Value Chain Competitive Advantage - 1492 Words

Value Chain as Competitive Advantage The idea of a value chain was first proposed by Michael Porter (1985) who identified that the more value an organization creates, the more profitable it is likely to be. Porter describes the value chain as the internal processes or series of activities a company performs â€Å"to design, produce, market, deliver and support its product† (Porter, 1985). John Shank and V. Govindarajan (1993) describe the value chain in broader terms than does Porter, affirming â€Å"the value chain for any firm is the value-creating activities all the way from basic raw material sources from component suppliers through to the ultimate end-use product delivered into the final consumers hands.† There are two major categories of activities in business: primary activities and support activities. Each of these activities contributes to a firm s relative cost position and create a basis for differentiation. Primary activities directly involved the products and services transforming inputs to outputs and delivery or after-sales support. Examples of primary activities include inbound logistics, operations, outbound logistics, marketing sales and customer service. The other major category of business activities is support activities which includes procurement, technology, human resources and firm infrastructure. Porter suggests that activities within an organization add value to the service and products that the company produces, and that all these activities should beShow MoreRelatedValue Chain Competitive Advantage1627 Words   |  7 PagesValue Chain as Competitive Advantage Unit 3 Assignment Katherine Moore GB570 Managing the Value Chain Jerry Haenisch, PhD. Kaplan University December 27, 2012 Value Chain as Competitive Advantage Industries have in the earlier years concentrated on enhancing the supply chain activities in search of creating value. Nonetheless, optimizing these activities, only can lead to operative proficiency and not structural effectiveness. Contritely, when an organization, focus on growingRead MoreValue Chain : Competitive Advantage1444 Words   |  6 PagesValue Chain as Competitive Advantage If a firm sustain profits that exceed the industry average, said firm is said to have a competitive advantage. The goal of any given business strategy is to achieve a competitive advantage. Moreover, the goal of a successful business strategy is a sustainable competitive advantage. The question is how does a firm create that competitive advantage? According to Michael Porter, to achieve a competitive advantage, a firm must perform one or more value creating activitiesRead MoreValue Chain as Competitive Advantage1024 Words   |  5 PagesValue Chain as Competitive Advantage Unit 3 Assignment Bobby Young-Mentgen GB570 Managing the Value Chain Pricilla Aaltonen Kaplan University September 25, 2012 Value Chain as Competitive Advantage Customer-centric businesses focus on consistently delivering a differentiated experience designed to satisfy the customer. The ultimate goal is to sustain competitive advantage in the marketplace. The purpose of this paper is to demonstrate why an effective value chain creates competitive advantageRead MoreValue Chain : Competitive Advantage1300 Words   |  6 PagesValue Chain as Competitive Advantage If a firm sustain profits that exceed the industry average, said firm is said to have a competitive advantage. The goal of any given business strategy is to achieve a competitive advantage. Moreover, the goal of a successful business strategy is a sustainable competitive advantage. The question is how does a firm create that competitive advantage? According to Michael Porter, to achieve a competitive advantage, a firm must perform one or more value creating activitiesRead MoreValue Chain as Competitive Advantage1295 Words   |  6 PagesValue Chain as Competitive Advantage Unit 3 Assignment Christine Washington GB570 Managing the Value Chain Jerry Haenisch, Professor Kaplan University November 12, 2012 Value Chain as Competitive Advantage Effective value chain as a competitive advantage can contribute significantly to the prosperity of a firm in the competitive arena, but it can cause dire situations if not operated properly (Guy, 2011). However, there are conflicts among companies as to how stakeholders think theyRead MoreValue Chain for Competitive Advantage6510 Words   |  27 PagesCorporate and operational managers strive to create more value by optimizing the supply-chain activities. Optimization of supply chain activities means competition from other firms, primarily on cost-efficiency. However, optimization of supply chain activities alone cannot always yield a source of competitive advantage. This is for the simple reason that value chain not only seeks to do away with the activities that do not add value, but establishes the importance of other support activities, includingRead MoreCompetitive Advantage And The Value Chain1400 Words   |  6 Pages Competitive Advantage and the Value Chain Unit 3 Assignment Trecia Grimes Kaplan University GB570: Managing the Value Chain Dr. Rita Gunzelman September 25, 2017 â€Æ' Corporate Social Responsibility and the Value Chain It is difficult for an organization to remain competitive in today’s market without taking Corporate Social Responsibility (CSR) into consideration. In today’s market consumers are more aware of how businesses develop their products and service. A few major concerns for consumersRead MoreDell Competitive Advantage and Value Chain Analysis1544 Words   |  7 PagesStrategic Management: Dell Value Chain Activities Analysis INTRODUCTION According to Porter the value chain is defined as the complete flow of products from the suppliers to the customers and management of the information flow in a way that maximizes the consumer satisfaction with the increase in the profit margins of the company.(ivythesis,2009) Dell’s value chain is one of a kind, they outsource all there components across the world and then assemble and sells it directly to the customers. DellRead MoreCompetitive Advantage Through Value Chain And Vertical Integration1072 Words   |  5 Pageswhat are they doing to maintain competitive advantage? Rise of technology has given birth to competition by giving companies new ways to perform at higher levels and this has also led to the ways companies are producing their products and services. Technology has affected several sections of an organization by having an impact on business communications, company’s HR practices, and organizational changes. Therefore, in order to gain and maintain competitive advantage, a company must do one of the two;Read MoreUsing Porter’s Value Chain Framework, Explain How Technology Can Help an Organisation to Gain a Competitive Advantage1967 Words   |  8 PagesIn order to analyse the various types of activities which would help in the creation of competitive advantage he use of Porter’s Value Chain Analysis are done. The value chain analysis will help in order to perform two main activities such as primary support activities. The primary activities in the value chain analysis takes into consideration inbound and outbound logistics, marketing and sales after sales service. Whereas the support activities takes into consideration, procurement of raw materials

Rehabilitation Of Prison Is It Possible Or A Lost Cause

Rehabilitation in prison: Is it possible or a lost cause? When people think about the men and women that occupy our prison system, I’m sure one of the first things that come to their mind isn’t â€Å"rehabilitation† and the different programs that could be implemented in order to get these crooks mentally healthy and ready to be released back into society. What does come to one’s mind more often than not, are the negative behaviors that got these men and women into the prison system in the first place, the punishment that will be laid out for them, the long hours that are going to be spent thinking about what they have done to not only their life, but the lives of the individuals targeted and their families. It is easy to forget that these†¦show more content†¦The problem is that many people keep going back to institutions and have been since childhood. It ends up being a place of comfort for them instead of a place of punishment because they have had no way of learning any other way. How do you expect a human being to learn their lesson and change for the better and be a productive member of society when the same corruption that happened outside the penitentiary takes place inside? It is no surprise that prison is supposed to be a place of punishment, where an individual is sent away to pay for their wrongdoings and reflect on their behavior and the harm that it caused others. Many people have this idea that they should rot in jail for the pain they have caused others and that they deserve this type of treatment. In some instances I agree with it to a certain extent but on the other hand it is useful to think about what causes these individuals to lead a life of crime in the first place and what could be done to help these people become better while locked up. Often times the same behavior that got these men and women into prison in the first place is continued while incarcerated. I think this is partly due to the fact that prison is better at punishing people rather than helping to rehabilitate them. Wouldn’t it make more sense to have certain classes and programs implemented in our prison

Samsung vs Apple Free Essays

SAMSUNG VS APPLE-BATTLE OF THE GIANTS Samsung and Apple are the two biggest smartphone companies with a combined market share of more than half the global smartphone market. Every year both the companies bring in new innovations in their smartphones, which greatly increases their smartphone sales. But in today’s market where there is cut throat competition it is given that each company will try to outdo the other in every possible manner. We will write a custom essay sample on Samsung vs Apple or any similar topic only for you Order Now Hence I would like to discuss the fierce battle raging between these smartphone giants-Samsung and Apple. Apple created a boom in the smartphone market by launching the iPhone, which had more features and was the most advanced smartphone at that time. The company made a huge profit and Apple became a household favorite. But with the rise of competition and the growth of Asian giant –Samsung, Apple’s success was not to last forever. Samsung came up with the Samsung Galaxy S smartphone with identical features as that of the iPhone and slowly but steadily the sales of Samsung smartphones rose. Over the years there have been many new versions of the Apple iPhone and the Samsung Galaxy smartphone series and to surpass each other both these companies have been guilty of imitating the technologies used in their smartphones and have also filed for various lawsuits against each other. Samsung has been accused by Apple of violating patents and: – 1) Copying their icon arrangement display pattern. 2) Accused of imitating the iconic iPhone’s shape which in official terms is called as â€Å"tradedress†(e. g. smartphones resemble the iPhone 3g and iPhone 3gs in shape). [One such example of tradedress is that Apple on conducting a survey with â€Å"BestBuy† found out that there were many people who returned the Samsung phones because they thought they were iPhones. This Apple accuses was Samsung’s strategy for increasing their smartphone sales against the iPhone and also to tempt buyers into buying Samsung phones which look identical to iPhone] 3) Imitating features like â€Å"double tap† to zoom, â€Å"pinch and squeeze â€Å" to zoom and the â€Å"rubber-band† effect. On the other hand Samsung has accused Apple of: – 1) Using Samsung’s 3G technology in their smartphones without a legal permit from Samsung. (Apple uses this technology on millions of phones) 2) Use of E-mail in a camera equipped phone. ) Multitasking in the mobile device. Hence by weighing the claims of both these companies, in my opinion, Samsung tried to ape the specific look and feel of iPhone to increase its sales. However, this is not the only reason that translates directly to lost sales on apple’s part-from price to carriers. To sum up, the software patent claims made by both the companies seem pretty baseless to me and I stron gly feel there needs to be some kind of protection for genuine innovation. References: – www. businessweek. com www. ibtimes. com www. forbes. com How to cite Samsung vs Apple, Essay examples

Leading Religious Education in Schools

Question: Discuss about the Leading Religious Education in Schools. Answer: Introduction In NSW public schools scripture classes of Hindu, Buddhist, and Islamic were growing rapidly and the students was put on waiting lists for the purpose of taking admired ethics classes (Mayrl, 2011). But with the development of the popularity of the religious classes and principles; some of the academics argued that if children was segregated by religious faith or other class, then it will amount to detrimental effects (The Conversation, 2012). The curriculum of religious education of New South Wales includes three major elements: General Religious Education Special Religious Education and Exceptional supplementary devotional exercises such as hymns and prayers. Between the time of 1960 and 1980, this system went through a partial secularization. GRE was transformed from a stringent course to a flexible one built for the academic study of various religions. At the same time; SRE was strengthened and was secured. It was believed that secularizing reforms was frequently driven with a practical objective by the teachers and the administrators. Also by avoiding the controversies, improving the working conditions, and managing the class. Australia was observed as a multi-faith and multicultural society (Our Lady of Mercy College Parramatta, 2016). In Australia, the religious education helps the students to explore religious expressions and the place of religion globally (Redlands, 2016). Schools in New South Wales were obligatory to offer sacred learning of two different types Good Schools Guide, 2016): General Sacred Learning: Under this education regarding the major religions of the world was imparted (Buchanan, and Gellel, 2015). It educates about what are the values which different faith follows, and its impact (Catholic Communication, 2014). It is taught mainly by the New South Wales school courses. Special Religious Education: it is a way of delivering education followed by different representatives of a given religion, and educates about the performances specificities in the principle of that particular religion (McNeilage, 2014). Special religious education Section 32 of the Education Act, 1990 affirms that in all the Government schools, time was approved for the religious learning of children belonging to any spiritual affiliation (Sydney Catholic Schools, 2016). But there are various privileges which was granted to the parents and the caregiver residing in the schools. The rights such as: Right to religious education: the Parents in the public schools were contracted rights to have their children receive instructions regarding religious persuasion where teachers of the same persuasion are available (Parramatta Marist High, 2011). Right of Choice: They have the right to nominate an alternative persuasion, where the students of a particular religious persuasion are unable to receive a special religious learning. They also have a right to make a decision for their children to avoid attending special religious education. Right to information: They have the right to be informed about the organization of the special education and also which institution will impart such knowledge (Benjamin, 2016). As positive rights were being provided to the parents, so to fulfill these rights definite responsibilities were also being imposed upon the schools and the providers of the schools to complete the necessities. This includes: Making a provision for the delivery of Special Religious Education Fix time limit for imparting Special Education Providing significant information for the awareness of the parents about the education, etc. (Brien, and Hack, 2010). For imparting religious education, a rule was drafted and established by the Government of New South Wales. The Religious Education Policy summarizes the necessities and the responsibilities for the issue relating to general spiritual learning and Special spiritual learning. The major objectives of the policy which was drafted are as follows: All the schools should allow for imparting general and specific religious education to the students When parents of some students have withdrawn their children from particular spiritual learning, then the students should be provided meaningful services by the schools (Rossiter, 2003). The option of imparting special education in ethics to the students would be provided when the parents make a request in a reasonably practical manner. The curriculum of the general religious education would be offered as a part of New South Wales Board of Studies; whereas Approved providers develop and implement the curriculum of particular spiritual learning (Gleeson, 2015). This policy applies to all the schools and suppliers of Special religious knowledge. Leadership loneliness and solitude as a Contemporary Challenge In the era of rapid social, economic, cultural and religious change, there are some disputes for leadership in Catholic schools (OShea, 2014). Today, it was observed that the individual was seen to be entering into a time of threshold replete with opportunities and perils for the future. There are various movements which give rise to different kinds of challenges and possibilities like globalization, an explosion of knowledge, information technology, gap building between rich and poor, environmental issues, and quests related to religion. Schools was regarded as the microcosms of the society. Schools are the best mirror to see the happening of events in society whereas the cultural environment shapes their character. It was observed that there was a growing realization of the considerable impact that an educational leader would have on the educational changes prevailing and the leading schools. This awareness was regarded virtually to all the systems of schools and contexts of the diverse education system. It includes public, state as well as independent and religious schools. The major responsibility of the leaders of the schools was oriented only in the direction of making improvements in the learning of the students also in the teaching process of teachers. Successful leadership was considered as attributable to the principals and the leaders of the schools. They play a crucial role in mobilizing the teachers in the direction of enhancing better learning opportunities for the students. Leadership in the religious schools was based on a deep conviction and decision made by following a particular mindset that the religious is more real than the tangible activities which we intake by our senses (NSW Department of Education, 2015). Religious schools leaders require a highly tuned-in sense of knowing how a responsibility to act in a moral way guide their role of being a leader; as per the religious tradition which the school follows and the work which was completed for the best interest of all members. Leadership is such an element which was needed by the effectual leadership which is being followed by the religious schools. Because it would direct the combination of moral order in the school community, building up of values beliefs that would help in driving the reason and significance of schools. Leadership in holy schools requires religious leadership which was not regarded as different from that which prevails in schools (Belmonte, and Cranston, 2009). But rather it is taken as an internal part of the educational enterprise of the religious school. Leaders need the skills and the vision o critique and examine the issues which were related to a religious tradition which was followed by the schools. It belongs to the schools to equip students with the values and the principles which form as a part of useful services. Globalization is the one and only issue which have put its impact on all the societies throughout the world. It has a revolutionary impact on both education as well as educational leadership. Historically, Solitude was connected with beneficial outcomes such as religious development and creativity. Many of the spiritual leaders have spent a major amount of time in solitude. But various writers have made solitude their major creative regime (Bourantas, Epitropaki, and Papalois, 2007). As per the Oxford Dictionary, Solitude was regarded as the state of being or living alone solitariness. Though, it is a much broader and affluent concept than merely affirming it to be being alone. According to existential philosophers, isolation was defined as an experience of discovering the personal truth and reason of being. The role of solitude about leadership was mainly set aside in this report. Emphasis was put on the nature of leadership. As per Hogg Leadership is a relational term which identifies a connection in which some people would be able to persuade others to adopt new values and attitudes. It also puts an effort on behalf of those beliefs and attitudes. There were mainly five major challenges for leadership in schools for the 21st -century era which was affirmed below: Meeting points among issues of compliance and identity of Catholics Connection to the community of catholic school and the birth-to-death tradition of Catholic education Promotion of theological and philosophical foundations of the curriculum in the schools Endorsement of the concept and experience of work Self-care for leadership and the members (Treston, 2016). The need for articulation and sequences standards for the people who were in a position of spiritual leadership was highlighted. The standards would support the ongoing formation and development of leaders by way of close connection. It was clearly seen that effective leadership was a critical element in the way of success of an organization. Therefore, it has become a major priority for various schools in New South Wales. It can be affirmed that it is the capacity to built and improve the skills which makes a leader different from others. Successful leaders are learners. And the process of learning things keeps ongoing, a result of self-discipline and perseverance (Lennan, 2005). The Basic goal of each day must be to get something better which was built on the previous day in progress. The key benefits associated with leadership are as follows: Development of a leadership language Development of a system vision for Catholic education leadership Granting scope of recruitment Determination of roles and responsibilities Formation of a powerful self reflective tool, etc. In spiritual domain have various issues and opportunities attached with it such as: Formation spirituality of teachers- The readiness of the teachers to take up the challenge of being leaders in the religious domain and the need to make and support the high quality formation programs were being taken as the major issue for this point. Recruitment, retention and rewards for Religious Education Coordinators (RECs) and Assistant Principal Religious Education (APRE) Strategies for dealing with these kinds of issues involved a combination of incentives and creative restructuring of these roles. Planning for Principal ship and executive system-issue of the leadership succession which was related to the appointment of the leader with the capability to make and put in practice an educational vision which was consistent. Approaches related to the leadership succession issues centers upon to make identification and to support the development of aspiring leaders from within the system. Development of leadership and professional standards which were being adopted-The crux of this point was affirmed as to nurture the spirituality of the Christian people as a personal connection among the Christ and to have a look on the professional development as a response to the offer o the gospel for fullness of life. School relationships and expectations-changes made in expectation of the principals in the absence of the resident priest and the evolving nature if the relationship of school was viewed as an emerging issue for the schools and leaders system. The capacity of the principals was affirmed as the capacity which haloes in dealing with the complexity of life and assumption of leadership responsibilities for the wider community which was seen as problem. Expectations of parents and their relationship-The confidence of parents in quality, if schools was seen as an untapped resource and as a sign of hope for the people who are at the place of a leader. Identity of school and its mission- Leaders in the religious domain need to appreciate the multifaceted nature of authentic schools. Also, it promotes the identity and mission of the schools in serving the common goals to the society. There was a different major action area for the school leaders. The catholic school leaders are challenged to bring a sense of responsibility, authenticity, presence and development of their role by making a balanced focus on every area. It was affirmed that the main mark of any successful leader is not his impact on student learning at the end of his time period, but rather than the number of good leaders who are left behind who can go even further. Effective educational leaders must be capable both as individuals and as professionals. They must make use of their knowledge, skill and competencies for the benefit of students. They should make use of these factors with a good judgment and wisdom in order to solve problems of the children. In real world, the principals combine the elements of instructional, transformational and distributed leadership related to the contextual and developmental needs of the community of the schools. In all the other contexts the leaders focuses on: Establishment of objectives and high amount of expectations- Establishment of a clear sense of direction and purpose is repeatedly identified as one of the core areas of practice of effective principals. In order to put impact on students it was identified that: Vision of the school should be changed into concrete goals to be achieved Focus should be put on learning and teaching Objectives must be shared Goals must include high expectations to be achieved but focus on a small number of core priorities in order to avoid innovation overload. Making plans Coordinate and evaluate teaching with curriculum, including systematic use of assessment information to keep an eye on learning and adjust the provisions- this aspect of effective leadership practice is one of the few sections in which the leaders put a direct impact on students outcome. It was identified earlier that there was majorly four related sub divisions of this aspect which are as follows: Active involvement in the discussions of instructional matters Coordination and an active over view of the instructional program Involvement in classroom discussions and feedback which was given to teachers Monitor the progress of student at classroom and school level Leading professional development of teachers- Promotion and participation of students in the learning of teachers and development was the major dimension of leadership. One of the major ways by which impact can be put on students by the effective leadership of teachers can be done by reducing the variation made at school level. It helps to inculcate motivation factor and commitment among the team which were teaching, reducing the turnover of teachers etc. In effective learning the effective leaders ensures that: All the programs which are being taught in schools should be guided by a common framework of teachers and learning of student. When the whole school would be developed the individual teacher development would en integrated Focus on students outcomes can be put on by way of professional learning Overall, effective principals would be treated as the leading professionals who would be seen as a source of providing instructional advice (Byrne, 2014). The development of schools was leaded by them as a learning organization in which practices of teachers are being deprived and the members if the school were being constantly given the responsibility for students learning (Archdiocese of Canberra and Goulburn Catholic Education Office, 2009). Ensuring a supportive and orderly environment- Principals have a critical role to play in creation of the conditions for effective learning and teaching. Conclusion Religious education was regarded ultimately at the service provided by the churchs mission of evangelization: in order to proclaim and spread the word throughout the world. So, that all men, women, and children would be renewed and transformed by faith in Jesus Christ. It has been concluded in this report that people of New South Wales have made different policies to impart education about all the religions. By way of studying different religions it would be beneficial for students to know not only what has been there in their state but should know that what other countries have different. As far as the practice of leadership is concern if the propositions which were being mentioned above were being supported then some useful implication would take place. For example, the organizations would use the capacity to solitude would be included in competence of leadership framework. It was used for evaluating, selecting and promoting as well as introducing such practices and policies which will show the respect for an organization for the need of the leaders. It can further help the leaders to create opportunities for solitude. The form and status of spiritual learning as an area of study was seen as an emerging issue in the context of state and national curriculum. References: Archdiocese of Canberra and Goulburn Catholic Education Office. (2009). Leadership Framework for School Leaders. Retrieved on 13th September, 2016 from: https://www.aitsl.edu.au/docs/default-source/eCollection/ppdp/leadership-framework-for-school-leaders.pdf?sfvrsn=2 Belmonte, A. and Cranston, N. (2009). The Religious Dimension of Lay Leadership in Catholic Schools: Preserving Catholic Culture in an Era of Change. Catholic Education. Retrieved on 13th September, 2016 from: https://files.eric.ed.gov/fulltext/EJ934013.pdf Benjamin,A. (2016). Issues for Religious Education and Ministry across the life span. Retrieved on 13th September, 2016 from: http Bourantas, D., Epitropaki, O. and Papalois, E. (2007). The Leaders Call of Solitude: Solitude as a Mechanism for Authentic Leadership Development. . Retrieved on 13th September, 2016 from: http Brien, S. and Hack, J. (2010). Charism: Promise and Possibility (Part One Of Two). Journal of Religious Education.58 (2). Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0005/429062/2010-58-2-Complete.pdf Buchanan, M.T. and Gellel, A.M. (2015). Global Perspectives on Catholic Religious Education in Schools. Springer. Byrne, C.J. (2014). Religious Education, Social Inclusion and Interreligious Literacy in England and Australia. Journal for the Academic Study of Religion 27(2). Retrieved on 13th September, 2016 from: https://journals.equinoxpub.com/index.php/JASR/article/view/21285 Catholic Communication. (2014). ACU Establishes Academy for Religious Education. Retrieved on 13th September, 2016 from: https://www.sydneycatholic.org/news/latest_news/2014/2014922_1969.shtml Gleeson, J. (2015). Critical challenges and dilemmas for Catholic Education Leadership internationally. International Studies in Catholic Education 7(2) pp- 145161 Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0008/798173/Critical-challenges-and-dilemmas-for-Catholic.pdf Good Schools Guide. (2016). Religious education in New South Wales. Retrieved on 13th September, 2016 from: https://www.goodschools.com.au/at-school-and-beyond/understanding-the-school-curriculum-in-new-south-wales/religious-education-in-new-south-wales Lennan, F.R. (2005). Leadership in the Religious Domain, Leading in Catholic Schools. Retrieved on 13th September, 2016 from: https://www.ncec.catholic.edu.au/resources/publications/2-leadership-in-the-religious-domain/file Mayrl, D. (2011). Administering Secularization: Religious Education in New South Wales since 1960. European Journal of Sociology 52(01):111 142. Retrieved on 13th September, 2016 from: https://www.researchgate.net/publication/231937358_Administering_Secularization_Religious_Education_in_New_South_Wales_since_1960 McNeilage, A. (2014). Rise of religious classes in public schools questioned. The Sydney Morning Herald. Retrieved on 13th September, 2016 from: https://www.smh.com.au/national/education/rise-of-religious-classes-in-public-schools-questioned-20140301-33sq6.html NSW Department of Education. (2015). Effective Leadership. Centre for Education Statistics and Evaluation. Retrieved on 13th September, 2016 from: https://www.det.nsw.edu.au/media/downloads/about-us/news-at-det/announcements/LeadershipLearningCurve.pdf OShea, G. (2014). Review of Religious Education for the Catholic Education Office Diocese of Parramatta. Retrieved on 13th September, 2016 from: https://www.parra.catholic.edu.au/SiteData/136/UserFiles/Resources/Literature%20Review.pdf Our Lady of Mercy College Parramatta. (2016). Mission and Religious Education. Retrieved on 13th September, 2016 from: https://www.olmc.nsw.edu.au/school/life/mission-and-religious-education Parramatta Marist High. (2011). Religious Education. Retrieved on 13th September, 2016 from: https://www.parramarist.nsw.edu.au/teaching-and-learning/dsp-default.cfm?loadref=33 Redlands. (2016). Religious Education. Retrieved on 13th September, 2016 from: https://www.redlands.nsw.edu.au/education/religious-education/ Rossiter, G. (2003). Catholic Education and Values: A review of the role of Catholic schools in promoting the spiritual and moral development of pupils. Retrieved on 13th September, 2016 from: https://203.10.46.30/ren2/gr01.html Sydney Catholic Schools. (2016). Religious Education Coordinator: Our Lady of the Sacred Heart Catholic Primary School Randwick. Retrieved on 13th September, 2016 from: https://sydcatholicschools.nsw.edu.au/2016/09/13/religious-education-coordinator-our-lady-of-the-sacred-heart-catholic-primary-school-randwick/ The Conversation. (2012). A question of faith: reforming religious education in schools. Retrieved on 13th September, 2016 from: https://theconversation.com/a-question-of-faith-reforming-religious-education-in-schools-10572 Treston, K. (2016).Five Key Challenges for Leadership in Catholic Schools For 21st Century. Retrieved on 13th September, 2016 from: https://www.acu.edu.au/__data/assets/pdf_file/0010/89893/Five_Key_Challenges_For_Leadership.pdf.