that trade. 3. A Declaration relative to the neutrality of the territories comprised in the Conventional basin of the Congo. 4. An Act of Navigation for the Congo, which, while having regard to local circumstances, extends to this river, its affluents, and the waters in its system (eaux qui leur sont assimilà ©es), the general principles enunciated in Articles 58 and 66 of the Final Act of the Congress of Vienna, and intended to regulate, as between the Signatory Powers of that Act, the free navigation of the waterways separating or traversing several States - these said principles having since then been applied by agreement to certain rivers of Europe and America, but especially to the Danube, with the modifications stipulated by the Treaties of Paris (1856), of Berlin (1878), and of London (1871 and 1883). 5. An Act of Navigation for the Niger, which, while likewise having regard to local circumstances, extends to this river and its affluents the same principles as set forth in Articles 58 and 66 of the Final Act of the Congress of Vienna. 6. A Declaration introducing into international relations certain uniform rules with reference to future occupations on the coast of the African Continent. And deeming it expedient that all these several documents should be combined in one single instrument, they (the Signatory Powers) have collected them into one General Act, composed of the following Articles: CHAPTER I DECLARATION RELATIVE TO FREEDOM OF TRADE IN THE BASIN OF THE CONGO, ITS MOUTHS AND CIRCUMJACENT REGIONS, WITH OTHER PROVISIONS CONNECTED THEREWITH Article 1 The trade of all nations shall enjoy complete freedom- 1. In all the regions forming the basin of the Congo and its outlets. This basin is bounded by the watersheds (or mountain ridges) of the adjacent basins, namely, in particular, those of the Niari, the Ogowà ©, the Schari, and the Nile, on the north; by the eastern watershed line of the affluents of Lake Tanganyika on the east; and by the watersheds of the basins of the Zambesi and the Logà © on the south. It therefore comprises all the regions watered by the Congo and its affluents, including Lake Tanganyika, with its eastern tributaries. 2. In the maritime zone extending along the Atlantic Ocean from the parallel situated in 2 º30 of south latitude to the mouth of the Logà ©. The northern boundary will follow the parallel situated in 2 º30 from the coast to the point where it meets the geographical basin of the Congo, avoiding the basin of the Ogowà ©, to which the provisions of the present Act do not apply. The southern boundary will follow the course of the Logà © to its source, and thence pass eastwards till it joins the geographical basin of the Congo. 3. In the zone stretching eastwards from the Congo Basin, as above defined, to the Indian Ocean from 5 degrees of north latitude to the mouth of the Zambesi in the south, from which point the line of demarcation will ascend the Zambesi to 5 miles above its confluence with the Shirà ©, and then follow the watershed between the affluents of Lake Nyassa and those of the Zambesi, till at last it reaches the watershed between the waters of the Zambesi and the Congo. It is expressly recognized that in extending the principle of free trade to this eastern zone the Conference Powers only undertake engagements for themselves, and that in the territories belonging to an independent Sovereign State this principle shall only be applicable in so far as it is approved by such State. But the Powers agree to use their good offices with the Governments established on the African shore of the Indian Ocean for the purpose of obtaining such approval, and in any case of securing the most favourable conditions to the transit (traffic) of all nations. Article 2 All flags, without distinction of nationality, shall have free access to the whole of the coastline of the territories above enumerated, to the rivers there running into the sea, to all the waters of the Congo and its affluents, including the lakes, and to all the ports situate on the banks of these waters, as well as to all canals which may in future be constructed with intent to unite the watercourses or lakes within the entire area of the territories described in Article 1. Those trading under such flags may engage in all sorts of transport, and carry on the coasting trade by sea and river, as well as boat traffic, on the same footing as if they were subjects. Article 3 Wares, of whatever origin, imported into these regions, under whatsoever flag, by sea or river, or overland, shall be subject to no other taxes than such as may be levied as fair compensation for expenditure in the interests of trade, and which for this reason must be equally borne by the subjects themselves and by foreigners of all nationalities. All differential dues on vessels, as well as on merchandise, are forbidden. Article 4 Merchandise imported into these regions shall remain free from import and transit dues. The Powers reserve to themselves to determine after the lapse of twenty years whether this freedom of import shall be retained or not. Article 5 No Power which exercises or shall exercise sovereign rights in the abovementioned regions shall be allowed to grant therein a monopoly or favour of any kind in matters of trade. Foreigners, without distinction, shall enjoy protection of their persons and property, as well as the right of acquiring and transferring movable and immovable possessions; and national rights and treatment in the exercise of their professions. PROVISIONS RELATIVE TO PROTECTION OF THE NATIVES, OF MISSIONARIES AND TRAVELLERS, AS WELL AS RELATIVE TO RELIGIOUS LIBERTY Article 6 All the Powers exercising sovereign rights or influence in the aforesaid territories bind themselves to watch over the preservation of the native tribes, and to care for the improvement of the conditions of their moral and material well-being, and to help in suppressing slavery, and especially the slave trade. They shall, without distinction of creed or nation, protect and favour all religious, scientific or charitable institutions and undertakings created and organized for the above ends, or which aim at instructing the natives and bringing home to them the blessings of civilization. Christian missionaries, scientists and explorers, with their followers, property and collections, shall likewise be the objects of especial protection. Freedom of conscience and religious toleration are expressly guaranteed to the natives, no less than to subjects and to foreigners. The free and public exercise of all forms of divine worship, and the right to build edifices for religious purposes, and to organize religious missions belonging to all creeds, shall not be limited or fettered in any way whatsoever. POSTAL REGIME Article 7 The Convention of the Universal Postal Union, as revised at Paris 1 June 1878, shall be applied to the Conventional basin of the Congo. The Powers who therein do or shall exercise rights of sovereignty or Protectorate engage, as soon as circumstances permit them, to take the measures necessary for the carrying out of the preceding provision. RIGHT OF SURVEILLANCE VESTED IN THE INTERNATIONAL NAVIGATION COMMISSION OF THE CONGO Article 8 In all parts of the territory had in view by the present Declaration, where no Power shall exercise rights of sovereignty or Protectorate, the International Navigation Commission of the Congo, instituted in virtue of Article 17, shall be charged with supervising the application of the principles proclaimed and perpetuated (consacrà ©s) by this Declaration. In all cases of difference arising relative to the application of the principles established by the present Declaration, the Governments concerned may agree to appeal to the good offices of the International Commission, by submitting to it an examination of the facts which shall have occasioned these differences. CHAPTER II DECLARATION RELATIVE TO THE SLAVE TRADE Article 9 Seeing that trading in slaves is forbidden in conformity with the principles of international law as recognized by the Signatory Powers, and seeing also that the operations, which, by sea or land, furnish slaves to trade, ought likewise to be regarded as forbidden, the Powers which do or shall exercise sovereign rights or influence in the territories forming the Conventional basin of the Congo declare that these territories may not serve as a market or means of transit for the trade in slaves, of whatever race they may be. Each of the Powers binds itself to employ all the means at its disposal for putting an end to this trade and for punishing those who engage in it. CHAPTER III DECLARATION RELATIVE TO THE NEUTRALITY OF THE TERRITORIES COMPRISED IN THE CONVENTIONAL BASIN OF THE CONGO Article 10 In order to give a new guarantee of security to trade and industry, and to encourage, by the maintenance of peace, the development of civilization in the countries mentioned in Article 1, and placed under the free trade system, the High Signatory Parties to the present Act, and those who shall hereafter adopt it, bind themselves to respect the neutrality of the territories, or portions of territories, belonging to the said countries, comprising therein the territorial waters, so long as the Powers which exercise or shall exercise the rights of sovereignty or Protectorate over those territories, using their option of proclaiming themselves neutral, shall fulfil the duties which neutrality requires. Article 11 In case a Power exercising rights of sovereignty or Protectorate in the countries mentioned in Article 1, and placed under the free trade system, shall be involved in a war, then the High Signatory Parties to the present Act, and those who shall hereafter adopt it, bind themselves to lend their good offices in order that the territories belonging to this Power and comprised in the Conventional free trade zone shall, by the common consent of this Power and of the other belligerent or belligerents, be placed during the war under the rule of neutrality, and considered as belonging to a non-belligerent State, the belligerents thenceforth abstaining from extending hostilities to the territories thus neutralized, and from using them as a base for warlike operations. Article 12 In case a serious disagreement originating on the subject of, or in the limits of, the territories mentioned in Article 1, and placed under the free trade system, shall arise between any Signatory Powers of the present Act, or the Powers which may become parties to it, these Powers bind themselves, before appealing to arms, to have recourse to the mediation of one or more of the friendly Powers. In a similar case the same Powers reserve to themselves the option of having recourse to arbitration. CHAPTER IV ACT OF NAVIGATION FOR THE CONGO Article 13 The navigation of the Congo, without excepting any of its branches or outlets, is, and shall remain, free for the merchant ships of all nations equally, whether carrying cargo or ballast, for the transport of goods or passengers. It shall be regulated by the provisions of this Act of Navigation, and by the rules to be made in pursuance thereof. In the exercise of this navigation the subjects and flags of all nations shall in all respects be treated on a footing of perfect equality, not only for the direct navigation from the open sea to the inland ports of the Congo, and vice versa, but also for the great and small coasting trade, and for boat traffic on the course of the river. Consequently, on all the course and mouths of the Congo there will be no distinction made between the subjects of riverain States and those of non-riverain States, and no exclusive privilege of navigation will be conceded to companies, corporations or private persons whatsoever. These provisions are recognized by the Signatory Powers as becoming henceforth a part of international law. Article 14 The navigation of the Congo shall not be subject to any restriction or obligation which is not expressly stipulated by the present Act. It shall not be exposed to any landing dues, to any station or depot tax, or to any charge for breaking bulk, or for compulsory entry into port. In all the extent of the Congo the ships and goods in process of transit on the river shall be submitted to no transit dues, whatever their starting place or destination. There shall be levied no maritime or river toll based on the mere fact of navigation, nor any tax on goods aboard of ships. There shall only be levied taxes or duties having the character of an equivalent for services rendered to navigation itself, to wit: 1. Harbour dues on certain local establishments, such as wharves, warehouses, etc, if actually used. The tariff of such dues shall be framed according to the cost of constructing and maintaining the said local establishments; and it will be applied without regard to whence vessels come or what they are loaded with. 2. Pilot dues for those stretches of the river where it may be necessary to establish properly qualified pilots. The tariff of these dues shall be fixed and calculated in proportion to the service rendered. 3. Charges raised to cover technical and administrative expenses incurred in the general interest of navigation, including lighthouse, beacon and buoy duties. The lastmentioned dues shall be based on the tonnage of vessels as shown by the ships papers, and in accordance with the rules adopted on the Lower Danube. The tariffs by which the various dues and taxes enumerated in the three preceding paragraphs shall be levied shall not involve any differential treatment, and shall be officially published at each port. The Powers reserve to themselves to consider, after the lapse of five years, whether it may be necessary to revise, by common accord, the abovementioned tariffs. Article 15 The affluents of the Congo shall in all respects be subject to the same rules as the river of which they are tributaries. And the same rules shall apply to the streams and river as well as the lakes and canals in the territories defined in paragraphs 2 and 3 of Article 1. At the same time the powers of the International Commission of the Congo will not extend to the said rivers, streams, lakes and canals, unless with the assent of the States under whose sovereignty they are placed. It is well understood, also, that with regard to the territories mentioned in paragraph 3 of Article 1 the consent of the Sovereign States owning these territories is reserved. Article 16 The roads, railways or lateral canals which may be constructed with the special object of obviating the innavigability or correcting the imperfection of the river route on certain sections of the course of the Congo, its affluents, and other waterways placed under a similar system, as laid down in Article 15, shall be considered in their quality of means of communication as dependencies of this river, and as equally open to the traffic of all nations. And, as on the river itself, so there shall be collected on these roads, railways and canals only tolls calculated on the cost of construction, maintenance and management, and on the profits due to the promoters. As regards the tariff of these tolls, strangers and the natives of the respective territories shall be treated on a footing of perfect equality. Article 17 There is instituted an International Commission, charged with the execution of the provisions of the present Act of Navigation. The Signatory Powers of this Act, as well as those who may subsequently adhere to it, may always be represented on the said Commission, each by one delegate. But no delegate shall have more than one vote at his disposal, even in the case of his representing several Governments. This delegate will be directly paid by his Government. As for the various agents and employees of the International Commission, their remuneration shall be charged to the amount of the dues collected in conformity with paragraphs 2 and 3 of Article 14. The particulars of the said remuneration, as well as the number, grade and powers of the agents and employees, shall be entered in the returns to be sent yearly to the Governments represented on the International Commission. Article 18 The members of the International Commission, as well as its appointed agents, are invested with the privilege of inviolability in the exercise of their functions. The same guarantee shall apply to the offices and archives of the Commission. Article 19 The International Commission for the Navigation of the Congo shall be constituted as soon as five of the Signatory Powers of the present General Act shall have appointed their delegates. And, pending the constitution of the Commission, the nomination of these delegates shall be notified to the Imperial Government of Germany, which will see to it that the necessary steps are taken to summon the meeting of the Commission. The Commission will at once draw up navigation, river police, pilot and quarantine rules. These rules, as well as the tariffs to be framed by the Commission, shall, before coming into force, be submitted for approval to the Powers represented on the Commission. The Powers interested will have to communicate their views with as little delay as possible. Any infringement of these rules will be checked by the agents of the International Commission wherever it exercises direct authority, and elsewhere by the riverain Power. In the case of an abuse of power, or of an act of injustice, on the part of any agent or employee of the International Commission, the individual who considers himself to be aggrieved in his person or rights may apply to the consular agent of his country. The latter will examine his complaint, and if he finds it prima facie reasonable he will then be entitled to bring it before the Commission. At his instance then, the Commission, represented by at least three of its members, shall, in conjunction with him, inquire into the conduct of its agent or employee. Should the consular agent look upon the decision of the Commission as raising questions of law (objections de droit), he will report on the subject to his Government, which may then have recourse to the Powers represented on the Commission, and invite them to agree as to the instructions to be given to the Commission. Article 20 The International Commission of the Congo, charged in terms of Article 17 with the execution of the present Act of Navigation, shall in particular have power- 1. To decide what works are necessary to assure the navigability of the Congo in accordance with the needs of international trade. On those sections of the river where no Power exercises sovereign rights the International Commission will itself take the necessary measures for assuring the navigability of the river. On those sections of the river held by a Sovereign Power the International Commission will concert its action (sentendra) with the riparian authorities. 2. To fix the pilot tariff and that of the general navigation dues as provided for by paragraphs 2 and 3 of Article 14. The tariffs mentioned in the first paragraph of Article 14 shall be framed by the territorial authorities within the limits prescribed in the said Article. The levying of the various dues shall be seen to by the international or territorial authorities on whose behalf they are established. 3. To administer the revenue arising from the application of the preceding paragraph (2). 4. To superintend the quarantine establishment created in virtue of Article 24. 5. To appoint officials for the general service of navigation, and also its own proper employees. It will be for the territorial authorities to appoint sub-inspectors on sections of the river occupied by a Power, and for the International Commission to do so on the other sections. The riverain Power will notify to the International Commission the appointment of sub-inspectors, and this Power will undertake the payment of their salaries. In the exercise of its functions, as above defined and limited, the International Commission will be independent of the territorial authorities. Article 21 In the accomplishment of its task the International Commission may, if need be, have recourse to the war vessels of the Signatory Powers of this Act, and of those who may in future accede to it, under reserve, however, of the instructions which may be given to the commanders of these vessels by their respective Governments. Article 22 The war vessels of the Signatory Powers of this Act that may enter the Congo are exempt from payment of the navigation dues provided for in paragraph 3 of Article 14; but, unless their intervention has been called for by the International Commission or its agents, in terms of the preceding Article, they shall be liable to the payment of the pilot or harbour dues which may eventually be established. Article 23 With the view of providing for the technical and administrative expenses which it may incur, the International Commission created by Article 17 may, in its own name, negotiate loans to be exclusively guaranteed by the revenues raised by the said Commission. The decisions of the Commission dealing with the conclusion of a loan must be come to by a majority of two-thirds. It is understood that the Governments represented on the Commission shall not in any case be held as assuming any guarantee, or as contracting any engagement or joint liability (solidarità ©) with respect to the said loans, unless under special Conventions concluded by them to this effect. The revenue yielded by the dues specified in paragraph 3 of Article 14 shall bear, as a first charge, the payment of the interest and sinking fund of the said loans, according to agreement with the lenders. Article 24 At the mouth of the Congo there shall be founded, either on the initiative of the riverain Powers, or by the intervention of the International Commission, a quarantine establishment for the control of vessels passing out of as well as into the river. Later on the Powers will decide whether and on what conditions a sanitary control shall be exercised over vessels engaged in the navigation of the river itself. Article 25 The provisions of the present Act of Navigation shall remain in force in time of war. Consequently all nations, whether neutral or belligerent, shall be always free, for the purposes of trade, to navigate the Congo, its branches, affluents and mouths, as well as the territorial waters fronting the embouchure of the river. Traffic will similarly remain free, despite a state of war, on the roads, railways, lakes and canals mentioned in Articles 15 and 16. There will be no exception to this principle, except in so far as concerns the transport of articles intended for a belligerent, and in virtue of the law of nations regarded as contraband of war. All the works and establishments created in pursuance of the present Act, especially the tax collecting offices and their treasuries, as well as the permanent service staff of these establishments, shall enjoy the benefits of neutrality (placà ©s sous le rà ©gime de la neutralità ©), and shall, therefore, be respected and protected by belligerents. CHAPTER V ACT OF NAVIGATION FOR THE NIGER Article 26 The navigation of the Niger, without excepting any of its branches and outlets, is and shall remain entirely free for the merchant ships of all nations equally, whether with cargo or ballast, for the transportation of goods and passengers. It shall be regulated by the provisions of this Act of Navigation, and by the rules to be made in pursuance of this Act. In the exercise of this navigation the subjects and flags of all nations shall be treated, in all circumstances, on a footing of perfect equality, not only for the direct navigation from the open sea to the inland ports of the Niger, and vice versa, but for the great and small coasting trade, and for boat trade on the course of the river. Consequently, on all the course and mouths of the Niger there will be no distinction made between the subjects of the riverain States and those of non-riverain States; and no exclusive privilege of navigation will be conceded to companies, corporations or private persons. These provisions are recognized by the Signatory Powers as forming henceforth a part of international law. Article 27 The navigation of the Niger shall not be subject to any restriction or obligation based merely on the fact of navigation. It shall not be exposed to any obligation in regard to landing-station or depot, or for breaking bulk, or for compulsory entry into port. In all the extent of the Niger the ships and goods in process of transit on the river shall be submitted to no transit dues, whatever their starting place or destination. No maritime or river toll shall be levied based on the sole fact of navigation, nor any tax on goods on board of ships. There shall only be collected taxes or duties which shall be an equivalent for services rendered to navigation itself. The tariff of these taxes or duties shall not warrant any differential treatment. Article 28 The affluents of the Niger shall be in all respects subject to the same rules as the river of which they are tributaries. Article 29 The roads, railways or lateral canals which may be constructed with the special object of obviating the innavigability or correcting the imperfections of the river route on certain sections of the course of the Niger, its affluents, branches and outlets, shall be considered, in their quality of means of communication, as dependencies of this river, and as equally open to the traffic of all nations. And, as on the river itself, so there shall be collected on these roads, railways and canals only tolls calculated on the cost of construction, maintenance and management, and on the profits due to the promoters. As regards the tariff of these tolls, strangers and the natives of the respective territories shall be treated on a footing of perfect equality. Article 30 Great Britain undertakes to apply the principles of freedom of navigation enunciated in Articles 26, 27, 28 and 29 on so much of the waters of the Niger, its affluents, branches and outlets, as are or may be under her sovereignty or protection. The rules which she may establish for the safety and control of navigation shall be drawn up in a way to facilitate, as far as possible, the circulation of merchant ships. It is understood that nothing in these obligations shall be interpreted as hindering Great Britain from making any rules of navigation whatever which shall not be contrary to the spirit of these engagements. Great Britain undertakes to protect foreign merchants and all the trading nationalities on all those portions of the Niger which are or may be under her sovereignty or protection as if they were her own subjects, provided always that such merchants conform to the rules which are or shall be made in virtue of the foregoing. Article 31 France accepts, under the same reservations, and in identical terms, the obligations undertaken in the preceding Articles in respect of so much of the waters of the Niger, its affluents, branches and outlets, as are or may be under her sovereignty or protection. Article 32 Each of the other Signatory Powers binds itself in the same way in case it should ever exercise in the future rights of sovereignty or protection over any portion of the waters of the Niger, its affluents, branches or outlets. Article 33 The arrangements of the present Act of Navigation will remain in force in time of war. Consequently, the navigation of all neutral or belligerent nationals will be in all time free for the usages of commerce on the Niger, its branches, its affluents, its mouths and outlets, as well as on the territorial waters opposite the mouths and outlets of that river. The traffic will remain equally free in spite of a state of war on the roads, railways and canals mentioned in Article 29. There will be an exception to this principle only in that which relates to the transport of articles destined for a belligerent, and considered, in virtue of the law of nations, as articles contraband of war. CHAPTER VI DECLARATION RELATIVE TO THE ESSENTIAL CONDITIONS TO BE OBSERVED IN ORDER THAT NEW OCCUPATIONS ON THE COASTS OF THE AFRICAN CONTINENT MAY BE HELD TO BE EFFECTIVE Article 34 Any Power which henceforth takes possession of a tract of land on the coasts of the African continent outside of its present possessions, or which, being hitherto without such possessions, shall acquire them, as well as the Power which assumes a Protectorate there, shall accompany the respective act with a notification thereof, addressed to the other Signatory Powers of the present Act, in order to enable them, if need be, to make good any claims of their own. Article 35 The Signatory Powers of the present Act recognize the obligation to insure the establishment of authority in the regions occupied by them on the coasts of the African continent sufficient to protect existing rights, and, as the case may be, freedom of trade and of transit under the conditions agreed upon. CHAPTER VII GENERAL DISPOSITIONS Article 36 The Signatory Powers of the present General Act reserve to themselves to introduce into it subsequently, and by common accord, such modifications and improvements as experience may show to be expedient. Article 37 The Powers who have not signed the present General Act shall be free to adhere to its provisions by a separate instrument. The adhesion of each Power shall be notified in diplomatic form to the Government of the German Empire, and by it in turn to all the other signatory or adhering Powers. Such adhesion shall carry with it full acceptance of all the obligations as well as admission to all the advantages stipulated by the present General Act. Article 38 The present General Act shall be ratified with as little delay as possible, the same in no case to exceed a year. It will come into force for each Power from the date of its ratification by that Power. Meanwhile, the Signatory Powers of the present General Act bind themselves not to take any steps contrary to its provisions. Each Power will address its ratification to the Government of the German Empire, by which notice of the fact will be given to all the other Signatory Powers of the present Act. The ratifications of all the Powers will be deposited in the archives of the Government of the German Empire. When all the ratifications shall have been sent in, there will be drawn up a Deposit Act, in the shape of a Protocol, to be signed by the representatives of all the Powers which have taken part in the Conference of Berlin, and of which a certified copy will be sent to each of those Powers. IN TESTIMONY WHEREOF the several plenipotentiaries have signed the present General Act and have affixed thereto their seals. DONE at Berlin, the 26th day of February, 1885. [Signatures included here.]

Leadership question 3 Essay Example | Topics and Well Written Essays - 500 words - 1

Leadership question 3 - Essay Example The authors have also attempted to scrutinize leadership through the lens of organizational behaviour. The research conducted over last many years is analysed in this portion in an order to convey the most thorough meaning of leadership. The central lesson is that despite many arguments and discussions, the word leadership is pretty much like an ambiguous image which is open to multiple interpretations on a perceptual level. This is why, the criteria of leadership should be properly understood to acquire grasp over true doctrine of leadership. Understanding the true meaning of leadership is very important because the whole integrity of an organization depends upon this knowledge. This matters because those leaders who are not conscientious enough to explore the doctrine of philosophy make many mistakes. They think that leadership is only about productivity and sales. Without a thorough understanding, the importance of a viable social system is left unacknowledged in the dark. Not only leadership traits, but leadership behaviours and contingencies should also be explored to develop a full understanding and incorporating the things learned into every organizational process. Whenever a definite change is brought in the motivational level of group members by any one member, there is presence of leadership behind that change. This means that leadership translates into affecting others’ ways of perceiving myriad things. Developing the ability to distinguish different leaders from each other also matters a lot because thi s can help a person aspiring to become a leader to appreciate how the best leaders became able to accomplish those tasks which others could not. The things I learned are critically relevant to me and my leadership development because they lay emphasis on all important qualities which should be in a leader. Leadership development and this kind of knowledge are inextricably linked to each other. I understood that a good leader cannot establish a

Strengths and Weaknesses in Terms of Power One May Hold as the Manager Essay

Strengths and Weaknesses in Terms of Power One May Hold as the Manager - Essay Example Coercive power exploits the fear element of subordinates to get them to do the bidding of the manager; this includes threats of demotion, loss of jobs or projects and poor performance reviews. The only way a manager gets this power is through threatening others with the consequences of failing to perform their obligations to the system or orders of their boss to the required standards. The major strength of this form of power is that a manager can get things done regardless of employee attitudes, which is indispensable for tasks that are not appealing or too demanding in terms of time, energy and other resources. Moreover, it is crucial especially when employees have not been used to doing a certain task, and forcing them to do it acts as a way of achieving results before they are motivated enough to work without much coercion. On the contrary, this form of power causes loss of interest in the job due to lack of positive motivating factors in the job; employees do just the bare minim um to avoid the consequences of not doing so. This results in poor service delivery and high employee turnover; the former may result in loss of customers due to loss of competitive edge, while the latter reduces profitability due to the high costs of increased rate of employee turnover (Singh, 2009: 377). Reward power is the opposite of coercive power and is a form of positive motivation, whereby a manager fulfils the basic needs of employees and gives them a chance to fulfil their higher needs in their daily work. For instance, a manager may reward employee compliance with salary raises, bonuses, time offs, praise, recognition and other employee wishes; a practise that motivates employees to do more of the actions or behaviours for which they were rewarded. The main advantage of this form of power is that it uses the employees’ needs according to Maslow’s hierarchy of needs to keep them motivated, and objectives of the organisation are met in line with those of employees. Moreover, it creates a healthy relationship between the manager and subordinates, which increased the optimal performance of the latter in terms of effectiveness and efficiency. The main disadvantage of this form of power is that employee performance is negatively affected by change in management, as it is dependent on the motivation offered by the manager. In addition, as the manager motivates the employees, they become accustomed being rewarded and with time feel that they deserve the rewards they get; this p rofoundly affects their performance especially if there