A Few Minerals That Contain Pyroxene

Public High School Reform Public School - 2137 Words

Public High School Reform Let s get straight to the point, American public school s are failing, and although the solutions to their many problems aren’t entirely implicit, remedial endeavors have been lackluster at best. In fact, According to PISA(Program for International Student Assessment), a recent international academic assessment, American students are significantly falling behind their international counterparts in math, reading, science, and have sunk to the 36th spot in the international ranking (Coleman 2013). This problem, however, is one that has persisted for several decades, so it should be no surprise that American public schools are struggling. What is surprising, is that this is the case despite the fact that â€Å"primary and secondary education accounts for 20 percent of state general fund expenditures, making it the second largest component of state spending behind Medicaid† (SBS 2014). When discussing the causes for these disappointing statistics, some may be quick to blame the teachers or focus most of their attention on only one or two issues, when in reality there are several problems with U.S.A s school system; All of which need to be addressed with individual solutions. From oversized classes, to low standards for student success, impersonal teaching methods/curriculum, and detrimental programs like No Child Left Behind, the problems with American public schools are quite extensive, so fixing them wont exactly be easy. Since many of the problemsShow MoreRelatedPrivate Education in Comparison to Public Education Essay1212 Words   |  5 Pagesattended a private high school or some form of private schooling, what if I were to tell you that the number of private schools in America are decreasing as well as their enrollment? B. 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International Education Governance Internal Performance Management

Questions: 1.1 Summarise entitlement and provision for early years education1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance1.3 Explain the post 16 options for young people and adults2.1 Explain the strategic purpose of:a) school governors2.1 Explain the strategic purpose of:b) senior management team2.1 Explain the strategic purpose of:c) other statutory roles e.g. SENCO2.1 Explain the strategic purpose of:d) teachers2.1 Explain the strategic purpose of:e) support staff roles2.2 Explain the roles of external professionals who may work with a school e.g. educational psychologist3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices3.2 Evaluate methods of communicating a schools ethos, mission, aims and values4.1 Summarise the laws and codes of practice affecting work in schools4.2 Explain how legislation affects how schools work4.3 Explain the roles of regulatory bodies relev ant to the education sector which exist to monitor and enforce the legislative framework, including:a) general bodies such as the Health and SafetyExecutive4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including:b) school specific regulatory bodies5.1 Explain why schools have policies and procedures5.2 Summarise the policies and procedures schools may have relating to:a) staff5.2 Summarise the policies and procedures schools may have relating to:b) pupil welfare5.2 Summarise the policies and procedures schools may have relating to:c) teaching and learning5.2 Summarise the policies and procedures schools may have relating to:d) equality, diversity and inclusion5.2 Summarise the policies and procedures schools may have relating to:e) parental engagement5.3 Evaluate how school policies and procedures may be developed and communicated6.1 Summarise the roles and responsibilities of national and lo cal government for education policy and practice6.2 Explain the role of schools in national policies relating to children, young people and families6.3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools. Answers: 1.1 Summarise entitlement and provision for early years education In the UK, education is covered in five stages, which includes early years, primary, secondary, Further Education (FE) and Higher Education (HE). Broad and Goddard (2010) mentioned that since, 2010, the UK government had imposed a rule where, the children between the age group of 3-4 years are entitled to undergo 15 hours of free nursery education for at least 38 weeks in a year. Brown and Carasso (2013) stated that the early years of education take place in several systems which include the state nursery schools, reception classes in the primary schools and privately run nurseries. In 2000, the foundation stage had been introduced in the UK, where the children between the age group of 3 to 5 years had received the primary level of education. Claringbould. and Knoppers (2007) denoted that a statutory rollout of the Foundation Phase Framework has been developed in 2008 and the entire process was completed by 2011. 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance Early Years education The UK government had imposed the law in 2010, in which all the children between the age group of 3 to 4 years are eligible to perceive 15 hours of free education for 38 weeks. Primary According to Brown and Rahn-Blakeslee (2009), the primary education system covers the three stages, nursery, infant and junior. In the UK, the primary education is generally catered for the children between the age group of 4-11 years. Secondary Culliney (2014) mentioned that in the UK, the public provision for the secondary education is comprised of different types of criteria. It includes the structure of signifying the historical circumstances and strategy followed by the local authority. Further education Grigg (2010) stated that the further education is majorly perceived in general senses to cover all the non advanced modules after the tenure of compulsory education. The UK colleges that provide the Further Education courses include the modules like general further education courses for the students. Higher education The Higher Education includes the courses like GCE A level, postgraduate courses, undergraduate courses and other undergraduate level courses. 1.3 Explain the post 16 options for young people and adults As per the regulation of post 16 option, all the UK population until the age group of 16, needs to complete the time education. Levy (2006) mentioned that the UK government has enacted the rules which signify that the school leaving age of the candidates relies on the birth date. Moreover, Patel et al. (2007) determined that all the students require to continue the training and education process until the age of 17. The prior assertion reflects that the learners that perceive the education from the year 7 would complete the training and education system by 17 years. The post 16 options cover up varied categories like full time training, apprenticeship, part time education based training and self employed training for 20 hours in a week. 2.1 Explain the strategic purpose of: a) School governors According to Kilic (2013), the school governors provide a strategic view to the school by developing a strategic vision. At the same point of time the governors also set the purpose and aim of the school within the agreed framework of policy. The major responsibility of the governor is appointing the suitable managers and teachers for the school and to set a statutory budget for the school with exact staffing structure. Secondly, Howard (2008) inferred that the governor needs to scrutinise and evaluate the overall performance of the school, the students behaviour and the improvement policy. Moreover, Jing (2014) denoted that the foremost responsibility of the school governor is to evaluate the performances of the teachers. Similarly to make sure that the parents are involved in the decision making process. This have been accounted from the well being of the children. 2.1 Explain the strategic purpose of: b) Senior management team The foremost responsibility of the senior management team in a school is to share the collective responsibility for the aspects of the schools management and leadership. In the similar context, Amos (2010) determined that the members of the senior management team are assigned with specific task as per the post or designation. The senior management team has collective responsibility for the effectual daily running and sound discipline of the school. The team is also required to look after the pastoral care of the students and staffs and implementing a collective agreement and development plan. Moreover, Baporikar (2009) mentioned that the strategic role of the senior management team is to set a strategic direction for the school and lead lucrative changes that would facilitate the students to enhance the knowledge lucratively. 2.1 Explain the strategic purpose of: c) Other statutory roles e.g. SENCO According to Clarke (2008), SENCO is highly responsible for the day to day operations of the Schools SEN policy. The SENCO play the most critical part, which ensure that the children demanding special educational requirement and disabilities would receive the acute support from the school. With the passing phase of time the roles and responsibilities of SENCO have developed gradually with successive direction to substantiate the responsibilities. Moreover, Callejo-PeÃÅ' rezand Ode (2013) inferred that SENCO has the most significant role in collaborating with the head teachers and governing body to determine the strategic upliftment of the SENM policy. The UK government is making a huge effort to convince the schools leadership teams to be responsible for the SEN policy. 2.1 Explain the strategic purpose of: d) Teachers In the present context, Edgington (2015) stated that the school teachers are comprised of the leadership role to promote the educational achievement of every student. The deeper sense of purposes of the school teachers includes preserving the attentive behaviour towards the conflicts between the students. According to Mallin (2006), the classroom, environment is fostered with various interactions between several students on the daily basis. Thus, shaping up the social development and daily habits of the students are the major responsibilities of the school teachers. The teachers are also responsible to frame out the curriculum and extracurricular activities for the children that would facilitate the students to enhance the other expertises besides the academic knowledge. 2.1 Explain the strategic purpose of: e) Support staff roles The roles of the support staffs are discussed below: Business managers The business managers are responsible for managing the day-to-day human resource and financial operations of the schools. McMahon (2009) inferred that the managers also support the principal to mitigate the strategic, operation and financial objectives of the school. Aboriginal and Island officers The offices assist the teachers to deliver the planned education programs and encourage the inclusive learning environment. Potcharapanpong and Thongthew (2010) inferred that the aboriginal students enact to be the liaison between the school and community. Education assistants According to Pickard and Maude (2014), the education assistant are the mainstream staffs that supports the teachers to deliver the education program. At the similar point of time encourage and assist the teachers with other resources required to enhance the education system of the schools. 2.2 Explain the roles of external professionals who may work with a school e.g. educational psychologist The educational psychologist assists the schools and its authority to improve the students experience of learning. Raffe and Croxford (2013) inferred that the psychologists use the expertise in understand the psychological conditions of the students and support to come over the difficulties the students face during the educational tenure. Wilkins (2011) determined that the educational psychologists conduct a solo or group sessions to evaluate and observe the accurate needs of younger students. In the majority of the cases the students get over burdened with the societal pressure of scoring high markets, thus, the pressure sometimes lead to frustration, which prevent the candidates from concentrating on the productive activity. Thus, the psychologists conduct the counselling session to reduce the stress level amongst the students. 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices Ethos According to Truss (2008), the schools ethos has been recognised as its values and beliefs. It should be easily identified when the students enter into the school premises, as the discipline and code of conduct had been the daily practices of the students, teachers and practitioners in the schools. Mission The mission statement of the schools needs to reflect the long and short term goal of the management. Stronge et al. (2008) denoted that the schools missions are majorly set by the head teacher, which facilitates the parents to the acute learning, knowledge and the educational system offered by the school. Based on the offering the parents decide to admit the students in the specific school. Aims The aim of the schools had been the major aspects through which the long term vision of the school reflects. Values Truss (2008) mentioned that the values reflect the moral and code of conduct of the schools, like self discipline, truthfulness, friendship, etc. 3.2 Evaluate methods of communicating a schools ethos, mission, aims and values Reflecting the schools ethos, mission, aims and values through the website would be an effective source of communication. McMahon (2009) specified that conduction of the school spectrum helps the management to spread the messages through word of mouth commutation. The spectrum somehow managed to impress both the parents and students, thus, the changes of word of mount communication would be relatively higher. 4.1 Summarise the laws and codes of practice affecting work in schools Every Child matters 2004 The UK Government green Paper outline 5 agreed criteria for the children, being health, safety, positive contribution, economic well being and enjoying. Education Act 2002 The school authority has the duty of safeguarding and promoting the welfare r of the children. Education Act 2010 The act ensures that equal opportunities should be provided to all the students. 4.2 Explain how legislation affects how schools work Data protection Act 1998 According to Truss (2008), the schools are required to secure its information and the personal details of the students. It has been inferred that the schools are responsible for providing the registration number for the secondary education. The specific number would be required by the students for the higher education and career growth. Disability Discrimination Act 1995 Stronge et al. (2008) mentioned that the current act reflects that the schools do not have the authority of discriminating against the disabled children. 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: a) General bodies such as the Health and Safety Executive The Health and Safety Executives are responsible to enforce the safe environment within the school premises. According to McMahon (2009), the executive decides to include the health and safety strategies based on the schools size and nature of the risk associated with the school activities. The primary roles of the Health and Safety Executives are training the teachers and the staffs regarding the safety measures, consultation arrangement with the management team, occupational health services, minimising staff violence, fire safety measures and work at height. 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: b) School specific regulatory bodies The school specific regulatory bodies are responsible to carry out the inspections of schools to ensure that the quality of services provided is adequate for the students in the educational career (Stronge et al. 2008). During the inspection process the executives concerned with the regulatory systems would collect evidence on the basis of the practices and the changing attitude of the students after the provision of the services. After the investigation methods, the regulatory bodies pass on the professional judgement based on the collected evidence and information. 5.1 Explain why schools have policies and procedures In the context of the present statement, Truss (2008) mentioned that the school had been the primary place that strengthens the foundation s of the children. The students are highly influenced by the code of conduct and partitioning behaviours tough by the school staffs. It has been inferred that students receive the corrective lessons regarding the career upliftment policy and societal behaviour from schools. Thus, maintaining in an effective policies and procedures would be highly necessitated for the schools regulatory body. The policies generally help the students to understand the behaviour that needs to be followed in within and outside the schools premises. 5.2 Summarise the policies and procedures schools may have relating to: a) Staff The Staff Development Section had been entirely to provide guidance, advice and opportunities to the staffs on the basis of the performances and information received. McMahon (2009)stated that the staffs are also responsible to evaluate the centrally funded events to ensure the effective benefits of the organisations. Truss (2008) figured out that the Staff Development Advisory Group is responsible to monitor and advice the staff development activity to ensure the equity and sound planning throughout the organisation. In certain schools the staffs had been provided effective training of the subjects, which helps the staffs to gain correct knowledge of the subjects. 2 Summarise the policies and procedures schools may have relating to: b) Pupil welfare According to McMahon (2009), the UK Governing Body and proprietors are responsible to ensure the schools policies and procedures are guided and monitors with compliances to enhance the welfare values for the pupil. The UK Government had passed the law, which states that every school should have a child protection policy and the policies needs the approval of the local authorities prior to its implementations. The management team of a school needs to operate safe recruitment procedures, which ensures that the statutory team that works with the children are sound minded and harmless. 5.2 Summarise the policies and procedures schools may have relating to: c) Teaching and learning The polices of teaching and learning involves the curriculum policy, early years policy, planning, assessment, marking policy and special educational needs policy. The, foremost objectives of the above policies are to provide safe and stimulating learning environments for the teachers and pupils (McMahon, 2009). The collective policies ban procedures are arranged in one particular place in order to ensure that children should receive an equal opportunity within the school curriculum. The specific approach would facilitate the management to differentiate its teaching process to fit the individual learning needs and capabilities of the children. 5.2 Summarise the policies and procedures schools may have relating to: d) Equality, diversity and inclusion The specific policy had been made to ensure that the students coming from different diversity should receive the equal treatment. Truss (2008) specified that the Equal Opportunity policy had been set in the UK education system.It focussed on the fact that children and the teachers should not discriminate each other on the foundation or colour, sex, origin. The educational operations should be conducted in the specific manner that would be easily grasped each of the students. Hence, children should be considered as an individual and every childs education needs to be developed with respect to the needs and abilities. 5.2 Summarise the policies and procedures schools may have relating to: e) Parental engagement Truss (2008) denoted that the inclusion of the parental engagement would be highly necessitated in the current educational system. The teachers would be passing on the information to the parents, continuous conduction of the similar activities would generally facilitate the children to get the positive behaviours and influence into regular habits. 5.3 Evaluate how school policies and procedures may be developed and communicated The head teachers and the senior management team of the schools needs to initiate the policies and procedures. McMahon (2009) denoted that that the head teachers require to account on the requirement of the parents, based on which the policies and regulation would be formed. The new rules and policies would be communicated through the notice boards. On the other hand, Truss (2008) mentioned that in various schools the management had collected the email ids of the parents, thus, beside highlighting the policies in the notice boards, a soft copy had been forwarded through the email ids of the parents. 6.1 Summarise the roles and responsibilities of national and local government for education policy and practice McMahon (2009) mentioned that the and the local government provides lucrative support and direction to the local school with regards to its norms and code of conduct. The local government work together with the SECO department of the shape up the changes to balance the educational system. The governing body forwards the changes within the education policy and provides effective training to the key members and staffs. Truss (2008) inferred that the national government is responsible to develop new ways to amplify the service qualities within the education system. The national government is also accountable for the school league tables. 6.2 Explain the role of schools in national policies relating to children, young people and families The primary role of the school is to implement the nation strategies, which had been initiated for the welfare purpose. McMahon (2009) denoted tat each h school aims at following the five main policies and philosophies, which are, staying safe, enjoying life, proper attainment, positive societal contribution and uplifting the economic well being. Schools are responsible for the well being of a family. Since, the education and lesson provided to the children would definitely reflect in its behaviour. Thus, the attitude of the student would definitely create a positive impact on the family reputation. 6.3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools Truss (2008), mentioned that all the organisation that deals with children share a collective commitment of safeguarding the welfare. The specific approach helps the teachers to proceed with the existing policies that are nurtured by the other agencies. References: Amos, S. (2010).International education governance. Bingley, UK: Emerald. Baporikar, N. (2009).Management education. Mumbai [India]: Himalaya Pub. House. Broad, M. and Goddard, A. (2010) Internal performance management with UK higher education: An amorphous system?, Measuring Business Excellence, 14(1), pp. 6066. Brown, R. and Carasso, H. (2013) Everything for sale? The marketisation of UK higher education. London: Taylor Francis. Brown, S. and Rahn-Blakeslee, A. (2009) Training school-based practitioners to collect intervention integrity data, School Mental Health, 1(3), pp. 143153. Callejo-PeÃÅ' rez, D. and Ode, J. (2013).The stewardship of higher education. Rotterdam: Sense Publishers. Claringbould, I. and Knoppers, A. (2007) Doing and undoing gender in sport governance, Sex Roles, 58(1-2), pp. 8192. Clarke, J. (2008) Book review: Motivating your team: Coaching for performance in schools,Management in Education, 22(3), pp. 3839 Culliney, T.W. (2014) Notes on predatory Behavi our in Rhinacloa forticornis (Hemiptera: Miridae ), Current Agriculture Research Journal, 2(1), pp. 0104. Edgington, U. (2015). Performativity and accountability in the UK education system: a case for humanness.Pedagogy, Culture Society, pp.1-6. Grigg, R. (2010) Aiming high: Becoming an outstanding primary school teacher. New York: Longman. Howard, A.E. (2008) Technical subjects in secondary schools, Education + Training, 50(1), pp. 1419. Jing, L. (2014) The governments roles in transnational forest governance, Recht der Werkelijkheid, 35(3). Kilic, C. (2013) Parents opinions of the pre-school education concerning pre-school education institutions, International Journal of Academic Research, 5(6), pp. 3740. Levy, T. (2006) Carefair: Rethinking the responsibilities and rights of citizenshipà ¢Ã¢â€š ¬Ã‚ ¯? Paul Kershaw, Governance, 19(4), pp. 680682. Mallin, C. (2006). Review of International Corporate Governance Conference held at Birmingham Business School, July 2005.Corporate Governance: An International Review, 14(3), pp.145-146. McMahon, W. (2009).Higher learning, greater good. Baltimore: Johns Hopkins University Press. Patel, H., Gwilt, C. and McGowan, P. (2007) Respiratory system (crash course - UK). 3rd edn. Edinburgh: Elsevier Health Sciences. Pickard, A. and Maude, P. (2014) Teaching physical education creatively (learning to teach in the primary school. London: Routledge. Potcharapanpong, S. and Thongthew, S. (2010) TEFL training program for local and cultural-based instruction: Case studies in Thai primary schools, Asian Social Science, 6(9), pp. 657-695. Raffe, D. and Croxford, L. (2013) One system or Four? Cross-border applications and entries to full-time undergraduate courses in the UK since Devolution, Higher Education Quarterly, 67(2), pp. 111134. Stronge, J., Richard, H. and Catano, N. (2008).Qualities of effective principals. Alexandria, VA: Association for Supervision and Curriculum Development. Truss, C. (2008) Peters story: Reconceptualising the UK SEN system, European Journal of Special Needs Education, 23(4), pp. 365377. Wilkins, S. (2011). The history of UK business and management education.Studies in Higher Education, 36(2), pp.247-248.

The Early History of Perak free essay sample

The history of Perak started during the seat of empire was at Beruas which British knew nothing. A few carved tombstones represent all what had happen during the time on the early history of the country. If the Malay tradition is right in saying that the great arm of the sea at the Dindings was once an outlet of the Perak river we can easily understand the importance of Beruas, combining as it did the advantages of a perfect landlocked harbour with a commanding situation at the mouth of the greatest waterway in the western half of the Peninsula. Although Beruas was powerful, the ‘Malay Annals’ tell us, before even the mythical ancestors of the Malacca dynasty appeared on the famous hill of Siguntang, it had begun to decline as the river silted up. In the days of Sultan Mahmud (A. D. 1500) Beruas had so far fallen that its king did homage to Malacca in mere gratitude for assistance against a petty rival village. We will write a custom essay sample on The Early History of Perak or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After the Achehnese invasion the place entirely disappears from history. Point State history began with the coronation of Sultan Muzaffar Shah l that was the descended of Sultan Mahmud Shah of Malacca in l528. The ruling is carried out will be the order of the feudal system almost the same as in the democratic of Malacca. Perak is known after the discovery of rich ground that is the discovery of tin in Larut in l848 by Ms. Long Jaafar. With this the State economy growing rapidly and more mining areas were opened. In addition to tin, rubber also played an important role after the rubber trees promoted in the State. The implications of the economic developments have been foster a pluralistic society, especially for the Chinese who worked in the mines in the state. British has long been put on interest to the State has intervened through the Pangkor Treaty l874 when there is unrest in Windhoek. From this intervention Resident administrative system was introduced by the British with JWWBirch as its first Resident of Perak. The system is expected to bring about the implications of the Resident is good at first, but because its implementation is absurd and to the attitude of the indigenous people who do not want to be colonized, there has been antagonism that was led by Datuk Maharaja Lela. As a result JWWBirch killed in 1875 under the order of Datuk Maharaja Lela in Teluk Intan due to the arrogant  and  disrespectful. Resident System was also continued until the arrival of the Japanese in Malaya in 194l that caused chaos. Perak State also suffered during the Japanese invasion of bitterness until l945. British scene after the Japanese surrender has not ended, but continued until the emergency occurred in 1948 caused by the Malayan Communist Party (MCP). Violence is rampant in the State in which the MCP is responsible about it. After the Japanese occupation in Malaya, the Malay states are not stable. British had to cope with the emergency state of nationalism for independence among the Malays and also the other races. British used every effort to maintain its position by introducing a number of administrative systems such as the Malayan Union in l946. The Malays leader bringing the masses together with the chiefs of state against an all-out all the British system that is Malayan Union until the British declared the independence of Malaya in l957. Malayan independence, freedom means the states of Perak and affiliates are one of the states. The rapid progression still continues to run until now after 34 generations of the Sultans ruled. By fondly nationalists neither Perak Sultan himself nor his followers, the shrine-tomb was restored and conserved, and declared as a monument and a hero back home. It should be a son, grandson, great-great-men and others from the side of the seed from generation to generation until the last one. Laws of the Constitution never sanctioned and is prohibited to select and appoint a person other than the Sovereign such offspring of the previous Sultan as long as there is life such an issue of the Sultan with the condition that the Sovereign has not had a large and heavy defects for which the it tidal the Islamic Laws will be approved by a Sovereign. If at the time there is no offspring of the previous Sultan seed, it is imperative that elected and appointed as a Sultan of them as are from the seeds of the first Sultan. If the absence of a person eligible to be appointed to the Sovereign, the choice of appointment shall be submitted to the Sovereign of weights, the penalty and the decision of the Senate. After the Sovereign been promulgated, two shall be appointed by the future Sultan of the Sovereign on the advice of the Senate. Two titles are held by the Prospective Sultan was the Raja Muda and Raja confluence of. The title King of Tresurer has been reinstated ti the regular YABhg title. Orang Kaya-Kaya Seri Maharaja Treasyrer and the title YAM Majesty the Sultan of the Treasurer, the Sultan Wazirul Wakilus-Kabir. Future appointment of Sultan is based on the conditions as required for a Sovereign. Before implementing its rights or conduct half-he said, the future Sultan required to take and subscribe the oath prescribed by the Senate. Oath contains the words that follow the sense of the person appointed. Then the title was awarded by Malay custom. However, before a person appointed to be the future Sultan, one usually must first hold the Kings title. Title given to the rulers called is as follows: 1) Raja Kecil Bongsu 2) Raja Kecil Tengah 3) Raja Kecil Sulong 4) Raja Kecil Besar 5) Raja Di Hilir 6) Raja Muda 7) Sultan and Yang DiPertuan Normally the Reagent would be appointed Sovereign after the death of the Sovereign (the Sultan) and the King in the Lower that will take place vacant by the Raja Muda and Raja Di Hilir placed was replaced by Raja Kecil Besar and so on until the title of Raja Kecil Bongsu is vacated. Usually a new Sovereign to bestow the title of Raja Kecil Bongsu to his eldest son. However, the Laws of the Constitution states that the Perak State Government in the selection of the future Sultan, the first consideration should be given to the candidates who closely follow the order of the rank order of Sultan and then to each of the Kings called the improper position before considering any one of the top general level of those who should be elected to the Sovereign.