To Kill a Mockingbird – Dill Harris Character Sketch

Charles Baker Harris, who is commonly referred to as Dill, is a little boy in the novel, To Kill a Mockingbird and plays the role of a cardboard character. Dill is sincere friends with Scout and Jem and spends his summers with Aunt Rachel. Dill represents the naivety and innocence of childhood and is a very intriguing character. Dill appears to be younger than his actual age. In the beginning of the novel, Dill had a short stature and appeared to be four years of age, when in actuality, wassix years of age. â€Å"How old are you,’ asked Jem, ‘four and a half (Lee, Page 7)? ’† â€Å"‘Goin’ on seven (Lee, Page 7). † â€Å"‘Scout yonder’s been readin’ ever since she was born and she ain’t even started school yet. You look puny for goin’ on seven (Lee, Page 7). ’† The quotes from the novel are from a conversation between Jem and Dill when they met. Jem initially assumes that Dill is four and a half years because of his youthful appearance and petite body. Dill corrects Jem, stating that he is actually six years of age and is turning seven. Dill says in the last quote that he is quite small for his age. The quotes prove that Dill has a youthful appearance, small stature and appears younger than what he actually is. Dill also has white hair and a pair of blue eyes. â€Å"†¦ his hair was snow white and stuck to his head like duckfluff; he was a year my senior but I towered over him. As he told us the old take his blue eyes would lighten and darken†¦ (Lee, Page 8). † The quote from the novel is from the time when Scout is describing Dill’s hair and eyes. The quote is proof that Dill has white hair and blues eyes because this quote states that Dill’s hair was white with a duckfluff texture. The quote is also proof that Dill has blue eyes because the quote mentioned that Dill has a pair of blue eyes. Dill is of Caucasian race, given the fact that Dill has blue eyes. People of the Caucasian race are the only ones who can possess blue eyes. A positive trait that Dill possesses is his gift for storytelling and whimsical imagination. Dill would always make up peculiar stories about his life and share them with Scout and Jem. â€Å"Refreshed by food, Dill recited this narrative: having been bound in chains and left to die in the basement (there were basements in Meridian) by his new father, who disliked him, and secretly kept alive on a raw field peas by a passing farmer who heard his ries for help, Dill worked himself free by pulling the chains from the wall. Still in wrist monocles, he wandered two miles out of the Meridian where he discovered a small animal show and was immediately engaged to wash the camel. He traveled with the show all over Mississippi until his infallible sense of direction told him he was in Abbot Country, Alabama, just across the river from Maycomb. He walked the rest of the way (Lee, Page 140). † Another positive character trait that Dill possesses is his developed empathy for people. Dill desires fair treatment of every human being, regardless of race. â€Å"‘It was just something I couldn’t stand. ’ Dill said (Lee, Page 198). † â€Å"‘Dill, that’s his job. Why, if we didn’t have prosecutors—well we couldn’t have defense attorneys, I reckon (Lee, Page 199). ’† â€Å"Dill exhaled patiently. ‘I know all that, Scout. It was the way he said it made me sick, plain sick (Lee, Page 199). ’† â€Å"‘He’s supposed to act that way, Dill, he was cross—(Lee, Page 199)’. † â€Å"‘He didn’t act that way when—‘(Lee, Page 199). â€Å"‘Dill, those were his own witnesses (Lee, Page 199). ’† â€Å"‘Well, Mr. Finch didn’t act that way to Mayella and old man Ewell when he cross-examined them. The way that man called him ‘boy’ all the time an’ sneered at him, an’ looked ar ound at the jury every time he answered—(Lee, Page 199)’. † â€Å"‘Well, Dill, after all he’s just a Negro (Lee, Page 199)’. † â€Å"‘I don’t care one speck. It ain’t right, somehow it aint right to do ‘em that way. Hasn’t anybody got any business talkin’ like that—it just makes me sick (Lee, Page 199)’. The quotes from the novel are from a conversation between Dill and Scout after watching the trial of Tom Robinson for a while (Tom Robinson was a black man who was accused of sexually assaulting a white woman and was put on trial, despite the lack of evidence of the rape. The trial is unfair to Tom because the trial took place during the time when racism was prominent in the southern United States. The prosecutors and judges treated Tom disrespectfully and unfairly in the trial because he was black). In the conversation, it was shown that Dill was upset by the unfairness of the trial and the cruelty of the people towards Tom Robinson because he was black. Scout tries to comfort Dill, but Dill was far too upset by the injustice. In the last quote, Dill says to Scout that Tom shouldn’t be treated with disrespect because he was a Negro. The prejudice and unfairness of the trial reveals Dill’s empathy and desire for equal and respectful treatment of everyone, regardless if they’re black or white. This scenario in the novel causes Dill’s character to mature, such that he gains strong moral values like Atticus (Atticus is Scout’s father who is defending Tom Robinson and believes that black people should be treated equally and with respect, despite the fact that most of Maycomb’s citizens were racist). A trait of Dill’s that needs improvement is his naivety and his tendency to jump to conclusions without discussing his problems to anyone. Dill shows his naivety in the novel by running away from his parents because he believed that his parents didn’t love or care about him. Dill’s voice went on steadily in the darkness: ‘the thing is, what I’m trying to say is—they do get on a lot bettwe without me, I can’t help them any. They ain’t mean. They buy me everything I want, but it’s now-you’ve-got-it-go-play-with-it (Lee, Page 143)’. † The quote from the novel is from when Dill was e xplaining to Scout about why he ran away from his parents. Dill explains that he doesn’t feel loved by his parents because all his parents just do is give Dill material possessions to keep him occupied, instead spending time with him. What Dill really desires is not toys, but his parent’s time. Dill’s parents obviously love and care for Dill, but Dill is naive as to assume that his parents don’t. Instead of Dill discussing his situation with his parents or asking to spend time with him, Dill, with his naive mind, runs away from his parents. The fact that Dill ran away from his parents is proof that he is naive. â€Å"Jem gave a reasonable description of Boo: Boo was about sex-and-a-half feet tall, judging from his tracks; he dined on raw squirrels and any cats he could catch, that’s why his hands were bloodstained—if you ate an animal raw, you could never wash the blood off. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time (Lee, Page 13). † â€Å"‘Let’s try to make him come out,’ said Dill. ‘I’d like to see what he looks like (Lee, Page 13). ’† â€Å"Our first raid came to pass only because Dill bet Jem The Gray Ghost against two Tom Swifts that Jem wouldn’t get any farther than the Radley gate. In all his life, Jem had never declined a dare. Jem thought about it for three days. I suppose he loved honor more than hid head for Dill wore him down easily (Lee, Page 13). † â€Å"‘You’re scared,’ Dill said, the first day (Lee, Page 13). † â€Å"‘Ain’t scared, just respectful,’ said Jem (Lee, Page 13). † â€Å"But Dill got him the third day, when he told Jem that folks in Meridian certainly weren’t as afraid as the folks in Maycomb, that he’d never seen such scary folks as the ones in Maycomb. That was enough to make Jem march to the corner, where he stopped and leaned against the light-pole, watching the gate hanging crazily on its homemade hinge (Lee, Page 13). †

Men and Women in Society

Well obviously, men and women are different. In society however men and women play very different roles. Used to be, men were looked at as the dominant one in a relationship and society. Now a day women are becoming dominant in more ways than one. For example, in the job world, government, relationships, freedom, and sex are just some of the categories that women have risen in, in society. More women are in positions of power and authority.Even though, because of the past, men and women will never be treated the same, in society mostly men and women are treated fairly equal. There is little to no discrimination in the job field or the government against women in society. Men are still usually looked at as a higher class than women but that is just because of the past events that have happened in society. The world is becoming an all-around equal place. The history of women in the American labor force has been shaped by diverse cultural, legal, demographic, and ethno-racial influences .Like men, women in preindustrial America contributed to their household and community economies through paid and unpaid labor, but the material rewards of their labor were limited by cultural beliefs, social practices, and laws that subordinated women to men. Except by special legal arrangement, married women could not sign labor contracts, own property, or claim their own wages. Some women did work for wages, but those who did, even unmarried women and widows, clustered in lower-paying occupations and earned lower wages than men.Initially, these conditions were reproduced, and even accentuated, as the industrial economy developed. As families became more dependent on cash for survival, free women (as well as free men) increased their participation in the paid labor force. Especially numerous as seamstresses in the needle trades and in domestic work, women were also essential to the emerging factories. Other women worked as members of â€Å"family† production units (in shoem aking or retail shops, for example) and as homeworkers in textiles, shoes, or other products–patterns of work that still persist.Laws granting married women legal rights to their wages and to property became common only in the late nineteenth century. The growing identification of men as â€Å"breadwinners† and the rise of an urban middle class (with its status-conscious emphasis on the â€Å"lady of leisure†) further reinforced the tendency to view women as secondary wage-earners, regardless of their actual contributions to family survival. From the late nineteenth century onward, U. S. -born white women enjoyed steadily expanding access to nonagricultural and nonindustrial occupations. They increasingly found jobs as office clerks and secretaries and in retailing.Benefiting from expanded educational opportunities, white, middle-class women in the late nineteenth century entered the professions in growing numbers, initially as teachers, librarians, social worke rs, and nurses, and later in a variety of career paths, from firefighting and police work to the law, medicine, the ministry, higher education, and in the corporate world. Historically, patterns of participation in the paid labor force have varied dramatically by marital status as well as by ethnicity and nativity. â€Å"Until the 1930s, most wage-earning women were unmarried.As late as 1960, only one-third of married women were gainfully employed–a figure that obscures a common pattern of irregular yet continuing labor-force participation. Only in the late twentieth century did that pattern decisively shift. In 1997, 61. 3 percent of married women were in the labor force† (Boydston). Although only in the late twentieth century did most labor unions show an interest in organizing female workers, women in the paid labor force long constituted an aggressive force for reform. In the government of the U. S. women, such as Hilary Clinton, are just as strong and knowledgeabl e as men.Women have run for president, there has been a woman as secretary of state, as have many other women who have been incorporated into the government staff. Men have always been involved in the government. The obvious facts of this are all of the male presidents that have been in office, there has never been a female president, not to say that there never will be. There will be, one day, a women in office running the United States. â€Å"In the 1995 World Conference on Women, 189 governments committed to â€Å"ensure women’s equal access to and full participation in power structures and decision-making. To fulfill this strategic objective, governments also pledged to establish the goal of â€Å"gender balance in governmental bodies and committees as well as in public administrative entities and in the judiciary. † Six years later, not much has changed – women’s representation in politics remains dismally low. †(UNDP 2). â€Å"Today women a re only 13. 7 percent of parliaments worldwide according to data collected by the Inter-Parliamentary Union, a mere 0. 6 percent increase annually. In the Asia Pacific, women are 14. 2 percent of national parliaments† (UNDP 1).At this rate, it will take 75 years before women attain equal representation in national governments. At the local level, the situation is no different – women make up a small percentage of legislative councils and other local bodies in most countries in the world. Only Sweden, Denmark and Finland in Europe have reached a critical mass of 30 percent women in local governments, while South Africa and Trinidad and Tobago come close at 28 and 23 percent respectively. In the Asia Pacific, women’s representation in local governments has ranged from a low two percent to a high 30 percent (e. . India, Bangladesh and New Zealand)(UNDP 2-3). Even though women are told that they are equal in the government, according to the facts, they really are not . There are the obvious difference about men and women and sex, but men and women have different characteristics when it comes to sex. It probably won't surprise you to learn that researchers have found that men tend to initiate sex more frequently than do women. Researchers have also found that men tend to be more â€Å"goal oriented,† to consider the act of sex, especially orgasm, to be what love making is all about.Women, in contrast, tend to focus more on tenderness and the quality of their emotional relationship. Keep in mind that generalizations about human behavior, although true in the abstract, do not apply to individuals. Most men and women apparently have different emphases on sexual intercourse and emotional relationships, but any particular individual may vary from this tendency. A particular man, for example, may be more oriented toward intimacy, a particular woman toward having sex. Generalizations, then, can lead to stereotypes that paint everyone with the sam e broad brushstroke, causing us to overlook individual differences.One of the ways our culture inhibits women's sexuality is through stereotypes. A sexually promiscuous man is often looked up to by his friends. He is seen as a success in sexual matters, a conqueror, a sexual victor. In contrast, a woman who has many sexual partners is not as likely to be viewed in the same way. Questions are likely to be raised about why she is â€Å"like that. † People may refer to her by negative terms, such as whore. Although this double standard of stereotypes is easing, it persists. When it comes to virginity men and women typically re viewed different. Women expressed more positive feelings about their decision, and they were more apt to say they were proud or satisfied with their virginity. Men, in contrast, were more apt to say they felt embarrassed or even guilty about their virginity. The reason for this difference in attitude about virginity is likely due to gender roles, to differ ences about what is expected of men and women. There appears to be a general idea that if a woman is a virgin, she is one by choice, but if a man is a virgin, he has problems of some sort.It seems that a woman can wait for the right person, or for marriage, but a man ought to be seeking sex–and the more sex he has, the manlier he is. In short, being a virgin may challenge a man's masculinity, but not a woman's femininity. In relationships between men and women some say that men and women can just be friends. They way men chose their friends is not just my the female’s personality. A man choses his female friends by how attracted he is to them. Even if it is just a small attraction, its still there. A man isn’t going to initiate friendship with someone he deems â€Å"ugly†, or â€Å"unattractive†.The same goes for women. So, in essence men and women cannot just be friends. There is always something more there to tempt either the man or the women, wh ether he/she is in another relationship or not, to have some kind of whether it be physical or emotional connection with that â€Å"friend†. When polled, 58% said yes , and 42% said no men and women cannot just be friends ( Friends). So really there are no definite answers to this question. Throughout history, women's rights have been the subject of much debate and controversy.The concept of a woman's ‘right' can take a variety of forms including voting, reproductive control, equality in the workplace and service in the military. In most societies the women's movement has faced opposition and equality has been hard won. Equal rights campaigners have championed the movement with the goal of establishing fair and comparable treatment for women under law. â€Å"Evidence dating from around 8500 B. C suggests that in Ancient Egyptian society's work was divided along gender lines with the women assuming agricultural duties and the men taking on the role of hunter/gathererâ⠂¬  (sampson).Progress has been made over the decades, but there is still debate over some aspects of women's rights and the extent to which they have effectively redressed the prior imbalance. In a 2009 report published by the Department of Labor, it is stated that on average women earn approximately 80 percent of the salary a man is paid for the same job. Whilst this is an improvement from 30 years before, when a woman earned 62 percent of a man's salary, it does still not represent full parity.Reproductive rights are also a contested issue with opinions divided on whether abortion should remain legal. †In a 2009 poll by CBS news, 23 percent of respondents believed abortion should be illegal versus 34 percent fully supportive of abortion without constraint, and 40 percent in favor of keeping the practice legal but with stricter controls† (Sampson). Even though women have rose in society there is always that barrier that was created long ago restricting some peopleâ₠¬â„¢s views of women’s’ freedom and power in society. Men and women also tend to handle different situations differently.Perhaps if something breaks, the woman is more apt to be calm about the situation when the man is more apt to have a complete melt down about the situation. When an argument happens and the man is wrong he backs down, when a woman is wrong she back tracks her point and somehow proves the man wrong, or so he thinks. When women are right they don’t boast or â€Å"rub it in† so to speak. When men are right they are the first ones to say â€Å"I told you so†. Are women naturally more risk-averse or less inclined to enter a competitive situation? Or are they trained to be that way?Why women and men might have different preferences or risk attitudes has been discussed but not tested by economists. Broadly speaking, those differences may be due to nurture, nature, or some combination of the two. For instance, boys are pushed to take ris ks and act competitively when participating in sports, and girls are often encouraged to remain cautious. Thus, the choices made by men could be due to the nurturing received from parents or peers. Similarly, the disinclination of women to take risks or act competitively could be the result of parental or peer pressure not to do so. Educational psychologists argue that the gendered aspect of individuals' behaviour is brought into play by the gender of others with whom they interact, and that there may be more pressure for girls to maintain their gender identity in schools where boys are present than for boys when girls are present. In a coeducational environment, girls are more explicitly confronted with adolescent subculture (such as personal attractiveness to members of the opposite sex) than they are in a single-sex environment. This may lead them to conform to society's expectations of how girls should behave to avoid social rejection. †( Booth).If competitive behaviour or risk avoidance is viewed as being a part of female gender identity, while risk-seeking is a part of male gender identity, then a coeducational school environment might lead girls to make less competitive and risky choices than boys. It is hypothesized that hypothesized that woman and men may differ in their propensity to choose a risky outcome for several reasons – innate references or because their innate preferences are modified by pressure to conform to gender-stereotypes. Single-sex environments are likely to modify students' risk-taking preferences in economically important ways.Our specific conjectures were that girls from single-sex schools are less risk averse than girls from coed schools, and that girls in same-gender groups are less risk averse than girls in coed groups. It has been conjectured that girls in same-gender environments (single-sex schooling or same-gender experimental groups) are no less risk-averse than boys. Naturally it is assumed that women are le ss risky than boys this is because the women always feels like she has to be the protector and if she is taking risks she is not able to protect the ones taking risks.

Impact of Job satisfaction on employees Essay

The purpose of this study was to investigate the impact of motivation on job satisfaction (dissatisfaction) of journalistic employees employed by the national public broadcaster. The idea was to profile factors causing high motivation and job satisfaction and also to profile those factors that contribute low motivation and dissatisfaction at work. The rationale for the study was simply an observation that some employees seem better adjusted and happy at work and are able to cope well with the demands of the working environment while others are not. Another observation is that management seem not to be aware of what motivates their subordinates and to strategically utilize those motivational tools to maintain high levels of job satisfaction (or at least low levels of job dissatisfaction), high productivity and morale. The target sample was all journalistic staff working in the television and radio news rooms of the national public broadcaster in South Africa. The profile of the respondents included a variety of ages, gender, races, educational backgrounds, different work locations, different marital statuses and managers and non-managers. Data was collected using a questionnaire that was randomly distributed at Head Office in Auckland Park and to all the nine regional offices of the SABC. The major findings of this investigation was that three motivational factors, namely achievement, recognition and work itself cause 88% job satisfaction; while hygiene factors cause 12% job satisfaction. At the same time the research also found that three hygiene factors, namely supervision,  company policy and administration and  interpersonal relations with supervisors cause 60% job dissatisfaction; while motivational factors, namely achievement and recognition cause 40% job dissatisfaction. These results reflect the work attitudes of employees at the time of this research. The study illustrates that when employees are happy and satisfied in their  jobs, their level of motivation is high and they perform at peak all the time. On the other hand, when employees are unhappy and dissatisfied at work, their level of motivation is low and they don’t perform at peak level. The study recommends strategies of how management can utilize achievement, recognition and work itself as a tool to keep employees motivated and satisfied in their jobs. It also recommends ways by which management can eliminate low motivation and job dissatisfaction amongst employees by improving management skills, knowledge and competencies of managers, building relations between managers and subordinates and also improving the quality of internal communication with employees especially on policy and administrative matters. Lawler (1973) in Dipboye, Smith and Howell (2000) incorporated the concepts of attained versus desired needs in his model of facet satisfaction. This model is an extension of the Porter-Lawler (1968) of motivation explained above. It is a facet satisfaction model because satisfaction with various components or facets of a job, such as supervision, pay, or the work itself, is considered. Lawler’s model specifies that workers compare what their jobs should provide in terms of job facets, such as promotions and pay, to what they currently receive from their jobs. However, simple need comparison theory is extended by also weighing the influence of certain worker characteristics (such as skills, training, and age) and job characteristics (such as degree of responsibility and difficulty). In addition, the model draws concepts from the equity theory of motivation by assuming that workers ultimately determine their job satisfaction by comparing their relevant job inputs and outputs to referent (comparison) others (Dipboye, Smith and Howell, 2000:149-150). Adapted: Figure 2.2

Credit Crunch Uk Essay Example | Topics and Well Written Essays - 2000 words

Credit Crunch Uk - Essay Example The US seemed to have the biggest problems, if only by the sheer magnitude of their economy and its impact on other nations around the world. Still, Great Britain felt the shock and their economy suffers many of the same ills as the system has stagnated with the same symptoms. Though the political leaders portrayed the problem as an emergency that suddenly erupted, it was actually the culmination of years of under-regulation, neglect, abuse, and corruption. The credit crisis in the United Kingdom has come about as a result of over-extended consumer credit and a banking system that has exploited the concept of free market economics. To understand the vulnerabilities in the global banking system it is helpful to understand some of the history that got it where it is today. Six hundred years ago the population of England was largely agrarian and lived as subsistence farmers. Wages earned came almost exclusively from farm labor and were very sensitive to the law of supply and demand. When times were good, the population rose and the labor supply increased. This drove down farm wages and the resulting poverty would decimate the population. As the labor supply fell, wages increased again and the cycle repeated. In fact, the real wages earned in 1740 were the same as the wages earned in 1400 (Khan 10). However, the Industrial Revolution created a larger demand for labor and created concentrated centers of capital. Technological advancements contributed to the growing economy and real wages have risen by approximately 2200 percent in the 200 years since the turn of the 19th century (Khan 10). The escalating wage scale and the concentrated capital resulted in an economy that was ever more dependent upon credit and increasingly demanding consumer goods. According to Khan, "in the 19th century, a steady rise in living standards began that has, in some sense, never ceased. As a result,

Relationship Between Culture And Psychological Processes Essay

Relationship Between Culture And Psychological Processes - Essay Example Different cultures have different personalities, and this also differs between males and females (Mead). People of different cultures have personalities that connect them with their culture. Some communities share the same personalities between men and women while others have different personalities among the genders. According to Mead, culture is extremely powerful and determines the fate of a person. Ruth Benedict was also a successful anthropologist who was also an instructor on anthropological studies (Benedict, 3). Both Ruth and Mead studied culture and its relation to human personality, and human sexuality. She studied different cultures and how they mould the personality of individuals, and also tried to recognize the association between psychosomatic processes, and cultural processes (Meyerowitz, 1063). These two are interrelated as they influence the emotions and cognition of human beings. Culture and personality brought about a large group of people including anthropologist s and psychologists. They, however, had different views on the same topic of culture and psychological processes. While Ruth Benedict and Margaret Mead were anthropologists, Sigmund Freud was a psychoanalyst but they all joined hands in exploring culture and human personalities. Mead and Benedict shared their views that culture is responsible for individual development and emotions of cultures. Freud tried to explain that psychoanalytic theory could be used in the study of culture. It focused on child and toilet training and their influence on the development of children. Human personality is plastic according to Sigmund Freud and can be changed in any environment including culture. If somebody relocated, to another are which practice different cultural activities, he, or she will adapt be forced to that environment. Their personality will change, as well. Individual behaviors are much controlled by their minds; they are not only controlled by culture. Psychology plays a crucial rol e in the way an individual acts and thinks and, therefore, it is extremely vital in the studying of culture and human personalities. Both Mead and Benedict worked tirelessly in order to prove that the biological aspect of individuals did not determine the culture (Benedict, 16). This differed with Freud’s theory which explained that, both biological and psychological aspects played a role in cultural development. Race and ethnicity, according to their research do not determine the culture too. They, therefore, chose to study the relationships of the native groups because they argued that the native groups had not been exposed to modernity incredibly much. They further explained that civilization had been brought about by the contribution of many races and could not be attributed to only one race. It takes different personalities in order to build an economy, social system and also political systems. These different personalities are from different cultural organizations. Each element of culture has its own history and some cultural traits are shared among different communities (Meyerowitz, 1065). Cultural traits are not limited by boundaries and can spread to a large area. Sigmund Freud found out that personality and culture could be explained through the use of the psychoanalytical hypothesis. This included use of examinations and interviews (Meyerowitz, 1064). The views of Margaret mead and Ruth Benedict on culture and human sexuality are related to those of Sigmund Freud in such that they believe that personality changes according to the area of residence and situations. Personality traits are largely based on the surrounding environment and can be acquired by anyone. Every human being s unique in nature, and they perceive things in different ways. This

Health care Essay Example | Topics and Well Written Essays - 250 words - 5

Health care - Essay Example Therefore, they end up falling short of the selection criteria, thus diminishing the chances of getting a loan to finance the start-up venture. In this case, some entrepreneurs fail to acknowledge the relevant of the business plan in the process of starting up a business, hence resulting to difficulties of attaining financial backing for start-up. 2. The aim of the regulatory agencies in the health care industry is to ensure that patients are receiving quality health care services from various institutions. Therefore, they are mandated to check if health care institutions are compliant with the policies in the field of health care. In this case, they are not aimed at spoiling the organization; instead, they are focused on improving the reputations of health care institutions by eliminating the drawbacks that can result to failure. Moreover, if an institution is compliant with the policies and regulation, there is no need for being afraid of the regulatory agencies, since there is nothing to hide or generate

English Literature Essay Example | Topics and Well Written Essays - 1250 words

English Literature - Essay Example of the creative element inherent in it, but also because of the manifestation of the imagination that could be found within it in the sense that we create what we see, beginning to recognize how the representation of social issues might help to bring about change in these same social issues. The world was full of symbols and signs that would portend future events and actions which were knowable through their relationship to the myths and legends of antiquity. Many of the concepts that emerged as a part of Romanticism were reactions to the social upheaval that was taking place at this time coupled with a shifting economic structure. During the ‘Romantic Period’, the poets took part in a movement against the Industrial Revolution and the Enlightenment, where they protested (with their poetry) the ideals of those Europeans who sought to bring reason and ‘Enlightenment’ to the world. The Romantics expressed their defiance of the so-called ‘reason’ that both the Industrial Revolution and the Enlightenment brought to society. Throughout this period, women’s appearances in literature are characterized as dependent upon men for any outward action. Most of the principle female characters are white and invariably subservient to men. While this is often understood as a male-dominated and defined society in which women had no voice at all, the degree of truth in this idea is largely dependent upon the au thor and his background. It has been said of Romantic literature that ‘The tendency to portray women as binary opposites suggests a misogynistic perception of the inadequacy of female character’. While this may be true of much Romantic literature, Lord Byron’s poetry, such as his most famous work ‘The Corsair’, illustrates a more even-handed approach. The three cantos of â€Å"The Corsair† tell the story of a pirate chief named Conrad. The poem opens with Conrad on his pirate island, described in terms that convey the sort of haunted, lonely

Talkshows in America (infuence they have on people) Essay

Talkshows in America (infuence they have on people) - Essay Example But then these shows or discussions could only be attended by a group of people living in the proximity of the places where those meetings or discussions were arranged. And contrary to what is today, earlier people from other parts of the world were not aware of such events or discussions, as there was no medium through which others could witness these events. But with the invention of Television and Radio, the world came closer, and people from all over the world could hear them on Radio or see them and hear them on Television. In the early twentieth century, Radio was the only medium of entertainment. According to the historian, Wayne Munson, the first ever Talk Show was broadcasted on Radio over WBZ in Springfield, Massachusetts in the year 1921. It was related with farming. Usually experts conducted such talks and the purpose of arranging these programs was for educating the audiences. The hosts of these shows took the audiences in altogether different world of knowledge and entertainment. One Mr. Alexander Woolcott on WOR in New York shared his experiences of the different kind of people he met and the books he read, on the radio. Thus, at that time, hosts were the people who spoke and the audiences listened to what they said. Audiences were passive listeners and there was no one to one interaction between the host and the audience. But in 1930's there was a sudden change and the audience became an active member of these shows. In a radio program hosted by Houston called Vox Populi, a recorded intervie w of a man on the street was broadcasted. Thus audiences were enthralled by this innovative idea of involving audiences in the program, which thereby increased the popularity of that program. Thus many other producers too were inspired by this idea and they too copied the same. This is how the audiences were also involved in the programs. It was for the first time in the program of Barry Gray on WMCA that a phone call was received while the program was on air. Thereafter, 'audience request lines' were developed and the novel idea of playing music on the request of audience was implemented. (Ellen Hume - Talk Show Culture) In the year 1948, after the invention of television, people began to enjoy the audiovisual programs. It was during this time that people could actually see their favorite celebrities talk on the shows. Talk show, was a program on television, wherein a certain group of people came together to discuss certain issues. It was conducted by a host and different people who were experts in that particular field were invited on the show. The host before conducting the show prepared the outline of the program keeping in mind the public interest. And he invited the experts who could speak on this topic very well and who could answer the questions of the spectators satisfactorily. The show was generally interactive. The concept of Talk Shows was an outcome of the fusion of news and entertainment. It was informative as well as entertaining. In a talk show the host asks questions to the experts and they answer those questions. Sometimes if a small group of experts are invited then there is a group discussion on certain topics. With every expert or participant giving his personal opinions, the spectators can make a study of that particular topic from different angels. The topics selected for Talk Shows are mostly sensitive or have great

Robert Gagne's Conditions of Learning Research Paper

Robert Gagne's Conditions of Learning - Research Paper Example Learning can take place anywhere and at any time and anyone can be the benefactor of the said learning experience. In this essay, attention will be focused on the learning conditions of Robert Gagne who is famous for writing a lovely piece of literature called the Conditions of learning (Conditions of Learning (R. Gagne), 2012).   This piece of literature is an educational piece of writing that is also composed of psychological meanings and importance. By analyzing the literature, it can be seen that Robert was of the assumption that in learning, there are different types of learning that do exist and they are totally different. Some people might look at the definition of learning and see that learning is the amassing of facts that is sometimes are different while at other times are the same type of knowledge. In the journal, there are different types and levels of learning that bring about the accumulation of knowledge. From the journal, it is hard not to view Gagne as an individu al with the need for perfection (Conditions of Learning (R. ... Again from the journal, Gagne identifies that for each category, there is the need for certain conditions, both internal and external which differ from each other that is needed in order to have a meaningful learning experience (Conditions of Learning (R. Gagne), 2012).   At such a point, it is not hard to figure out where Gagne is heading. From his journal, it is safe to assume that for every action, there is an equal and opposite reaction in that for certain categories of learning to proceed as planned like say cognitive strategies, there has to be a certain gap in which one can practice the development of new solutions that will solve certain problems. There has to be a chance in which one can learn new attitudes of coping with learning and how to find their way around problems. While taking a look at learning in general, it is assumed that in whichever way that an individual gets the knowledge, it has fulfilled its part. From Gagne’s point of view which many might find i nteresting; learning occurs best when a certain number of tasks are done in a well organized and efficient manner (Conditions of Learning (R. Gagne), 2012).   From the journal, there are certain things that cause the concentration of an individual to be at its best. Such things are influenced by stimulus, response generation, following of procedure, the use of certain terminologies, certain discriminatory ways, and formation of concepts, application of a said or written rule and the general idea of solving problems. When the things concerning learning are placed in an orderly manner, in that they are arranged in a hierarchical way, they give rise to the much needed knowledge of how information is accumulated. The main work of the system of hierarchy

IKEA and Fantastic Furniture Research Paper Example | Topics and Well Written Essays - 1500 words

IKEA and Fantastic Furniture - Research Paper Example The key success factors desirable for such success is the provision of quality and value for customers’ money, understanding the market and targeting advertisements to perceived needs of the markets and provision of an outstanding customer service to the customers. Though IKEA and Fantastic furniture are similar in many ways, they differ in design of products where IKEA emphasizes on flexibility and portability of the furniture, thus, producing self-assembled furniture while Fantastic furniture mostly produces pre-assembled ones. Backward integration and increased productivity are recommended for the two companies, in order to be able to meet the projected increase in furniture demand. Table of Contents Background and Introduction IKEA is a privately owned international company that sells home products that can be assembled, such as home appliances and accessories, beds, and desks (Coker, 2005). The company was founded in 1943 by a 17-year-old Swedish, with the name of the com pany derived from his name and place of origin. The company ranks as the world’s largest retailer of furniture (Dennis, 2008). There are notable strengths that the company has been credited with. Its ability to control costs allows it to offer continuously lower prices for its products. The company is also known for its attention to operational details, allowing it to improve continuously the products it offers to its customers. These strengths have seen the company continuously advance, and expand to different countries in the world (Stroman, 2003). The company comprises of a group of companies that are centrally controlled by a Dutch corporation. The company provides its customers with 12,000 different products and is the third largest consumer of wood in the world (Ben, 2009). The company adopts environmentally friendly manufacturing process to ensure it preserves the environment. Fantastic furniture, on the other hand, was started in 1991 by two founders, Harding and Dejo ng. The company started as a stall that was selling plastic garden furniture, and later, the first of their store was opened at Birkenhead point (Johnson, 1983). In 1992, the company opened the first Fantastic Factory Lounge and in 1995, the Fantastic metal factory was established. The company owes its success to some strength it possessed from its inception. The company indulged in clever advertising, while at the same time improving its products and processes continuously. This way, the company has been able to expand its operations and grow to a large furniture retailer. The company’s growth rate was so high, that the founders were unable to manage this growth. Consequently, they invited other directors who had experiences in handling growth in a new business, effectively increasing the number of company’s director to five (Greenblat, 2010). In 1997, the company opened its first import department, which has been responsible for the sale and distribution of the compa ny’s products to a tune of 50%. The company has expanded its operations to have many other branches in Australia, later transferring its Fantastic Lounge factory to a different location to accommodate the increased production capacity, in 2006. With its growth and expansion, the company acquired a mattress producing company to suffice the mattress requirement of the company in the same year (Ben, 2009). Literature review A furniture retail business should be the most successful business ever running. This is because every day someone needs

Buddhism Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Buddhism - Research Paper Example For instance, where Christian worldview advocates that salvation and rebirth is possible through the divine nature of the individual as it was in the case of Jesus Himself, in Buddhism, believes argue that salvation and rebirth is a cycle of life which is judged by the Karma of the individual and is not restricted to the spiritual holiness of the soul. To be precise, in Buddhism, the deeds of the person during his life cycle, decides the form of his/her birth as a human or else. However, in Christianity, the philosophical claim propounds that the way to salvation is through Him. Again, principles in Buddhism showed the way to Nirvana and asked the followers to find their own path to attain a life after death. The Christian worldview thus believes that rebirth is possible by following the doctrines of Bible, and the human soul gets birth as only human; but, Buddhism states that rebirth means ‘life after death’, which depends on the Karma of the individuals, where the indi viduals can take birth as anything in accordance with their deeds (Zukeran, â€Å"Reincarnation and Christianity†). ... On the other hand, the new testimonial followers believed that rebirth is possible only when following the path of Jesus Christ. The concept of rebirth, as per the Christian worldview, thus happens through miracle, which was only possible by Jesus Christ as He was the ‘son of the God’. Reincarnation of soul from one body to another is only possible only when the individual have a strong believe on Christ’s principles and by such means get His blessings on the soul. The path to rebirth, according to Christianity, is determined through the life of the people as per the new vision on reincarnation. The philosophical claim of Christianity thus propounds that a strong belief of the individuals on the principles of Christ will help them in attaining rebirth. Hence, Christian worldview, the concept of rebirth revolves around the strength of the belief one has about the existence of God (Hodson 1-6). BUDDHISM PERSCEPTIVE ON REBIRTH The Buddhism perspective on rebirth demo nstrates change in continuity of life from one individual to other. According to the perspective of Buddhism, the karma of an individual helps to attain enlightenment which represents purity of life. In case, a person or an individual does not attain Nirvana, the death cycle continues and the soul gets rebirth in the form of â€Å"Asura,† â€Å"Hungry Ghost,† â€Å"Human life† and â€Å"Animals† (Buddha Dharma Education, â€Å"Fundamentals of Buddhism†). According to the teachings of Buddha, rebirth depends on Karma of the person that denotes his/her acts and deeds. Also, Buddhist believes that death is the end of physical body, but the spirit seeks out for new life and body. The rebirth of an individual is the cause and effect of his/her

Personal Philosophy Paper Assignment Essay Example for Free

Personal Philosophy Paper Assignment Essay I think that individuals in a society should function in a way to help each other to sustain a community alive and well. In order to keep the flow within a society continuous, the individuals in the society should abide by the rules of their community, which are set to prevent disorder or avoid a halt a community’s progress, and in this way a society can go on with its processes. Individuals should respect each other, and the rest, within their community; it is on these bases that humans have evolved with the basic morals that we recognize today. However religions have improved and streamlined basic regulations of ancient communities, and those dogmas or rules, from whatever origin theyre from, are what influenced organizations to get to how they are today, like the Puritan, Anglican, and traditional British influences on the US Constitution. I believe that people should be educated especially if they are interested in receiving that knowledge, preferably with vocational schooling or internships, just like the apprenticeships that were popular in Europe long ago, but as for less technical subjects or careers, the traditional lectures should be adequate, like it should be in a university. I think that schools should be free for those that would truly benefit and thrive in them, but they’re not. However some reasons why people do not support free college are not unjustified. Students who wouldn’t commit themselves to take advantage of that free education would be obviously wasting people’s tax money. But unfortunately I’m not sure that’s the only reason why college isnt free, like it is in Europe and elsewhere. Along the lines of morals, I believe them to be as they are in the Christian tradition, but as for culture, since religion can’t explain that, I am left to decide myself what is better for me. I personally find the culture of 21st century America to be repulsive in some respects but worthy of credit in others, I find customs of other cultures to be interesting. Here in America, many are interested entirely in materialism in life and are often driven by greed and vain pleasure. There are too many that (specifically and es pecially around the neighborhood and community where I live) steal, kill, fornicate, and commit all kinds of crimes and immoralities. One of the most heartrending things is the lack of spiritually zealous individuals, most are totally uninterested in what they participate in, and I think it has to do with the fact that they don’t know the history, the reason or rationality behind things. This is why I don’t have any close friends because none that I know of, or rather scarcely any fall into the categorizations that I respect. I have high regards for Sir Thomas More for keeping to his stand in the face of death and against the violation of what he held to be true and just. I also respect G F Handel for following through with his artistic passion, even when the situations where grim and difficult. There are several others, who I revere for their works and deeds, but I can’t make much use of these people’s legacies – I know I don’t have the capacity to accomplish feats at their level. I hardly have any skill, talent, or much else that is uniquely useful or applicable to anythi ng, and whatever qualities that I may genuinely have, they are of little use because I’m usually lacking in some other aspect that would otherwise allow me to accomplish a task effectively. I believe people in society do have responsibilities that are not written down, nor written out in some special contract, rather there are those responsibilities that are expected to be followed regardless of the circumstances. Raising a child to be compatible with social norms, communal requisites, and the law, is an example of these responsibilities, but of course there are other such responsibilities that are followed by people of all walks of life; but as everyone in this world had parents at one point in their life, the position as a parent is thus of upmost importance. Technically, as a parent or guardian you are required by the law to be the caretaker of your own son or daughter (i.e. not just expected), but the law doesn’t get too specific on other details, and as a result these seemingly minor but meaningful details often go unaccounted for. Because some people are unprepared to have children and they do unexpectedly, a â€Å"gap† is left in each individual thereafter, where ordinarily there would be certain skills that would help a person to be socially adept as well as have the ability to pass on those attributes or skills if that individual decides to have children of his/her own. Personally I know that I do have such a chink, and it is also present in both of my parents as well – my father grew up with about a dozen other siblings, and his father had to work in the fields from sunrise to sunset, while his mother had to do what else she could, such as tailoring or making dresses to raise some extra money, my mother on the other hand, grew up as if she was an orphan, her mother being the eldest of again about a dozen other siblings, my mother’s father having been lost to a casualty, her mother set out to find work, leaving my mother to live on her grandparents’ farm with her other uncles, au nts, and cousins, as if they were siblings. As you might expect, my parents grew up in poverty, never went to college, and had to find work in new frontiers, ending up in occupations unlike those of their own parents. I don’t think having children is wrong at all – far from that mentality – but I think that people should plan or be ready to have a child and provide them with all the nurture and attention they are supposed to give him/her, or else, a pattern of spiritual, mental, social, and emotional poverty could possibly repeat itself. If you ask me if I’d like to be employed in a trade like the one of my father, I would have to decline, because put simply, I have never even received any kind of preparation from my father (not that I need much) in the occupation that he is in today, and I don’t blame him. My father has always told me that he wants the best for me, and that he wants me to get a proper education in order to lead a better lifestyle than his own. However, I don’t feel as if I’ve been adequately prepared to achieve that.

The Mayan Civilization In Mesoamerica

The Mayan Civilization In Mesoamerica This area is geographically varied, ranging from volcanic mountains to limestone, to rainforests. Often, these extremely varied geographic areas are divided into areas known as the Highlands, and the Lowlands, both important to the presence of trade in the Mayan civilization. The lowlands were a beautiful location, surrounded by the Gulf of Mexico to the north and west, and on the east was the Caribbean Sea. This was an area that was essential in the planting and production of crops such as maize, squash, beans, cotton, and sisal. As you can believe, the lowlands climate was very warm, and even in Rain season provided little rain. The Southern lowlands were home to rainforests and savannahs, where lakes were present and fed by the Usumacinta River. Rainfall was much higher in this area and drained towards the seas, creating essential rivers, (the Usumacinta and the Grijalva) for the Mayan people. These large rivers also provided a means for transportation. The Northern Lowlands were relatively drier, and home to small trees. This area was often an area of slash and burn agriculture. The Highlands were a more dangerous area, composed of mountains and valleys, and were shouldered on the south by the Pacific. This area was home to dangerous animals, such as Jaguars and poisonous snakes. Even though this area was more prone to natural disasters like earthquakes and volcanoes, the highlands were the Mayans source of precious metals such as obsidian, jade, hematite and cinnabar, which were extremely important in trade relations, as well as value for themselves, as burials of wealthy individuals contain items such as head dresses, necklaces and other items of value made from metals. The Mayan civilization had many advanced methods of food production. It is now thought that raised fields and terracing, field managing, and wild harvesting were needed in order to support the large populations, which can be seen through aerial photographs, and appear to be connected by man-made canals. Most commonly, maize was their primary staple, but Mayans also grew beans, squash, as well as sisal and cotton for textiles. The wax and honey production from bees was also obtained, and various alcoholic drinks were made from corn. The Mayan people are most commonly known for their development of a complex writing system, as well as the construction of large, dramatic urban centres for their people past and present. Out of all the Mesoamerican civilizations, Mayan architecture may be the most highly recognized. Definitely the most dramatic, Mayan architecture is known for its huge step pyramids, which were adapted from earlier nearby civilizations. These pyramids were built for honouring gods and past leaders, who are commonly found deep within. Often, these great pyramids were built over with new structures. Other significant buildings of the Maya were often related to religion, administration, observatories, or high ranking citizens. Buildings were created with large, careful stone placement, as well as highly decorated. Understanding this architecture allows us to understand the customs and ways of the Maya civilization. Building materials often consisted of Limestone, lime stucco, plaster, flint, and cement; as they were readily available and fairly easy to produce. Often, buildings were adorned with murals, sculptures, and short script which expressed activities that were related to the building, often presenting mythological features or impressions of their gods. This was all done through man-power, as there were no metal tools, large domesticated animals, or even wheels to move all of these materials for building. The houses of the Mayan people were located within the city limits, and are often referred to as compounds. These areas consisted of wide open parts in the middle, in which religious ceremonies were held, usually on raised platforms right in the middle, allowing all to see. Also located near the middle were administration and ball courts. Often, people higher on the social ladder were located on the inner parts of the city, closer to amenities, and had much more spacious living quarters then those of commoners. The Maya people were very interesting in their sense of keeping track of things. Large numbers of administration related buildings, their invention of the calendar, as well as their recordings on stone stelae were the evidence of progression to a real organized state. This helps with the decipherment of how the population lived in every aspect of their lives; who they worshiped and the importance to respect (often in the form of bloodletting), how they were organized as a civilization, as well as their forms of communication. A lot of the historical record of the Mayans was lost during the Spanish rule, which resulted in the burning of Mayan books. These books would have provided a lot of insight into the way they lived, as well as helpful information to deciphering hieroglyphs. The Mayan Collapse To this day, there is still a lot of debate on what actually happened in the fall of the Mayan civilization. Around 870 Ad, the southern part of the lowlands began to collapse. There was no new construction beginning, and the cities gradually became deserted. This was a result of a combination of events, and is still today not definitely answered why this happened. There are many different opinions readily available, but these were some of the most convincing I came across. One point of view was that warfare was the last string pulled in the collapse. Warfare had become widespread, and some argue that the increasing power of royalty lead to a revolt. Another view was that environmental issues led to the collapse. Over harvesting to feed the growing populations damaged the small area of land that was workable, and eventually draining the nutrience of the land. This put a huge strain on the stability of the community, and the possibility of a few droughts made it inevitable. Stanley believes that the à ¢Ã¢â€š ¬Ã…“Maya centres were abandoned, not because of burgeoning managerial costs, peasant revolts, or invasions from the outside, but because of erosion of the systems economic baseà ¢Ã¢â€š ¬Ã‚  (Santley 149), Basically stating that over-harvesting of land for food every year left unfertile soil, in which nothing would grow. Another view I found interesting was by Crist, where on page 29 he suggests that with a civilization as large as the Mayan come issues such as epidemics such as malnutrition and disease which could be triggered by the infertile land not being able to produce for the ever-growing population of the Maya. I could see this to also be a contributing factor, as they really did not have any way to treat disease, or any solutions to malnutrition when you combine it with the potential environmental issues at the time. I believe that any of the previous situations could have easily dispersed if not ended the Maya civilization, and a combination of the proposals out there would have definitely been detrimental In my opinion, the Maya people were extremely advanced people. As a group, they were very knowledgeable farmers, and used their land to their advantage. Their ability to extract gems and metals and create semi=precious pieces that were highly valued really put them on top with trade relations. Although we have seen substantial structures in the past, the Maya structures were enormous, and highly decorated. The power and respect that Nobelà ¢Ã¢â€š ¬Ã¢â€ž ¢s had to construct these types of structures must have been amazing, as well as the respect required for the cooperation needed for the labour of these cities. The Mayan were highly intelligent, as they were able to build on Olmec civilization and come up with their own original calendar system, hieroglyphic writing, as well as astronomy. These three areas are still very much a part of our education today, and I believe that even though it may seem farfetched, that the Maya had a significant impact on how our calendars and interpret ation of astronomy was constructed to be what it is today.

Three Criteria Of A Good Political Leader Politics Essay

Three Criteria Of A Good Political Leader Politics Essay In political science and history, there are three criteria used to determine what makes for a great, good or a successful political leader. The three criteria are: responding to crisis, utilizing the office for leadership and good public policies. Responding to crisis, which can also be termed as crisis management, is a process that deals with responding to an events that threaten to harm a society or constituent where one is in charge. In a crisis, there is usually a cause of threat or insecurity that happens abruptly and impulsively and requires a short time to make a decision and there is usually need for change since the old system seemed to have snapped. There are various types of crisis that can hit a nation or a constituent and these include: Natural disasters which is considered an act of God, and occurs in the forms of earthquakes, volcanic eruptions, tornadoes, hurricanes, floods, droughts, storms and tsunami. There is also confrontation crisis which occurs when an unhappy group of people fight the government to gain acceptance of their expectations. It takes the form of boycotts, strikes, and issuance of ultimatum to an office occupant. Other forms of crisis that can cause disturbance in a society include: technological crisis, crisis of malevolence and rumors. As a president of a nation, the response one give to a crisis really matters. It is a measure of how much the president cares for his or her subjects. It is important for the president to always give a statement or be there in person in response to any sort of crisis. The second criteria involves utilizing the office for leadership. Leadership is a social influence where one requires the support of others to accomplish a common goal. This goal, vision or dream is suppose to bring change to the people being governed and it is not to be self centered or have any form of selfish interest for the leader. As a political leader, the main focus of ones vision should be the common civilian and tax payers who entrusts one and gives them the mandate to guide them and lead them. The office of leadership should be treated with honor, respect and integrity and should not be used to enrich oneself by fleasing money. The third and last criteria is good public policies. Public policies entails a course of action or a position taken by the leadership of government concerning a specific issue. These issues may range from global issues to issues of state interest. For instance, matters concerning global warming and the environment are very crucial and it is important for a government or the head of government to come up with policies handling this issue pretty well. Apart from George Washington, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, there were also other presidents in the US that were considered great, good and successful since they measured up to the three criteria discussed above of a good leader of a nation. Andrew Jackson, the seventh president of the US got into power with such force that a time period was named after him. He brought to an end years of what many Americans including himself, considered to be an elitist government. He was known to have engaged the people in matters of national interest and made them be like the executive branch in the process. Before him, president seemed to be working with the congress so as to shape the national agenda. Jackson was against the issue of having a big government, and he disliked debt. These two issues that are mainly accredited to Jackson, made him the only American president to clearly off all national debt. During his tenure, he ejected all the Indians living east of th e Mississippi what is now called Oklahoma. This resulted into the Indian Removal Act of 1830. He eventually placed the millions of acres that became free for development. Though he was not all round perfect, but his policies had a common good for the American civilian. Another example of a successful American president is James Knox Polk. His biggest accomplishment was when he acquired the state of Texas, the second largest land in America. When he came into power, Texas became part of the union of states and this increased the boundaries of America to the Rio Grande. He was also able to reduce tariffs and he established treasury systems that are independent. He was able to achieve everything he wanted in one term. He utilized well the office for leadership and he had good public policies. Among the least successful and weak presidents of the US and who did not measure up to these three criteria is James Buchanan. He had bad public policies that were racial in nature and particularly discriminated on people of African decent. He was caught stating that slavery was an issue of little practical importance. Whether or not they were slaves, blacks could never be citizens of th US and the congress had no authority to prohibit slavery in federal territories. Millard Fillmore, is also considered one of the worst presidents of the US because of his policies and style of leadership that saw him sign into law the Fugitive Slavery Act that sought to force the authorities in free states to return fugitive slaves to their masters. He got into power after the death of President Taylor and changed Taylors entire cabinet with individuals known to be favorable to the compromise efforts. Question 2 Taft was for the view of a limited presidential powers. And he said, à ¢Ã¢â€š ¬Ã…“the true view of the executive functions is, as I conceive it, that the president can exercise no power which cannot be fairly and reasonably traced to some specific grant of power or justly implied and included within such express grant as proper and necessary to its exercise. Such specific grant must be either in the federal Constitution or in an act of Congress passed in pursuance thereof.à ¢Ã¢â€š ¬Ã‚ . While on the other hand, Theodore Roosevelt, was for the view of stretching presidential powers to affect other nations that were mostly depending on the US for support. He is said to be the foundation for the repeated United States intervention in the governing of countries in, or bordering on, the Caribbean. Roosevelts scope for presidential powers was suppose to stretch to bordering and other countries. This policy is seen to have taken effect currently. The position of the president of the Un ited States of America on any issue is highly sort for and also influences other nations greatly. Roosevelt also believed in presidential prerogative power, the ability to do anything not prohibited by the Constitution or statute. Of the presidents cited in question 1 above, James Buchanan would be more likely to side with president Roosevelt view of a stretched presidential power to other nations. While president James Knox would appear to agree with president Taft for a limited presidential power. Question 3 President Abraham Lincoln viewed that the presidential powers are not limited by the constitution in cases that require quick and decisive measures. He is highly accredited for the American Civil War that brought freedom to many slaves in the US. Using the clause of the constitution that makes him Commander in Chief of the Army and Navy of the United States, and of the militia of the several states, he made use of these powers to go out of the constitution. He argued that this clause gave him the right to do whatever he wants and whatever is right bring down the enemy. Most of the orders he issued to the Army and state militia was done without the consent of the congress. Before the congress could convene and discuss the way forward, the army was already on a mission to complete an assignment. He allocated money for the federal government before engaging in any consultation with the congress. And all these ha did with the justification of the clause in the constitution that made him commander in chief of the Armed Forces. There are various circumstances that can cause a president to act unconstitutional at the same the actions be justified just like in the case of Abraham Lincoln. When it is necessary for the president to make snap and quick decision like concerning a war then the rule of law can be disregarded. However such actions may lead to unforeseen problems that may eventually manifest in the future.

Descriptive Statistics: Raw Data Essay -- Data Analysis, Standard Dev

Several things can be done to the raw data in order to see what they can say about the hypotheses (Neuman, 2003). An inspection of the raw data can be done by using the descriptive statistics to find obvious coding errors. The minimum and maximum values for each variable must fall within the admissible range. Pairwise correlations depict that all relationships must be in the expected direction. Meanwhile, listwise deletion of missing values indicates that the data can be used for analysis. An outlier is an observation that is unusually small or large. Outliers assist researchers in detecting coding errors. According to Bagozzi and Baumgartner (1994), outliers are not recommended to be routinely excluded from further analysis. Data collected were analyzed by using three approaches: 1. Cronbach’s alpha (a) was used to test the reliability. Cronbach’s alpha indicates how well the items in a set are positively correlated to one another. This is to make sure that the scales are free of random or unstable errors and produce consistent results over time (Cooper & Schindler, 1998); 2. Descriptive statistics where the researcher used mean, standard deviation and variance to get an idea on how the respondents reacted to the items in the questionnaire. The major concern of descriptive statistics is to present information in a convenient, usable and understandable form (Runyon & Audry, 1980). Descriptive summary, including frequency and descriptive, was used to screen the data set. Among basic statistics to use were mean, median, mode, sum, variance, range, minimum, maximum, skewness and kurtosis. 3. Inferential statistics concerned with generalizing from a sample to make estimates and inferences about a wider population (Neuman, 2003... ....e. more than 30 (Hair et al., 2006). Sekaran (2003) suggests the approximation to normality of the observed variables could be investigated by inspecting the data through histograms, stem-and leaf displays, probit plots and by computing univariate and multivariate measures of skewness and kurtosis. Histograms, stem-and-leaf and probit plots indicate the symmetric distribution of variables or sets of variables. Tabachnick and Fidell (1996) suggest the value of skewness and kurtosis is equal to zero if the distribution of a variable is normal. Chou and Bentler (1995) emphases the absolute values of univariate skewness indices greater than 3 can be described as extremely skewed. Meanwhile, a threshold value of kurtosis greater than 10 can be considered problematic and value greater than 20 can be considered as having serious problems (Hoyle, 1995; Kline, 1998).

Mortuary Practices and Afterlife of the Choctaw Essays -- Sociology, T

The Choctaws thrived in the fertile sandy, red-clay soil, rolling hills, and dense forests, located in the Central Hills of the east-central region of Mississippi. The estimated population after early European contact was between 15,000 and 20,000 and was the second largest group of Native Americans in the Southeast (Blitz 1988:127). The Choctaws in the Southeast were a matrilineal society. Traditionally, women preformed tasks related to domestic life. Among these responsibilities were creating pottery and utensils, food preparation, and planting and harvesting crops. The majority of their diet consisted of agricultural products such as corn, pumpkins, squash, and beans. Women would also accompany men on hunting excursions in order to provide food preparation. After the hunt, women were responsible for transporting the slain animal back to the village for processing of skins, bone, and meat (Carson 1995:495-6). The greatest responsibilities of the Choctaw men were hunting and warfare. During the fall and winter months, their primary food source was deer. Their accomplishments on hunting adventures directly reflected upon their social status and importance within the tribe (Carson 1995:197). Although the Choctaw shared much of their culture with many of the other tribes in the Southeast, â€Å"in the disposition of their dead, the ancient Choctaws practiced a strange method different from any other Nation of people, perhaps, that ever existed† (Swanton1931:176). When a Choctaw tribal member became terminally ill, it was common practice for the medicine man to inform the family of impending death (Swanton 1931:170). The women cleansed the body, applied paint, daubed the face, and dressed him in his finest clothes. He was the... ...ld winds always blew. Every spirit encountered was an enemy with no safe place to take refuge. Food was scarce, due to unfertile soil, lack of game, and hunger was constant. The bad hunting grounds are perpetually lonely, with only the joyous sounds from the other side of the mountains. The doomed spirits constantly struggled to climb the treacherous mountains, but to no avail. They were eternally destined to an afterlife of desolation (Campbell 1959:149-52). The Choctaws possessed unique ceremonies in regards to their deceased as well as a vivid explanation into their afterlife. Through many accounts, the knowledge and customs of the Southeast tribe of the Choctaw will not be forgotten. Although these customs may not be practiced, the extensive documentation gives an extraordinary glimpse into the lives of the natives of the southeast United States.

Authentic Dialogue and Ethical Behavior

By definition, a dialogue is never superficial – it is always a shared inquiry in which the participants eek greater understanding of each other and the truth. The ability to engage in dialogue is a key skill required by leaders for building and maintaining relationships (Kohlrabies, 2006:36) Sam Grant (2010:5) said: â€Å"What we bring to dialogue Includes all of the beautiful heart, openness, creativity, courage and story we have sustained and developed throughout our lives up to that point, and, all the toxic socially constructed norms we have internalized, and therefore practice as well.What we take and apply FIFO to co-creating a healthier mutual world together. † Authentic dialogue may or may not e the solution getting along, but positive dialogue between different parties is definitely a problem. During this discourse authentic dialogue will be evaluated and defined by comparing it to ethical behavior. Secondly the characteristics of authentic dialogue and ethica l behavior will be analyses and discussed.Thirdly the structure of authentic dialogue and ethical behavior, in South African schools, will follow. Furthermore the parties involved will be evaluated and why they are targeted. Then the effects of fake dialogue, unethical behavior and other issues will be stated. Lastly, the discourse will be concluded by looking at suggestions on ways to improve the negative effects and summaries the argument by looking at the main points again and providing a short overview on authentic dialogue. 2.Dialogue can be formally defined as an honest and open exchange between two or more people in which winning points is not the agenda of any parties to it, but rather, the mutual objective is to hear diverse perspectives on a topic in order to come to a more open understanding of how people make meaning, how they each arrived at he meaning they attach to something, and whether and how that meaning is frozen in place and may be unfrozen and changed (Grant, 2 010:8).Therefore dialogue, if it is allowed, helps people to see the world more openly, more complexly, more dynamically and thus, more clearly (Grant, 2010:10). Authentic dialogue can be classified as the combination of being real and really open in both conversation and in relationship (Grant, 2010:5). Grant (2010:5) further states that the universe itself is a grand relationship, and when people recognize that their whole life is a nonunion of diversity and wholeness they partner with the energy of transformation, rather than attempt to assert narrow and short term control for shallow self-interest (Grant, 2010:5).Domination falls away and partnership emerges. Fear falls away and love emerges. Therefore when people really start listening to each other, it opens up the space to genuinely relate to each other, which in turn, opens up a deeper conversation (Grant, 2010:5). Empathy toward themselves and each other moves people from their default consciousness into a co- evolving cons ciousness that is precious and fragile (Grant, 2010:5). The deeper conversation co-generated is, all at once inside them, in their relations, and in their way of engaging in systems. By using authentic dialogue it can open people minds, hearts and will.This creates the ability to co-generate a new presence, which invites a new world (Grant, 2010:5). Authentic dialogue can be used as a transitional tool that opens up people's minds touching their deeper knowledge and picking up from Aristotle five forms of inquiry (Grant, 2010:6). These forms of inquiry can be classified as: science, art, practical wisdom, theory, and intuition. All these ways of owing can be used to bring into embodiment the future that people want to create (Grant, 2010:6). Too get there, people must let go of their preconceptions and conditioned habits (Grant, 2010:6).Moreover authentic dialogue sets the conditions for authentic organizations and institutions with words and deeds truly in alignment. Once in alignm ent, people may realize that their existing perspective on how their more open to changing their will (Grant, 2010:6). AFRICAN SCHOOLS According to Rule (2004:324), dialogue is not merely an educational technique; it is something fundamental to the process of becoming a human being. Further dialogue is also a moment when humans meet where they reflect on their reality as they make and remake their reality (Rule, 2004:325).Rule (2004:325) emphasizes that dialogue and political action are related and that dialogue is not simply talking for its own sake. Moreover dialogue is part of transforming the world by using the reflections of what people know and may not know to change and transform reality. Thus Rule (2004:326) argues that learners are not empty vessels which need to be filled by the teacher and rejects ‘banking education'. Therefore the teacher can no longer be classified as the-one-who-teaches, UT rather one who is himself taught in dialogue with the students, who in tu rn while being taught also teach (Rule, 2004:326).Further the learners and the teacher becomes Jointly responsible in the process where both parties experience grow (Rule, 2004:326). Furthermore Rule (2004:326) proposes that teachers become students and students become teachers during the dialog process. It becomes more clearly that the role of the teacher is to guide learners and facilitate positive dialogue in the classroom (Rule, 2004:326). The teacher can guide the learners through own life experiences, knowledge and examples. Therefore the teachers must always behave in such a way that they set a good example for learners (Rule, 2004:326).Thus teachers have the ability to change the learners' attitudes by using authentic dialogue and ethical behavior. Teachers can build foundations of trust, truth, safety and respect (Rule, 2004:326). When making use of authentic dialogue in a classroom, it helps to promote inclusively and equality. Teachers direct learners to acknowledge that there are: different cultures in South Africa, different languages, different races and different life views (Rule, 2004:326). The moment the learners realism that there are more than Just, ‘me, myself, and I in this world', there can be a positive change.Learners will realism that no matter their background, culture, religion or race, they are all equal and the same (Rule, 2004:326). It is a teacher's Job to always be true to the learners, to guide them and to create a platform where they can freely speak their minds (Rule, 2004:326). In conclusion authentic dialogue is a formal conversation between more than one party where the parties argue and share their views and perceptions regarding a specific topic. It is a key instrument which can be used to stop conflict and help promote positive change in this world.

Compare and contrast Hamlet vs. Laertes Essay

No two individuals are alike, regardless of similar upbringing. It is reasonable to assume that even twins brought up in exactly the same environment, sharing the same daily activities, and living practically the same life, will act differently when faced with the same situation. Each individual evolves with his or her own uniqueness, style, and way of life. The audience witnesses this phenomenon in Shakespeare’s Hamlet. Lord Hamlet and Laertes experienced similar childhoods, and shared similar family attributes. They were both born into royalty and throughout their lives were treated as such. Hamlet and Laertes were reared with the same forms of schooling, and were taught to abide by the same ethics and morals. Although Hamlet and Laertes seem to be â€Å"twined† with regard to family, royalty, and school, it is evident to the audience how such environmentally similar people can react so differently when faced with comparable situations. One such example arises when Ha mlet and Laertes are consumed by a very basic human characteristic, that of revenge. Hamlet and Laertes, although very similar in most respects, differ in that Laertes is driven by passion and Hamlet is driven by reason. Shakespeare exposes to his audience the similarities between Hamlet and Laertes in various instances throughout the play. It is known to the reader that Hamlet and Laertes are both sons of royalty, Hamlet being the son of the former true king of Denmark, King Hamlet, and Laertes being the son of the trusted counselor to the king, Polonius. The reader is able to deduce from the manner of both families, that although they differ, they live very similar lives, and their sons Hamlet and Laertes are quite alike. For example, Hamlet and Laertes have a unique similar respect for their fathers. In one instance, in Hamlet’s first soliloquy, he proclaims respect towards his father in saying that he was an excellent king, like the glorious sun god of classical mythology, and that he is so loving to his wife, Gertrude. â€Å"Hamlet: So excellent a king, that was to this Hyperion to a satyr, so loving to my mother that he might not beteem the winds of heaven visit her face too roughly.† (Shakespeare 14) As well, although Laertes does not know who killed his father, out of respect for him, he swears he will have his vengeance regardless of what will happen to him in this world or the next. † Laertes: To this point I stand, that both the worlds I give to negligence,  let come what comes, only I’ll be reveng’d most thoroughly for my father.† (Shakespeare 118) From here, the audience observes how similarly Hamlet and Laertes each have great respect for their fathers. Another comparison to the seemingly similar manor of Hamlet and Laertes is that of the admirable mutual respect they have for each other, even throughout the twisted murders and losses of their loved ones. Hamlet and Laertes are on the verge of fighting a duel, a duel whose final purpose is hidden from Hamlet. Finally to Hamlets dismay he learns that the hidden purpose of the duel was for Laertes to exact revenge for the death of his father and sister. Yet, all the while Hamlet obliterates his antic disposition and publicly apologizes to Laertes for the deaths of Polonius and his sister, Ophelia. With that Laertes replies he has forgiven Hamlet but in order to save his honor and the honor of his house he must continue with the duel. Hamlet accepts graciously: Hamlet †¦Sir, in this audience, Let my disclaiming from a purpos’d evil Free me so far in your most generous thoughts That I have shot my arrow o’er the house And hurt my brother. Laertes I am satisfied in nature, Whose motive in this case should stir me most To my revenge; but in my terms of honour I stand aloof, and will no reconcilement Till by some elder masters of known honour I have a voice and precedent of peace To keep my name ungo’d. But till that time I do receive your offer’d love like love And will not wrong it. Hamlet I embrace it freely, And will this brothers’ wager frankly play.- Give us the foils. (Shakespeare 149) With all the similarities between Hamlet and Laertes displayed throughout the play there is an obvious dissimilarity between them; the way they react when they are faced with the uneasy task of revenge. It is evident that Hamlet’s character and nature, which leads to his action of revenge, is that based on reason, while Laertes’s form of revenge is that based on passion and impulse. When Hamlet’s father appeared to him in the form of a ghost claiming the current king, Claudius, Hamlets uncle, had murdered him; Hamlet did not heed the information and obtain his revenge right away. Hamlet’s reaction was that of a wise methodical individual. It took Hamlet some time to convince himself that the ghost truly was a good spirit of his father, relaying truthful words in order that his soul may rest in peace, and even then  Hamlet still wanted more proof. Only until Hamlet was certain and had confirmation of Claudius’s guilt was he ready to take action. The reader sees how Hamlet finds his final convincing piece of verification through a conversation Hamlet has with his good friend Horatio: Hamlet †¦There is a play tonight before the king: One scene of it comes near the circumstance Which I have told thee of my father’s death. I prithee, when thou seest that act afoot, Even with the very comment of thy soul Observe my uncle. If his occulted guilt Do not itself unkennel in one speech, It is a dambed ghost that we have seen, And my imaginations are as foul As Vulcan’s stithy, give him heedful note; For I mine eyes will rivet to his face, And after we will both our judgements join In censure of his seeming. (Shakespeare 75) Throughout the scene Hamlet added in the play, which was re-enacting the death of his father, Hamlet and Horatio were able to confirm the truth relayed by ghost of his father and reveal the guilt of Claudius. Up until this point Hamlet was experiencing moral struggles and doubts. Hamlet wanted to be absolutely certain Claudius was the murderer of his dear father before any more blood was spilt. In order for Hamlet to be absolutely certain it took reason and evidence of Claudius’s guilt to allow himself to avenge his father. Conversely, Laertes did not need the degree of evidence in order to avenge his father and sisters death. Even without knowing the one responsible for either, Laertes is quick to promise revenge. â€Å"Laertes: And so have I a noble father lost, a sister driven into desp’rate terms, whose worth, if praises may go back again, stood challenger on mount of all the age for her perfections. But my revenge will come.† (Shakespeare 123) Despite Laertes limited knowledge of what truly happened to his father and sister, he, passionately, is quick to swear revenge regardless of the consequences. Shakespeare has revealed to the audience that the revenge they wish to exact is driven by passion in the case of Laertes and reason in the case of Hamlet. Shakespeare’s approach to this was to reveal to the audience how Hamlet and Laertes were similar. He accomplished this through discussing and illustrating the similarities between family, childhood, and royalty as well as showing the similar admiration and respect they had towards their fathers, seen through Hamlets kind admirable words towards the late King Hamlet, and Laertes’s hastiness to avenge his fathers death and sisters madness regardless of what he may suffer. Furthermore, Shakespeare expresses the mutual respect between Hamlet and Laertes as seen in the opening of the duel and the exchange of sincere heartfelt words. While Shakespeare made Hamlet and Laertes’s similarities known to the reader he also illustrated their differences when faced with a difficult situation. Shakespeare was able to do this through expressing to the reader how Hamlet was able to control his primal urge of revenge through rational, and Laertes’s uncontrollable desire to avenge motivated by passion and love. With life comes experience. Every moment one lives, is a lesson, a lesson on how to act and react in every situation. Individuals can be reared with similar parenting, family and school environment, and still react quite differently under the same set of circumstances. When one is faced with a situation so extreme as avenging a loved ones death, it is impossible and wrong to say that another would have done the same in that situation. The challenges of life are what guide one to the next level; no two challenges are ever the same, no matter how similar they may be.

Jacques-Louis David’s “Death of Marat” (1793) Essay

Jacques-Louis David studied painting in Rome where he was able to absorb the classical sprit of Ancient Rome (Fleming, 1995, p. 496). He was influenced by Enlightenment philosophers such as Diderot, and from them, he developed the idea that paintings should have a message that points to political and/or social action (Fleming, 1995, p. 496). A member of the bourgeoisie, David was personally involved in many Revolutionary events: he organized a festival of the people (July 14, 1790), designed propaganda materials for the Jacobins, voted in support of Louis XVI’s execution, and signed execution orders for over 300 people (Boston College, 2006). David, then, was uniquely positioned to combine ancient values, Enlightenment thought, and revolutionary principles in his paintings. The interest in classical values in the late 18th century arose from two sources: the discovery of Herculaneum and Pompeii and the rise in popularity of revolutionary ideals. In particular, the Roman Republic was seen to embody a spirit of courage, freedom, and opposition to autocracy that resonated with 18th century revolutionaries in France and the United States (Anonymous, n. d. ) For artists, these neo-classical ideas came in the guise of searching for new subject-matter. Previously, most artists painted religious, mythological, or allegorical scenes (Anonymous, n. d. ). In terms of subject matter, David’s â€Å"The Death of Marat† is neo-classical in the sense that scene is neither religious, nor mythological, nor allegorical in nature. In fact, the subject is a contemporaneous figure – Jean-Paul Marat. The choice of Marat confirms to the revolutionary ideals associated with neo-classicism in that Marat was a prominent leader of the French Revolution who was killed by Charlotte Corday, a member of the opposition (Anonymous, n. d. ). David’s sympathies clearly lie with the Revolution, as he portrayed Marat as a martyr (Anonymous, n. d. ). Marat’s position in the bath tub, surrounded by materials needed for work (paper, quill, ink) requires some explanation. As he suffered from a skin disease, Marat spent many hours working in his bath (Boston College, 2006). David painted the painting shortly after Marat’s murder on July 13, 1793. Originally asked by the Convention to paint Marat’s portrait at the time of his death, David chose to present an idealized portrait of the man, rather than an authentic depiction of the rapidly decomposing body (Boston College, 2006). David was overcome with emotion upon this request from the Convention, as Marat had been his close friend and ally (Annenberg, n. d. ). This painting functions almost like a detective novel: all of the clues needed to solve the case are present in the picture. Marat’s wounds figure prominently, there is a bloody knife on the floor, and the paper in Marat’s left hand is a letter his murderer gave to him just before she stabbed him (Annenberg, n. d. ). Though I did not know the background behind the portrait, I was immediately drawn to this painting because of the serene, yet pained, look on the subject’s face. I was intrigued by the fact that the subject appears at first glance to be taking a rest from his work. It is only when I noticed the red color that I realized that the subject was bleeding. The red blotches on the paper in the subject’s left hand seem to indicate that he placed this hand over his wounds before retaking his paper. This color sharply contrasts with the white bath cloths. The knife seems to be an afterthought, tossed aside by the murderer. Without knowing the particulars behind the painting, the viewer is left with many unanswered questions. Who is this Marat that is mentioned on the table by the bath and whose name appears on the sheet of paper in the subject’s left hand? In short, this painting sparked my curiosity to learn more about the incredible story behind the painting. Image: ? References Annenberg Media (n. d. ). Art of the Western World: An Age of Reason, An Age of Passion. Retrieved on May 11, 2010 from http://www. learner. org/vod/vod_window. html? pid=233. Anonymous (n. d. ). Lecture: Enlightenment and the Romantic Era. Retrieved on May 11, 2010 from http://www. stockton. edu/~fergusoc/romantic/romantic. htm Boston College (2006). Jacques-Louis David: The Death of Marat. Retrieved May 11, 2010 from http://www. bc. edu/bc_org/avp/cas/his/CoreArt/art/neocl_dav_marat. html Fleming, W. (1995). Arts & Ideas. Ninth edition. Fort Worth: Harcourt Brace College Publishers.

Practicum in Educational Leadership

‘As for the best leaders, the people do non detect their being ; the following best, the people honour and praise ; the following, people fear ; the following, the people hate†¦ when the best leader ‘s work is done, the people say, â€Å" We did it ourselves. † ‘ Lao-tsu ( circa 500 BC ) . The Council of Chief State School Officers has adopted the undermentioned as the organisation ‘s mission statement: CCSSO, through leading, protagonism, and service, assists main province school officers and their organisations in accomplishing the vision of an American instruction system that enables all kids to win in school, work, and life. Introduction During old ages as a instructor, leading manner has been collaborative, enthusiastically seeking sense engagement. Always take part in determination devising and seeking an chance. I believe that instructors learn a great trade from their experience, and besides â€Å" I see failure as an chance for alteration † . I will seek to stand for the features of effectual leaders in schools. Research workers say that pupils gain important accomplishment in schools in which principals province a clear school mission, present in schoolrooms and hallways, hold high outlooks for instructors and pupils, spend a major part of the twenty-four hours working with instructors to better tuition, are actively involved in naming instructional jobs and make a positive school clime. A twenty-four hours in the life of a principal can be spent seeking to maintain little unpleasant incidents from going an unattractive chief catastrophe. Good principals in some manner find clip to develop a vision of what that school should be and to portion that vision with all members of the educational community. Successful principals can show a specific school mission, and they strain invention and betterment. A Clear School mission could be ‘providing instruction of first-class quality to all students irrespective of spiritual economic, cultural and societal background ‘ and a Clear School Vision could be ‘to aid upgrading the educational degree of Cyprus youth set uping Cyprus as an one good educated state with a really valuable human resource plus. In less effectual schools, instructors do non hold a common apprehension of the school ‘s mission, and they seem as persons be aftering their ain separate classs. The demand for the principal to portion his or her vision expands non merely to instructors but to parents as good. When instructors work as a group and parents are connected with the school ‘s mission, the kids are more likely to carry through academic success. The cardinal function for a caput instructor is that of authorization, making a civilization in which the ability and endowment of the staff is non merely valued, but to the full applied. If caput instructors do non do it clear that all staff ( learning and support staff ) have the authorization to do determinations, to be advanced and originative, so they will presume that they do non. If that happens, the immense assets of cognition and experience that exists in all schools will remain undeveloped. ASPECTS OF THE SCHOOL School context We consider a High School which functioning about 960 pupils. A large chance starts at a school which its edifice appears to be non to the full constructed and the school premises are 25-year-old. It is a challenge of first principal. It is really a comprehensive school, with approximately 85 % of bulk cultural pupils. The school enjoys a really good repute, locally and nationally, as a successful, advanced school and has done for many old ages. On entry to the school, pupil public presentation is loosely in line with national outlooks. More than 70 % of pupils systematically achieve nucleus topics. 58 % of pupils achieved five or more A* to C classs ( 2005 ) . 95 % of pupils achieved A-E classs at GCE A degree, with about all pupils deriving their first pick higher instruction topographic point. Consequences across the school have been systematically good for many old ages, although betterment is a current focal point for us. The aim is to make a unagitated professional environment in which pupils move about in smaller, calmer groups. Some schools have managed to accomplish a state of affairs where staff takes their categories down to interrupt or tiffin during an drawn-out lesson, and return to go on the lesson.A These relationships between staff and students are implicative of extremely effectual acquisition environments.Prosecuting instructorsAll of the developments discussed here rely on holding the right staff making the right occupations. Teachers should be involved in advancing the positive values of the school and the school civilization, planning and implementing the most effectual and motivational lessons possible. Teachers will be back uping all pupils to guarantee that they are larning every bit good as possible and supervising the advancement of all students so that they can move where advancement is unequal. That is a immense occupation. School leaders should non let instructors to go delayed in inordinate study authorship, look intoing behavioral issues, executing societal attention ( beyond that which we would anticipate from any caring instructor in that it could be provided in the schoolroom ) , school responsibilities, screen for absent co-workers ( unless there is a clear educational ground for making so ) . Workforce development has moved us on well with this. It is non that we should non make these things in school ; it is merely that we should use the right people to make them, and they are non teachers.A Many of these activities are so of import that we need professional staff to see them as their chief function in school. We should non go forth them in the custodies of instructors who may be able to suit them in between lessons, at interruption or at lunchtime, while seeking to concentrate on their instruction activities. Future programs We are committed to the thought that every pupil should win and accomplish, although they may show this in many ways.A The Government has set a considerable challenge for us through its docket, which opens up the course of study to present a scope of vocational and academic paths. It has besides challenged us to put a new outlook that most pupils will go on instruction in a coherent and planned manner to the age of 19, with GCSE, IGCE and tantamount makings merely a marker along the way.A To run into the challenge of this immense course of study entitlement, we must join forces with other schools and colleges in a manner we have non seen earlier. Schools and colleges will necessitate to better their footings to run into the demands of all pupils, instead than convert students that the footings we have traditionally offered is what they want.A To make this, the collaborative spirit will hold to replace the competitory spirit. The hereafter is non so much about being an effectual school as it is about being in an effectual teamwork to supply broad-ranging individualized acquisition. Plan OF ACTIVITIESSurviving the first twelvemonthPlan your clip. Decide what issues you are traveling to work on during the hebdomad. If you assign clip to work on fixing points required for regulating organic structure meetings, so seek to maintain to this timetable. It is impractical to believe that you will be able to maintain stiffly to the timetable you have made. Trust others and larn to depute. As a new caput instructor, deputation is sometimes a small hard to take clasp of. Schools are full of professional and really capable people. Let people cognize your outlooks and enable them to acquire on with the undertaking in manus. Get to cognize your leading squad. However large or little your school is, your senior leading squad is important and their support, committedness and finding to take the school with you are critical. Allocate quality clip to speak, work and reflect with this group of persons and listen to what they have to state. Stay focused and productive. Try non to do instant determinations and dramatic alterations that affect the work of other staff and kids, where they have had no engagement or make non understand the principle behind the determination made.Detecting effectual schoolsAn effectual school is a school in which pupils achieve high criterions that they can utilize in their future instruction or the workplace, a school where pupils experience safe and happy. It promotes those values that will assist pupils to go good and responsible citizens, enable them to go involved in their community and go good household members. We all write these kinds of things in our school mission statements and school paperss, but we are all excessively frequently distracted from them in daily planning.A High criterions are non the preserve of a few socially advantaged persons and we should ne'er take down our outlooks on the footing of societal background. For that ground, contextual informations can go forth us excessively easy satisfied with hapless performance.A I am privileged to hold worked in some effectual schools with staff that have developed extremely effectual schemes. There are many extremely effectual schools across the state. Visiting them with an unfastened head makes you come off with a firing desire to develop something of what you have seen for your ain school. I would urge this as a scheme for caput instructors every bit good as for instructors, support staff and pupils from across the school.A Establishing precedences in your ain school will needfully come from a audience with school stakeholders.A I have sometimes found it utile to keep visioning yearss, where stakeholders are invited to place future precedences for the school and these are so used to assist the senior squad set precedences within the school betterment program. When making this it is of import to affect all stakeholders: instructors, support staff, pupils, parents, governors, spouse schools and many other groups that work with the school.Bettering behaviorThe get downing point in any school has to be behaviour. We all know how to cover with the Acts of the Apostless of terrible verbal or physical aggression that sometimes take topographic point in our schools. They are upsetting but they are, in general, occasional and are non the major break from assisting pupils to learn.A The behavior jobs that cause a existent job in schools are by and large low degree, but can render everything else we attempt to make virtually useless. Lack of attending from pupils, speaking out of bend and small argues in the schoolroom are far more likely to damage effectual instruction than anything else.A It is this type of behavior that instructors seldom deal with efficaciously or mention to other school leaders. While it is of import that we continually back up instructors to make a schoolroom environment in which they are in charge and which encourages good behavior, we besides have a responsibility as school leaders to pull off the effects of hapless behaviors centrally.ADevelop Behaviour for larning programme.The attack is simple: no student is allowed to interrupt another pupil ‘s acquisition or to do anyone feel uncomfortable, threatened or unhappy. Students are made cognizant of the effects of making these things and all grownups in the school are empowered to enter the fact that a student has disobeyed this codification. A cardinal squad of staff, including senior staff and support staff, ensures that the effects are ever carried out.A Students and parents regard the programme as just and consistent. It empowers all staff ; given all staff do precisely the same thing when a pupil misbehaves. It besides ensures that instructors carry on making their occupation, learning the well behaved pupils who are all excessively frequently left waiting while they watch instructors seeking to cover with uncooperative students.A Wagess for larning are every bit of import and can be administered in accurately the same manner. The thought that pupils can derive wagess that have financial value and can be spent in a school wagess house is peculiarly effectual. Behaviour for larning schemes can hold dramatic effects on a school in footings of drawing the whole school community together around a common focal point.Making right larning environmentWe are seeking to develop a school that is professional larning environment, where pupils feel that they are in school to larn and will be supported from the minute they walk in through the door.A Create this through good thought out be aftering when the school was built. Whatever type of edifice we have, it will normally be possible to make the infinite to observe pupil accomplishment and guarantee that everyone who visits the school and every pupil who enters the school knows how well pupils achieve and how good they, as persons, will accomplish in the future.A The issue of corridor behavior and overcrowding may look unimportant but it is an facet of school life that pupils do non like and sometimes fright. Surely, overcrowded corridors and the hapless behavior that frequently accompanies them sabotage our efforts to make professional acquisition environments. We need to undertake the ‘school mill ‘ environment through originative timetabling and school administration. One manner we have gone about this is to make an uninterrupted twenty-four hours.Achieving personalised acquisition in patternMaking the right civilization, environment and ethos in a school, where pupils know they have come to larn, hold high self-pride and swear the school to present, are critical innovators to good instruction and learning.A No sum of attempt to better criterions of instruction will hold much impact unless they are in topographic point. However, holding established the right civilization, the schoolroom experience must present and run into the single demands of every student. This requires each instructor to cognize the demands of each single student, and for constructions to be where pupils can be assigned to the right instruction groups to run into those needs.A The personalizing acquisition docket presents us with many challenges. First of wholly, it is now indispensable that every instructor has instant entree to student informations in the schoolroom in an utile signifier. This means that either every schoolroom needs a computing machine or every instructor needs a laptop that will entree the school network.A Right construction If head instructors create level leading structures that inquire all staff to lend to problem-solving, that do non get down out with defined solutions that everybody else is supposed to think, so that corporate cognition and experience will be used to travel the school forward.A Structures need to reenforce the construct that every member of staff can do determination. This is non to state that staffs are non accountable for their determinations ; it is of import that they are. It is non to state that a caput instructor or other senior leader should non set forward their ain positions or solutions ; they should. It is non to state that we should non sometimes justice that, on this juncture, this is a affair that the caput instructor needs to make up one's mind. However, it is of import to listen to all members of staff ( and parents and pupils for that affair ) , to be clear about which determinations you are doing and which 1s they are able to do and to swear them to do many more determinations than has been the instance traditionally in schools. Trusting on coaction Making an effectual school is believing about coaction, sharing thoughts and networking. I am thankful to those who have shared their thought with me and look frontward to future duologue, which I trust will assist us all to develop first-class schools for all immature people. Choosing the appropriate webs to work with is a affair of personal pick and school context. It is deserving developing relationships through national webs excessively. The advantage to working in webs outside your ain vicinity is twofold. On the one manus the scope of schemes to which you become exposed is greater and will affect schools that have developed otherwise and under different restraints. It is frequently easier to look objectively at a school when you do non hold a preset image of the school and when you are non in competition with it for students.A Safe and organized ClimateSurely before pupils can larn or instructors can learn, schools must be safe. An insecure school is considered uneffective and besides the public see it as deficiency of subject to be among the most serious jobs confronting schools. Schools must supply safe acquisition environments. Safe schools focus on academic accomplishment, the school mission, affecting households and communities in school activit ies, and making an environment where instructors, pupils and staff are treated with regard. Student jobs are identified early, before they get worse into force. School psychologists, particular educationA plans, household societal workers, and school broad plans increase communicating and cut down school emphasis.Monitoring Student ProgressWe could observe attractive shows of pupil work on bulletin boards and walls. Besides, posted few pupil documents and charting of advancement towards academic ends. Students could hold a clear sense of how they were making in their surveies ; they kept advancement charts in their notebooks and think of ways to better their academic public presentation. Teachers referred to student booklets that contained thorough records of pupil tonss onA standardised trials, every bit good as samples of category work, prep, and public presentation on hebdomadal trials. It is really of import that school carefully proctors pupil advancement and communicates this information to pupils and parents. Effective schools carefully monitor and assess pupil advancement in a assortment of ways. Using trials such as Norm-referenced testsA and Objective-referenced testsA to compare single pupils with others in a nationwide mean group and step whether a pupil has a ‘chosen ‘ organic structure of cognition ( assessment trials ) . Furthermore, some instructors ask pupils to follow their ain advancement in acquiring class aims as a manner of assisting them presume more duty for their ain acquisition. Homework is another scheme to supervise pupils. Homework additions student achievement tonss and accomplishment is increased when prep is ranked and commented on. Even though ranked prep is an of import ingredient in pupil accomplishment.High ExpectationsStudents could have extraordinary tonss on a trial than predicted and kids could achieve outstanding academic additions. An effectual school ever depend on the power of instructor outlooks in determining pupil accomplishment. A termA of self-fulfilling prophecyA is publicized as ‘students may larn as much or every b it small as instructors expect ‘ . Although, teacher outlooks do, in fact, produce high pupil accomplishment, and low outlooks produce low accomplishment. Excessively frequently, teacher outlooks have a negative impact. An inaccurate judgement about a pupil can he do because of mistake, unconscious bias, or stereotype. For illustration, fine-looking, well-groomed pupils are often thought to be smarter than their less attractive equals. Often, male pupils are thought to be brighter in math, scientific discipline, and engineering, while misss are given the border in linguistic communication accomplishments. Students of coloring material are sometimes perceived as less capable or intelligent. A hapless public presentation on a individual standardised trial ( possibly due to illness or an â€Å" off † twenty-four hours ) can do instructors to keep an inaccurate appraisal of a pupil ‘s ability for months and even old ages. Even a insouciant remark in the instructors ‘ sofa can determine the outlooks of other instructors. When instructors hold low outlooks for certain pupils, their intervention of these pupils frequently differs in unconscious ways. Typically, they offer such pupils fewer chances to react, less congratulations, less ambitious work and fewerA nonverbalA marks ( oculus contact, smilings, positive respect ) . In effectual schools, instructors hold high outlooks that pupils can larn, and they translate these outlooks into learning behaviors. They set aims, work toward command of those aims, pass more clip on direction, and actively monitor pupil advancement. They are convinced that pupils can win. Do high outlooks work if pupils do non believe they be? Probably non, and that is excessively frequently the instance. While a bulk ofA secondary schoolA principals believe that their schools hold such outlooks for their pupils, merely 39 per centum of instructors believe this to be true and even more discouraging, merely one in four pupils believe their school holds high outlooks for them. We need to make a better occupation of pass oning these outlooks to pupils, and doing certain that these outlooks genuinely challenge pupils. And it is non lone pupils who benefit from high outlooks. When instructors keep high outlooks for their ain public presentation so the full school benefits. Always endeavoring for excellence, these instructors felt that no affair how good a category was taught, following clip it could be taught better. Methodology Actions to do effectual schooling ( Memoranda-Letter )Early startHigh-quality plans include parent preparation, particular showing services, and appropriate acquisition chances for kids. Such plans are rare, but can significantly raise IQ points and enhance linguistic communication accomplishments. Some of the kids are notA readingA at grade degree and by the terminal of the first class face a one-in-eight opportunity of of all time catching up. In math, pupils who do non get the hang basic constructs find themselves playing catch-up throughout their school old ages. Effective schools identify and rectify such lacks early, before pupil public presentation get worse.Smaller classesASmaller categories are associated with addition pupil larning, particularly in the earlier classs. Children in categories of 15 outperform pupils in categories of 25, even when the larger categories have a instructor ‘s protagonist in attending.Increased acquisition timeALonger school yearss, longer s chool old ages, more efficient usage of school clip, and more ranked prep are all proved methods of heightening academic acquisition clip and pupil public presentation. Appraisal: A Investing clip is utile, but measuring how efficaciously the clip is spent is besides of import. Testing pupil public presentation has been tied to greater accomplishment, and some territories have gone so far as to pay instructors inducements for betterments in student trial tonss.Teacher trainingAThe best manner to better school effectivity is by puting in teacher preparation. Stronger instructor accomplishments and makings lead to greater pupil larning. On the other manus, pupils pay an academic monetary value when they are taught by unqualified and uncertified instructors.TrustTrusting relationships among parents, pupils, principals and instructors is a necessary ingredient to regulate, better, and reform schools. As trust degrees addition, so does academic public presentation.What about engineering? ASchools that are unsure to pass financess on instructor preparation, category size decreases, orA early childhood educationA plans nevertheless are speedy to put important amounts in computing machines and upgraded engineering.Get to cognize the schoolACreate an being without being over-powering. Spend some clip standing in the resort area in the forenoon and after school. Welcome the kids into school in the forenoon, smiled and talked to parents as they looked suspiciously at the new caput and spoke to the community constabulary officers who control the traffic in the busy route around the school. You will derive a huge sum of information about the school from the kids, got to cognize the parent population and enabled them to see that you are interested in what they had to state about the issues that mattered to them. Do non walk around the school without a clear intent. Teachers and learning helpers have categories to settle at the beginning of the twelvemonth and do non desire to experience that they need to affect the new caput as you all of a sudden turn up in their schoolroom. By no agencies that you do non see schoolrooms and spend clip observing and acquiring to cognize staff and kids, but this should be planned into your apprehension of the school procedure and should hold an purpose of which the staff should be made cognizant.Developing the bigger pictureA ATell staff and kids ( what you feel is relevant ) about yourself, your experiences, and your outlooks. It is of import that they see you as a individual and non merely as the caput ship. Ask the staff what they expect of your function and what they hope you will accomplish in your first twelvemonth. I personally found this a really interesting exercising. Expectations ranged from back uping them and listening to their positions to bein g a confident leader and enabling them to portion and contribute.A It is of import to pass planned clip with each of the categories speaking to the students. Ask them what they like larning about, what frustrates them about the school, what their want for the school would be, what they believe your function within the school is and how are they able to assist you better the school. Above all, ask for the staff and kids to state you about what they truly like about the school, what would do it even better for them personally and for the school community as a whole. Remember that this is the ‘getting to cognize the school ‘ procedure and, while you will derive priceless cognition about the school, staff and kids, store the information you gain to develop your apprehension of the school you have been appointed to take. Do n't, nevertheless, promise to alter the universe or connote that you will take on every suggestion for betterment it will non go on overnight and you will merely be puting self-expectations that you may non be able to run into instantly. Always remember that you are non entirely. The fantastic staffs in the office frequently have a immense sum of cognition, understanding and skill that they are trusting you will do usage of. Their cognition of the parent population, pupil attending forms and local concern contacts should surely non be underestimated. Parents It would be a fantastic accomplishment if all parents were all of a sudden on the side of the new caput ; eager to delight, raise tonss of money for the school fund and line up up to lend to the school betterment program. It may be an unrealistic idea ab initio, but working on acquiring the relationship right with parents will guarantee that positive support is achieved from these valuable stakeholders. Invite parents to run into with you in an informal but structured scene. Held two separate meetings in order to supply parents with a pick of clip. During the meetings acquiring the balance right is important. Do n't offer a vision that you may non be up to gaining in the immediate hereafter as it will merely take to discouragement. Do portion with them, nevertheless, some of your values and rules and how you see them working with you. Invite them to state you in the signifier of a simple questionnaire what they believe to be positive facets of the school, countries they would wish to see improved in the immediate hereafter and what they would wish to see improved in the longer term. Keep parents good informed of any school betterments, peculiarly when a alteration has been made in response to facets that parents have suggested. Memoranda – Letterss Beloved Parent ( s ) : It is hard to show the exhilaration I am experiencing in being the new principal. It is an honor and privilege to be at the service of an outstanding faulty and the fantastic parents and pupils that make up the community of the school. With the reaching of new first, 3rd, and 4th class instructors, every bit good as a new secretary, I think you will experience and see a sense of newness and exhilaration as you walk through the halls of our school. I hope that you will experience welcome as you become involved with your kid ‘s experiences. Throughout the school twelvemonth, your kid ‘s instructor and I will be doing a particular attempt to remain in touch with you. We will maintain you informed of your kid ‘s advancement and school activities. Look for documents coming place from school each twenty-four hours, newssheets, invitations, updates, tips, and reminders. Your communicating with us is really of import, excessively. Please do n't waver to reach your kid ‘s instructor, or me, whenever you have a inquiry or concern. The school ‘s phone figure is 22-xxxxxx, and our facsimile figure is 22-xxxxxx. I hope you will take portion in your kid ‘s instruction by asking about their clip spent at school. Ask about their friends and instructors. Get involved as they complete their prep or seek you help on particular projects.. I am confident that your kid will show greater motive as you continue to demo involvement in their academic and societal experiences. We will surely work on our terminal to supply your kid with the best instruction possible. Let ‘s work together to do this an first-class school twelvemonth in every manner! Thank you for your support. Sincerely, PrincipalPrincipal ‘s Message to instructorsOctober is here and larning is in full move backwards and forwards! Before I highlight the exciting activities we can anticipate toA enjoy this twelvemonth, allow me foremost reexamine the work that has occurred this far.A Thank you to everyone who attended our New Families Orientation, The Welcome Coffee, Back to School Night, Parent Volunteer meeting and a host of grade degree events. It ‘s ever a dainty to see old faces, recognize new 1s, and to see the exhilaration that these events bring to the beginning of the twelvemonth. As usual, your energy and enthusiasm for doing this a fantastic twelvemonth is infective and exciting! Along with the societal events, the start of the school twelvemonth besides marks the beginning of instructors acquiring to cognize their pupils. In September, we began the first of a series of treatments refering to our appraisals and the analysis of our SPSA ( Single Plan for Student Achievement ) . These treatments involved grade degree and cross class degree analysis of pupil public presentation and how we as a staff can aline our resources to guarantee the academic advancement and accomplishment of our pupils. These conversations will be ongoing throughout the twelvemonth and will climax in the development of new ends and challenges for ourselves and for our students.A Even though we are difficult at work, there is still clip for merriment by implementing some alterations! In October we start the month off with our fund-raising event of the twelvemonth, Family Picnic on first Sunday! This is a fantastic event that showcases our school and our community. Thankss to the dedication and coordination attempts of many, the twenty-four hours is filled with walking, games, nutrient and merriment. I look frontward to seeing everyone there.A During the twelvemonth, every Wednesday is walk to school twenty-four hours, staff and parents will be observing the twenty-four hours by walking to school with those of you who choose to make so. Come walk with us and assist the environment at the same clip! It ‘s of import that we support and provide the construction and assortment of a ambitious academic plan every bit good as a rich array of extracurricular activities. Our larning environment must supply our pupils with the chance to meet issues, inquire examining inquiries, appreciate differing positions, and grapnel with understanding. In making such an environment, we need to maintain in position, a vision. The confidently cognizant and oddly engaged alumnus, armed with a important organic structure of cognition, plus the tools to encompass, decipher and contribute to the universe which awaits them. With this terminal in head we are challenged to make much more than merely present a prescribed course of study. We must continually look for chances for pupils to build significance, make connexions across subjects, engage in relevant and ambitious undertakings and show their sentiments on a broad array of subjects drawn both from their texts and their experiences. This twelvemon th, we will be committed to supply clip for the module to work together in grade-level squads to put wide aims for all pupils to get the hang and so to analyze the chances which exist to incorporate and organize the bringing of lessons in such a manner that pupils can associate what they are larning to the universe around them. Keeping the pupil ‘s learning experience at the Centre of our planning, we will be taking a close expression at prep outlooks and all of the excess demands our school plan demands with the end of streamlining and incorporating these demands in a manageable work burden and calendar. We will besides be concentrating on the usage of engineering in direction, the development of strong research accomplishments in all class degrees and increasing an consciousness of environmental issues in our school, community and beyond. We have a strong course of study, knowing and inspiring instructors, a supportive community and ample resources to maintain our school invariably working to supply the best possible acquisition experience for our pupils. I will be describing our advancement in making our ends as the twelvemonth in front unfolds. We ‘re off to a great start! PleaseA allow me cognize if you have any inquiries or concerns.A Sincerely, PrincipleA