The Passing of Time in A Rose for Emily, by William Faulkner

The most inevitable aspect of time is that it continues to move on, and it forces people to move with it. In his story â€Å"A Rose for Emily,† William Faulkner illustrates the passage of time as it affects the southern hometown of Miss Emily Grierson. The narrater relates the town’s recollections of Emily’s life—the unmarried daughter of the late mayor who does not want to pay her property taxes—and eventually her death. The Gothic and horror elements of the story add to the sensational tale of an unstable spinster and her morbid secrets. On the exterior, the story seems to be the product of the townspeople’s general curiosity of an estranged and lonely woman; it takes on the character of a gossip story or a folk tale. However, a closer look at Faulker’s treatment of Emily in relation to the rest of the town indicates that the story has a larger purpose. Emily becomes a fixture in a town that continues to adapt, and her refusal to cha nge with it leaves her classified as archaic and isolated. While an initial reading of â€Å"A Rose for Emily† would suggest that that the story is about the eccentrics of Emily Grierson, Faulker’s perspective and use of temporal shifts reveal that the story in fact illustrates the tension between the past and the present, and ultimately displays the danger of refusing to accept the passage of time. †¨ The most significant facet of Faulkner’s structure is his use of the narrator, who portrays Emily’s isolation. In the first sentence of the story, theShow MoreRelatedA Rose For Emily By William Faulkner1729 Words   |  7 PagesJune 24, 2015 â€Å"A Rose for Emily† In every neighborhood there is always that one house that is a mystery to everyone. A house that everyone wants to know about, but nobody can seem to be able to dig up any answers. It’s the type of place that you would take any opportunity or excuse to get to explore. The littler that is known, the more the curiosity increases about this mysterious place or person. In the short story â€Å"A Rose for Emily† by William Faulkner, this mysterious person is Emily Grierson, andRead MoreA Rose For Emily- Rhetorical Analysis. William Faulkner802 Words   |  4 PagesA Rose for Emily- Rhetorical Analysis William Faulkner was an American writer from Oxford, Mississippi. He wrote short stories, plays, essays, and screenplays. He is mainly known for his creative imaginary stories that were based on Lafayette County, Mississippi where he spent most of his life. Faulkner is one of the most celebrated writers in American literature and especially Southern literature. He spent majority of his childhood years sitting around listening to his elders and family membersRead MoreAnalysis of William Faulkners A Rose for Emily Essay1187 Words   |  5 PagesAnalysis of William Faulkner’s â€Å"A Rose for Emily† In â€Å"A Rose for Emily†, William Faulkner uses symbolism, imagery, simile and tone. Faulkner uses these elements to lead his characters to an epiphany of letting go of out-dated traditions and customs. The resistance to change and loneliness are prominent themes within â€Å"A Rose for Emily†. Faulkner uses â€Å"A Rose for Emily† to caution his readers that things are not always what they appear to be. The tone of â€Å"A Rose for Miss Emily† couldRead MoreA Rose For Emily By William Faulkner883 Words   |  4 PagesIn the timeless classic, â€Å"A rose for Emily† by William Faulkner we are introduced to Emily Grierson, a matured sheltered southern woman; born to a proud, aristocratic family presumably during the American Civil War. Through out the short story William Faulkner uses many literary devices such as symbolism, metaphors and allegory to play with â€Å"time† and how time reflects upon his main character Emily Grierson. Emily being one who denies the ability to see time for what it is linear and unchangeableRead More The Role of the Watch in William Faulkners A Rose for Emily1199 Words   |  5 PagesThe Role of the Watch in William Faulkners A Rose for Emily Even the casual reader of William Faulkner will recognize the element of time as a crucial one in much of the writers work, and the critical attention given to the subject of time in Faulkner most certainly fills many pages of criticism. A goodly number of those pages of criticism deal with the well-known short story, A Rose for Emily. Several scholars, most notably Paul McGlynn, have worked to untangle the confusing chronologyRead MoreA Stream of Consciousness in A Rose for Emily by William Faulkner745 Words   |  3 Pagesâ€Å"A Rose for Emily† is a short story written by American author William Faulkner and centres around an old lady named Emily. The story is written in the classic Faulkner method of a streaming consciousness. By constructing the story through use of the stream of consciousness, Faulkner is able to manipulate the predetermined short story structure and create an outstanding, critically acclaimed story. In using the thematic concept of creating contrasts b etween two opposing entities, Faulkner is ableRead MoreWilliam Faulkner s Writing Style1486 Words   |  6 PagesWilliam Faulkner, who lived his entire live in Mississippi, was a Nobel Prize- winning writer who became well-known for his work set in the American South. After dropping out of high school and working in multiple different fields, he was commissioned as a major in the Hawaiian Territorial Forces. Faulkner later enrolled in the University of Mississippi and began his writing career; writer Sherwood Anderson gave Faulkner advice, stating that he should write about his native home of Mississippi. Read MoreWilliam Faulkners A Rose for Emily1600 Words   |  7 Pages William Faulkners A Rose for Emily  is set in the small southern town of Jefferson during the early decades of the twentieth century . At this time, vast and cardinal changes were being made by the upcoming new south to conceal and move from the horrid truths that were a part of the towns history. In l ieu of this, Jefferson was at a turning point in which they were having difficulty coming to terms with these changes . Integrating Faulkners use of character and symbols with other sourcesRead MoreThe Resistance to Change988 Words   |  4 Pagesroutine on the day to day basis. Sudden changes to these routines feels weird and out of place. In William Faulkner’s â€Å"A Rose For Emily† based in a fictional town called Jefferson taking place during the twentieth century. The time period is indeed an important factor because southern tradition was above all of the highest importance. This short story gives the audience details of life during that time in which they followed the values of southern tradition and the importance to never stray away fromRead More Snapshots of Miss Emily in William Faulkners A Rose for Emily629 Words   |  3 PagesSnapshots of Miss Emily in A Rose for Emily â€Å"A Rose for Miss Emily† by William Faulkner is a story of quiet lonliness and tragedy. The story ends on a surprising note, but one for which the reader is not totally unprepared. Faulkner very cleverly uses changing pictures of Miss Emily’s physical state to give the reader a clue as to what is transpiring inside her. The picture or â€Å"tableau† of Emily in her childhood gives us our first clue into her strange personality. She is

The American Revolution And The French Revolution Essay

The American Revolution was of a progressive nature and had a world-historical significance. The American Revolution had several features that distinguish it from the English bourgeois revolution, and the French Revolution. The first feature of the American Revolution is that it occurred in the territory, which actually did not know feudalism as a socio-economic system. The American Society of revolutionary period did not know the hereditary aristocracy, lords and serfs, the state bureaucracy (except the British administration), shops, guilds, privileged clergy and other attributes of the feudal Europe. This society was democratic in spirit, in their sentiments and beliefs. Social contradictions in it were less severe than in the continental Europe. The second feature of the American Revolution was that it pursued the national liberation. This revolution began as a struggle - initially peaceful, and then armed - with the British colonial rule. The new policy pursued by Britain after the war with the French and Indians, significantly undermined the communication within the empire. In the early 1760s, the British government decided to impose colonists by the tax for content of 10,000th garrison in Canada. The British started the reorganization of the colonial administration. Customs control was enhanced by a special law in 1762; the Royal Navy was attributed to prosecute the smugglers. A law to reduce the duties on the imported molasses from six to three pence per gallon andShow MoreRelatedThe French Revolution And The American Revolution1395 Words   |  6 PagesHonors English 29 September 2014 The French Revolution Some do not know what the real cause of the French Revolution was. There are many considerable factors, yet none of them have been pinned down as the true reason (SparkNote Editors). The French Revolution started as a rebellion for equality, but eventually turned out to be more and show the problems throughout the French government. As said before, there is no exact reasoning behind the French Revolution. but there are many possible factorsRead MoreFrench Revolution And The American Revolution Essay1293 Words   |  6 Pagespowerful countries in Europe. This all changed with the French Revolution which began in 1789 (Lefebvre 1). The French Revolution dramatically changed France politically and culturally. I will apply Lawrence Stone’s model to the French Revolution to examine how France’s debt, the unpopularity of the nobles and monarch, and the formation of the National Assembly led to the outbreak of the French Revolution. The preconditions of the French Revolution involve France’s massive debt, their involvement inRead MoreThe French Revolution And The American Revolution1294 Words   |  6 Pagespolitical and social causes of the French Revolution the most important cause was actually economic. A few years before the French’s revolution the French spent approximately 13 billion dollars on the American’s Revolution. This gracious contribution caused trouble at home. I will discuss how conflicts around the world affect one another, give a brief history of the French Revolution, and explain how the revolution was fueled by an economic conflict. The French Revolution was arguably one of the mostRead MoreThe French Revolution And The American Revolution1137 Words   |  5 PagesAltogether, the American, French, and Haitian revolutions in some way all made radical changes to varying degrees, however the French revolution was the most radical of the three. The American revolution revolved around American gaining independence from Britain and ensured its citizens’ natural rights. The French revolution involved the strong institution of law focused on Enlightenment ideas. Social reform is what the Haitians’ focus was in changing the governing of its people. The revolutions of eachRead MoreThe French Revolution And The American Revolution1184 Words   |  5 PagesA revolution is not an event that comes around every few years. In fact, for an event to be considered a revolution that event must bring about significant political, social, ideological, religious or even technological change. Throughout history there ha ve been some very noteworthy revolutions such as the Agricultural Revolution, the American Revolution, and the French Revolution. Of all the revolutions in history, it is perhaps the French Revolution that remains the most romanticized in the mindsRead MoreThe American Revolution And The French Revolution1673 Words   |  7 PagesThe American Revolution and the French Revolution marked a change in history for both nations. The American Revolution led to freedom and also their rise to power as their own nation. However the French Revolution marked a change in their government for the worse. Both nations fought to remove the corruption of the monarchy. With the same general idea both nations sought to better themselves. Though both were revolutions one nation really captured what they were fighting for. The war did not officiallyRead MoreThe French Revolution And The American Revolution1051 Words   |  5 Pagesrebirth in French. Revolution- A fundamental change that requires a goal that wants to be achieved, a leader or leaders follower and supporters of the cause. There are many different types of revolutions. Economic Revolution- A fundamental change in how people deal with money and other currency related issues. For example, Europe and many other countries have a different money system. Political Revolution- A fundamental change in the way a government is run. This kind of revolution can lead toRead MoreThe French Revolution And The American Revolution843 Words   |  4 PagesThe French Revolution: The event that led to the transformation of the globe into the world we know it as today. One of the most revolutionary events in human history was started by a group of individuals sitting in the Palace of Versailles who decided that enough was enough and that the only answer to the injustices of the ruling regime was Revolution. These people eventually became known as the National Constituent Assembly, or, colloquially, the National Assembly. Over the course of two yearsRead MoreThe French Revolution And The American Revolution1254 Words   |  6 PagesThe French Revolution was an influential period of social and political upheaval in France that lasted from 1789 until 1799, and was partially carried forward by Napoleon during the later expansion of the French Emp ire. The Revolution overthrew the monarchy, established a republic, experienced violent periods of political turmoil, and finally culminated in a dictatorship by Napoleon that rapidly brought many of its principles to Western Europe and beyond. Inspired by liberal and radical ideas, theRead MoreThe French Revolution And The American Revolution1408 Words   |  6 Pages The French Revolution Salahaldin Bileh History 101 Professor Manley October 7, 2015 Throughout history, there have been many Revolutions. The French Revolution was a revolution that changed France history completely. The French Revolution did not only changed history, but changed France’s historical monarchy government to a more republic government. The poor French citizens got the courage to start a revolution from the American Revolution. The French Revolution started at 1789

Scool Counseling Essay Example For Students

Scool Counseling Essay School counselors do a variety of tasks to help students. They assist in the decision making process. These decisions affect the academic and personal lives of the students. Thus, counselors play an important role in students lives. Counselors work as part of a team with teachers, nurses, administrators, and other psychologists or psychiatrists to resolved students learning and/or behavior problems. They also, if the job entails, evaluate the effectiveness of progams and procedures. School counselors work in all types and levels of schooling. This includes both private and public elementary schools, junior high schools, senior high schools, colleges, and universities. Counselors who work in junior and senior high schools mainly help students decide what they will do after high school. They also make information readily available to students. Counselors working in elementary schools deal mainly with students who have learning and/or behavior problems. College counselors help students with a variety of issues. They help students plan and further their college education. They make information and other valuable resources available to students. Counselors offer guidance, both academic and personal, to students. They often teach college classes, in addition to counseling. Educational requirements vary by state and change quite often. Most states require certification which needs a masters degree in a related field such as counseling, psychology, education, or social work. A one year internship might be required in some states. Advancement possibilities are limited due to the fact that school counselors are already at the top of their profession. Some may become the coordinator for their school in a specialized area of expertise. They may become administrators or get supervisory positions. School counselors are qualified, if desired, to work in other areas such as a mental health department, in a probation department, a juvenile detention center, a half-way house, as a drug and alcohol abuse counselor, or as a teacher of any grade level with about six months additional schooling. Depending on the type of degree a counselor has, the typesof work environments they are qualified for is a variety of many settings. Counselors face considerable competition for jobs which is likely to increase due to the expected decline in the overall number of jobs for school counselors. Full-time counselors work longer than teachers do. Some counselors work only part-time or counsel part-time and teach. Usually they have their own offices for privacy reasons. Important qualities a school counselor should possess are patience, resourcefulness, stability, and good people relations skills. Starting salaries range from $20,000-$25,000 a year. This depends on qualifications and location. Experienced school counselors earn from $26,000-$31,000 a year. They receive full benefits as well. Overall, schoolcounseling can be a very rewarding and satisfying career, according to those I have spoken with. Ron Chesley, a school counselor at Merced College, says that the worst part of the job is paperwork andthe stressful pace during registration. The best part, according to Ron, is working with the people. I like working with people and helping others. I also like paperwork and often enjoy a stressful pace. I am highly considering school counseling as a career posibility. Bibliography: .

Nude In Western Paintings Essays - Visual Arts, Painting, Nude Art

Nude In Western Paintings The depiction of the nude female model by a male artist in oil painting has played a significant role in the western tradition over the last 500 years. The oil painting of the female nude is subject to the artist's interpretation of her form. She is affected by the artist's desire for his model, as well as his art and she is torn between the artist's inability to be both lover and painter. Hubert Damisch's "The Underneaths of Painting" helps the reader understand the importance of the male painter's imaging of the female form. By analyzing Balzac's Unknown Masterpiece, Damisch uncovers several tangents to the unique relationship between artist's and the women they create on canvas. Balzac tells a tale of the truth behind the creative process of an artist and the way he perceives his vision when finally completed in oil. Poussin is a young painter who doesn't quite understand how the concepts of desire and love will affect the perception of his model, and lover, Gilette. He soon embarks on a journey that takes him underneath the paint: "Under the paint and as its ?truth', instead and in the place of the so-called picture, the exchange assuming its last true face: a woman for a picture and a woman for what forms (or ought to) its subject. It is at this point in the picture where the subterranean, archaeological presence of the woman reveals itself, that something is given to see, something that can be spoken, that can be named, something moreover alive, delectable, a foothold for desire; in a word, something that looks at us unlike the inexpressible wall of paint that holds it captive," (Damisch 202). There are many layers of paint put on to one canvas, but the image isn't visible right away, she must grow through the brushstrokes. When the last brush of paint touches the canvas, her beauty is revealed to the eye. The artist has created his masterpiece and she can be discussed like a real woman now; she has a name, she has the personality the artist has given her which makes her come alive, she is so real that observers feel the need to touch her and she looks right back. The paint from which she came is an afterthought and because Poussin is hungry for a piece that can accomplish all this, he chooses his work over his love. Damisch utilizes Balzac's tale to define the position of the artist's heart. It is inevitable that every painter that is dedicated to his work cannot be capable of loving anything so much as the act of expressing one's self through paint. He falls in love with his creation and there can be no room for a tangible love. Here is Damisch: "...one has to choose between being a lover and a painter. Poussin will be assailed by doubt at the thought that another person could look at Gilette, and look at her as only he was allowed to see her: naked. But this doubt will soon vanish: the young man will forget his mistress, he will desire only to be a painter, he will see his art and nothing else," (Damisch 200). Poussin has not fully recognized the intensity of the connection that an artist has with his work and doesn't realize that Gilette is what's holding him back. Since he shares his love with her and his work, Poussin cannot capture true realism in the females he depicts. Although he loves her at this point and couldn't possibly think of letting anyone see Gilette, Poussin will discover that to let her pose for other artists isn't as shattering a suggestion when he creates the nude that will lend his heart solely to the act of expression. The artist will then transfer his feelings of obsession for Gilette to his work and he will be able to love no other with the same intensity that he enjoys his work. Damisch questions the role of desire in the conversion of the female model into the artist's Venus. He asks: "What of the working of desire in its relation to the desire of the other?" and then goes on to report that: "...we are amongst painters who only have eyes for painting. As far as Gilette is concerned she has no part in their commerce: she doesn't look at the painting, but sees only the painters...Poussin, while drawing her, was no doubt looking at her, but was not thinking about her...She does not say: without desiring

The Only Two Holidays for Muslims Essay Example

The Only Two Holidays for Muslims Essay Example The Only Two Holidays for Muslims Essay The Only Two Holidays for Muslims Essay The Only Two Holidays for Muslims â€Å"You had two days for celebrating joy before Islam, and glorious Allah has replaced them for you by which is better, Eid Al-Adha and Eid Al-Fitr,† prophet Mohammed said, after he asked the people of Madeenah why were they celebrating two special days before Islam. From his words, we know that they are the only holidays for Muslims, and how much important are they. Eid means a festival and a holiday in Arabic language. Eid Al-Fitr and Eid Al-Adha are two religious holidays. They fall after two great pillars of Islam, Fasting and Hajj. Muslims are awarded by these two holidays for their success in performing the fasting and Hajj. These two holidays are pretty similar in providing the happiness and the enjoyment for people, however, they are different in two points: the main occasion and major activities during these holidays. Both of Eid Al-Fitr and Eid Al-Adha have unique dates. Eid Al-Fitr falls at the first day of the month of Shawwal, the tenth month of the lunar calender or the Islamic calender, after the holy month of Ramadan. The word Al-Fitr means breaking the fast. Due to the fact that Muslims fasting the day-time during the whole month of Ramadan, they celebrate Eid Al-Fitr to mark the end of this month. Eid Al-Adha is different because it is after the great Hajj. The date of Eid Al-Adha is the tenth day of the month of Dhul-Hijjah which is the twelfth month of the Islamic calender. Al-Adha word is derived from the sacrifice due to the fact that people are slaughtering a sheep, a goat, a camel or a cow for the sake of Allah. This sacrifice is embodying the sacrifice made by prophet Abrahams when he was about to offer his son for a sacrifice to obey Gods command.

A Parenthetical Puzzle

A Parenthetical Puzzle A Parenthetical Puzzle A Parenthetical Puzzle By Mark Nichol Writers sometimes trip themselves up when they try to introduce a parenthetical element in a sentence without ensuring that the main clause of the sentence remains grammatically coherent. Here’s a troublesome example of this type of error, with a discussion of possible revisions. In the sentence â€Å"Smith was one of, if not the first, female members of the organization,† the writer is attempting to communicate two related ideas too early in the syntactical structure: Smith was one of the first female members of the organization, and she may have been the first female member of the organization. The preceding sentence is a possible revision, but the two thoughts can be expressed more concisely. To untangle the original sentence, revise it so that if the parenthetical element what is positioned between the commas (or a pair of parentheses or dashes) is deleted, what remains stands as a coherent sentence. The sentence without the parenthesis, â€Å"Smith was one of female members of the organization,† is not grammatically sound, because â€Å"the first† is expected to bear the responsibility of serving both points of the sentence. With the parenthesis, â€Å"female members† is expected to apply both to â€Å"one of† and â€Å"the first,† but the phrases are not parallel in structure. How about aligning the two points by using â€Å"the first† in each phrase? â€Å"Smith was one of the first, if not the first, female members of the organization† is closer to correct, but the parenthetical phrase still doesn’t agree with â€Å"female members.† (I’ve also seen constructions like â€Å"Smith was one of the, if not the, first female members of the organization.† The sentence is valid if the parenthesis is deleted, but the full sentence, again, is not parallel in structure.) Let’s try moving the phrase â€Å"female members† before the parenthesis: â€Å"Smith was one of the first female members, if not the first, of the organization.† That’s better, but it still reads awkwardly. How about moving â€Å"of the organization† before the parenthetical, too? (â€Å"Smith was one of the first female members of the organization, if not the first.†) The parenthetical is no longer a parenthetical it’s just a truncated phrase tacked onto the end of the main clause that implies the wording â€Å"if not the first female member of the organization† but the grammatical architecture is now sound. Sometimes, as in this case, a sentence is flawed in form it just won’t support a parenthetical element and must be restructured. This post analyzes three similarly impaired sentences. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsTop 11 Writing Apps for iOS (iPhone and iPad)Forming the Comparative of One-syllable Adjectives

How I robbed myself Essay Example | Topics and Well Written Essays - 500 words

How I robbed myself - Essay Example I had been exposed to drugs and my addiction grew to such an extent that it forced me into rehabilitation, which destroyed my life and self-respect and has forced me to start my life all over again.. When I look back upon those years when I had taken to drugs, it makes me wonder with utmost surprise and despair in the way in which I prefer to go along a wrong path in spite of having knowledge that these substances are harmful for the body and are addictive. Given these premises, I have quite often been trying to discover the root causes that have encouraged me to take to drugs. One of the most primary aspects that determine whether a person is vulnerable to drug abuse is his/her friends’ circle. This is because the nature of his/her friends explains the degree to which they are closest to witness people using drugs and see the aftermath. Secondly, it also depends on the person’s inner strength and resolve to stay away from these ill effects of life. A person takes to drugs either when he finds the sensation under drugs to be calming and enjoyable and in many cases people are pushed into it whenever they are encouraged by their friends to do so. This has always proved to have an adverse effect not only on the person, bit also on their families and friends. At a personal level, drugs have destroyed me mentally, emotionally and financially as well. They have turned me into something that I wasn’t before and it makes me very sad when some of the people around me keep referring to those times even though I have come out of it. It makes me realize the seriousness of my mistake and I now understand the degree to which drugs tarnish one’s image. Drugs provide an illusory sense of well being, where the person is reduced merely to an object, but destroy them internally by silently attacking their metabolism. Apart from this, drugs also create such an effect within the person’s body that

Financial accounting theories in a real life Assignment - 1

Financial accounting theories in a real life - Assignment Example Different researchers have dissimilar views regarding financial accounting theories (McGraw-Hill, 2006). There are different types of accounting theories that can be implemented in real life scenario. One of them is the Repo 105 theory. This theory is used by many of the companies. Moreover, it needs to be mentioned that the misuse of such theories can result in negative functioning of the companies. There are many such cases where improper use of accounting theories result in complete demise of the companies. Financial regulations can play a major role in reducing such cases (Liu & Schaefer, 2011; Eisinger, 2012). The report intends to discuss the role of Repo 105 scheme in the enhanced performance and subsequent downfall of the Lehman Brothers. The report would further depict the different motives that encourage companies to manipulate their financial accounts with reference to a few well known cases. Moreover, the report also intends to illustrate the importance of financial regulations in reducing such cases. Repo 105 is an accounting trick where a company depicts a short-term loan as a part of the sales of the company. Moreover, this loan would be further used by the company to repay its liabilities. A repo agreement would include temporary transfer of assets from one party to another which would also be accompanied by an agreement of repurchase of the same assets after a particular phase of time. After a certain period of time, the transferee returns the securities to the borrowers, which in turn repays the loan with a considerable interest. It needs to be mentioned that as a part of the exchange process, one party would receive securities as guarantee for the cash loaned, while the other party would receive cash guarantee for the securities loaned. It has been observed that these agreements are widely used as well as recognised as a legal means of

Child Welfare Information Gateway Essay Example for Free

Child Welfare Information Gateway Essay In every state in the United States, teachers are subject to mandatory reporting laws (Smith 2006). In most cases that means the teacher is required to contact a law enforcement agency or child protective services regarding the allegations of abuse.   The law is rapidly changing regarding the requirements for reporting abuse and in many cases mandatory reporting laws have been extended from child care professionals and medical professions to the clergy as well (Smith 2006). Each state’s definition of when a teacher must report suspected abuse varies, but there is no state that penalizes a teacher who, acting in good faith made a report that turned out to be wrong. In the case of Mary, once her friend tells the teacher that Mary’s new step-father is â€Å"doing bad things to her†, the teacher is under a legal and moral obligation to report the suspected abuse to the proper authorities for investigation. If the teacher has reason to question the validity of Mary’s friend’s statement, she should explain that to the investigating authority as well, but making the report is an indisputable necessity. Teachers and others who are listed as mandatory reporters can face civil and criminal penalties for failing to report suspected abuse if something untoward should happen to the child. More importantly, though teachers are trained to spot early signs of abuse and neglect and report them, teachers do not have the extensive training necessary to investigate the accusations and make a determination whether abuse is happening. In this way, a teacher is not only protecting the child, but also protecting herself in reporting (Smith 2006). The issue for the teacher can be one of legal protection and emotional protection. Most people, including teachers, would feel tremendous guilt if they determine no abuse was happening, failed to report it to other authorities and then the child was injured through abuse. The decision then to talk to Mary about the accusations is a difficult one. Obviously, if Mary has been a student that the teacher is close with and has routinely shared her private life with her teacher, then approaching the subject delicately can let Mary know there is someone on her side. However, if talking with Mary is mishandled, it could hamper her future school relationships and potentially hamper the official investigation into the abuse. The correct way for a teacher to handle this would be to talk to the student privately at a time when it does not appear that talking with the teacher is punishment. Talking with her over a recess break or during a fun classroom activity could lead a seven-year-old to believe that she had done something wrong and was being punished for it. Therefore, given Mary’s age it might be appropriate to begin the conversation in as non-threatening a manner as possible. Selecting Mary for a chance to offer â€Å"special assistance† to the teacher might be an easy way to arrange to have the conversation. If Mary is helping the teacher to retrieve supplies or set up a fun classroom segment, she might be more at ease than if a formal meeting were set up. Remember, the key is making Mary comfortable. Once the when has been established, the how of the discussion becomes less arduous, though it is still a difficult task. The teacher must again continue to be as non-threatening as possible and must be certain not to betray Mary’s friend’s trust. If Mary believes her friend is â€Å"tattling† on her, she is likely to become more withdrawn and less willing to talk.   One approach that might work is to ask Mary about the symptoms she was exhibiting in a non-accusatory way. For example, asking Mary if she’s having trouble sleeping or casually discussing Mary’s home life. A teacher could consider an opening question like, â€Å"Mary, I noticed you seemed really sleepy this morning (last week, Tuesday, whenever). Do you have trouble sleeping at night like I do?† The teacher immediately establishes a common thread with Mary and does not appear to be asking about troubling or scary situations. Then, the teacher should ask deeper more pertinent questions based on the flow of the conversation. If it is determined that Mary has been abused, the consequences for her could be grave. Most studies report that the age and amount of psychological development at the time of the abuse largely affect the long-term consequences. (Child Welfare 2006). In Mary’s case, long term physical effects can include poor health or injury, depending on what types of bag things her step-father is doing to her. Children who are exposed to sexual abuse face a danger of sexually-transmitted diseases in addition to the physical effects of the abuse. Psychological consequences of the abuse can be even more damaging, long term.   An abused child is likely to have inappropriate social boundaries, either being to gregarious and open sexually or becoming withdrawn. They often also face cognitive development problems and mental health issues. As teens, children who were abused face greater risks of drug and alcohol abuse and greater instances of juvenile delinquency and crime. In short, if this is occurring, then Mary needs to be protected as soon as possible. (Child Welfare 2006). Longitudinal studies have shown that the longer the abuse continues, the more drastic the consequences might be. REFERENCES Child Welfare Information Gateway, 2006 , http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm, July 24, 2007. Smith, Susan K. â€Å"Mandatory Reporting of Child Abuse and Neglect† Nov. 2, 2006, http://www.smithmoorellc.com/mandatory_reporting.htm July 24, 2007.

The Koppen Climate Classification and its Purpose :: Climatology

What is climatology? How does it differ from weather? Describe the Koppen Climate Classification and its purpose.   Ã‚  Ã‚  Ã‚  Ã‚  Climatology is one of the several branches of physical geography, but it differs from weather in several ways. The term climate implies an average, or long term record of weather conditions at a certain region. It conveys a generalization of all the recorded weather observations in a given area. Weather conditions are recorded in specifics for any given moment in time: the temperature, percentage of rainfall, and percentage of humidity. Climate on the other hand, is described in more general terms. Humid Equatorial climates, Dry climates, and Cold Polar climates are marked by certain prevailing characteristics that can be mapped such as continuous snow or deserts.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most popular classification systems is the Koppen Climate Classification system, which gives different climates three letters that describe that climate. The Koppen Climate Classification system is comparatively simple and is based on a triad of letter symbols. The first (capital) letter is the critical one; the A climates are humid and tropical; the B climates are very dry; the C climates are humid and mild; the D climates reflect increasing cold; and the E climates mark the polar areas. The first letter is followed by two more letters that further define the climate of that region. The second letter represents and explains the dry season: whether there is or isn't a dry season, whether it is a short or long dry season, and what season it comes in either a dry winter or a dry summer. The third letter defines the temperature of different seasons either a hot or cool summer or a cold or warm winter.   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of the Koppen Climate Classification system is to assist in

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Analysis of newton’s second law lab

Law Lab The first lab we did for chapter 4, Newton's Second Law, dealt with the relationships between force, acceleration, and mass. Our goal was to verify Newton's Second Law that says force is equal to the mass multiplied by the acceleration. Our procedures included setting up the lab according to the directions and collecting data as someone moved the cart that we set up forward and backward in two settings – with additional mass and without additional mass.For the part where we had to attach mass, we observed that the mass can be rotated sideways as we did our data collecting, so we decided to fix its position with tape, which did not affect the significant digits of the mass. After we were done with both trials, we showed linear relationships for both the force vs†¦ Acceleration graphs. In our first trial, we had a . 629 keg cart and an equation of F=O. AAA+O. 1289; in our second trial, we had a 1 . 143 keg cart with the added mass and an equation of F=l . AAA-1. 075 . In the equations, F represented force and a represented acceleration.We observed in the equations that he slope of the graphs were equal to, ignoring the insignificant digits, the mass of the cart used in the corresponding trials. The data were viable; the observations that we had made perfect sense to us since we knew that force is equal to mass times acceleration. The y-intercept, however, was unexpected; y Intercepts were not present in the second law of Newton. The Increased/decreased force then, I presumed, must have been caused by discrepancies made from minor friction caused by the wheel of the cart. Experiments regarding these y-landscapes should also be Interesting future experiments.

What Does a Home Health Aide Do

What Does a Home Health Aide Do If you’re looking for a highly sought after, exceptionally stable job in the growing field of healthcare, you’ve come to the right place: home health aides are poised for remarkable success in the years ahead. Not sure whether a career as a home health aide is right for you? Read on to learn everything you need to know about this important job. The 411 on Home Health AidesHome health aides offer a variety of assistance to people with special needs, including those who are cognitively impaired, chronically ill, or disabled. They also care for seniors in need of assistance. Depending on the particular job, the responsibilities of home health aides include everything from helping clients with personal hygiene tasks and checking vital signs to shopping, light housekeeping, and arranging for transportation. Home health aides also offer another vital service to the people for whom they care: companionship.Unlike personal care aides who may be directly employed by their client s, home health aides usually work for agencies. With specialized training, home health aides may also provide simple medical care, such as administering medication and working with ventilators, although these functions must be performed under the direct supervision of a registered nurse or other trained healthcare professional.Home health aides also play a vital role in the continuum of care. Not only do they track the condition and progress of their clients, but they are also tasked with reporting any changes to a client’s physical, mental or emotional state. This can help ensure that they receive the treatment they need as it arises.Why Become a Home Health Aide?With a projected growth rate of 48 percent between 2012 and 2022, home health aide positions offer unprecedented job security with a minimal investment of time and training. In fact, there are no formal education requirements to work in this field, although some employers - typically certified home health and hospi ce agencies - do require that employees undergo formal training and are certified by the National Association for Home Care Hospice.While you may not need a college degree, some other attributes are particularly important when it comes to working as a home health aide. These healthcare workers are detail oriented, skilled at time management, and have strong people skills. They should also be comfortable with performing physical tasks, as clients who are disabled may need to be lifted or turned.And while the current salary for a home health aide is relatively low at $20,820 a year, as demand continues to skyrocket due to the aging â€Å"Baby Boomer† population and their increasing preference for â€Å"aging in place,† so is the potential that salaries will rise in relationship to demand.Coming in behind industrial-organized psychologists (53 percent growth) and personal care aides (49 percent growth), home health aides claim the third spot on the U.S. Department of La bor’s list of the â€Å"10 Fastest Growing Jobs.† For many people, the combination of job security and the chance to make a difference in the lives of others adds up to a career that doesn’t just offer financial stability, but also professional fulfillment.

Battle of Borodino During the Napoleonic Wars

Battle of Borodino During the Napoleonic Wars The Battle of Borodino was fought on September 7, 1812, during the Napoleonic Wars (1803-1815). Battle of Borodino Background Assembling La Grande Armà ©e in eastern  Poland,  Napoleon prepared to renew hostilities with Russia in mid-1812. Though great efforts had been made by the French to procure the needed supplies for the effort, barely enough had been collected to sustain a short campaign. Crossing the Niemen River with a massive force of nearly 700,000 men, the French advanced in several columns and hoped to forage for additional supplies. Personally leading the central force, numbering around 286,000 men, Napoleon sought to engage and defeat Count Michael Barclay de Tollys main Russian army. Armies Commanders Russians General Mikhail Kutuzov120,000 men French Napoleon I130,000 men Precursors to the Battle It was hoped that by winning a decisive victory and annihilating Barclays force that the campaign could be brought to a speedy conclusion. Driving into Russian territory, the French moved swiftly. The speed of the French advance along with political infighting among the Russian high command prevented Barclay from establishing a defensive line. As a result, Russian forces remained uncommitted which prevented Napoleon from engaging in the large-scale battle he sought. As the Russians retreated, the French increasingly found forage harder to obtain and their supply lines growing longer. These soon came under attack by Cossack light cavalry and the French quickly began consuming the supplies that were on hand. With Russian forces in retreat, Tsar Alexander I lost confidence in Barclay and replaced him with Prince Mikhail Kutuzov on August 29. Assuming command, Kutuzov was forced to continue the retreat. Trading land for time soon began to favor the Russians as Napoleons command dwindled down to 161,000 men through starvation, straggling, and disease. Reaching Borodino, Kutuzov was able to turn and form a strong defensive position near the Kolocha and Moskwa Rivers. The Russian Position While Kutuzovs right was protected by the river, his line extended south through ground broken by woods and ravines and ended at the village of Utitza. To strengthen his line, Kutuzov ordered the construction of a series of field fortifications, the largest of which was the 19-gun Raevsky (Great) Redoubt in the center of his line. To the south, an obvious avenue of attack between two wooded areas was blocked by a series of open-backed fortifications known as flà ¨ches. In front of his line, Kutuzov constructed the Shevardino Redoubt to block the French line of advance, as well as detailed light troops to hold Borodino. The Fighting Begins Though his left was weaker, Kutuzov placed his best troops, Barclays First Army, on his right as he was expecting reinforcements in this area and hoped to swing across the river to strike the French flank. In addition, he consolidated nearly half his artillery into a reserve which he hoped to use at a decisive point. On September 5, the cavalry forces of the two armies clashed with the Russians ultimately falling back. The next day, the French launched a massive assault on the Shevardino Redoubt, taking it but sustaining 4,000 casualties in the process. The Battle of Borodino Assessing the situation, Napoleon was advised by his marshals to swing south around the Russian left at Utitza. Ignoring this advice, he instead planned a series of frontal assaults for September 7. Forming a Grand Battery of 102 guns opposite the flà ¨ches, Napoleon commenced a bombardment of Prince Pyotr Bagrations men around 6:00 AM. Sending the infantry forward, they succeeded in driving the enemy from the position by 7:30, but were swiftly pushed back by a Russian counterattack. Additional French assaults re-took the position, but the infantry came under heavy fire from Russian guns. As the fighting continued, Kutuzov moved reinforcements to the scene and planned another counterattack. This was subsequently broken up by French artillery which had been moved forward. While fighting raged around the flà ¨ches, French troops moved against the Raevsky Redoubt. While assaults came directly against the redoubts front, additional French troops drove Russian jaegers (light infantry) out of Borodino and attempted to cross the Kolocha to the north. These troops were driven back by the Russians, but a second attempt to cross the river succeeded. With support from these troops, the French to the south were able to storm the Raevsky Redoubt. Though the French took the position, they were pushed out by a determined Russian counterattack as Kutuzov fed troops into the battle. Around 2:00 PM, a massive French assault succeeded in securing the redoubt. Despite this achievement, the assault had disorganized the attackers and Napoleon was forced to pause. During the fighting, Kutuzovs massive artillery reserve played a little role as its commander had been killed. To the far south, both sides battled over Utitza, with the French finally taking the village. As the fighting lulled, Napoleon moved forward to assess the situation. Though his men had triumphed, they had been badly bled. Kutuzovs army worked to reform on a series of ridges to the east and was largely intact. Possessing only the French Imperial Guard as a reserve, Napoleon elected not to make a final push against the Russians. As a result, Kutuzovs men were able to withdraw from the field on September 8. Aftermath The fighting at Borodino cost Napoleon around 30,000-35,000 casualties, while the Russians suffered around 39,000-45,000. With the Russians retreating in two columns towards Semolino, Napoleon was free to advance and capture  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Moscow on September 14. Entering the city, he expected the Tsar to offer his surrender. This was not forthcoming and Kutuzovs army remained in the field. Possessing an empty city and lacking supplies, Napoleon was forced to begin his long and costly retreat west that October. Returning to friendly soil with around 23,000 men, Napoleons massive army had effectively been destroyed in the course of the campaign. The French army never fully recovered from the losses suffered in Russia. Sources Napoleon Guide: Battle of BorodinoBattle of Borodino, 1812War Times Journal: Battle of Borodino

Critical Analysis of a Research Article-Driving Behavior of Licensed Essay

Critical Analysis of a Research Article-Driving Behavior of Licensed and Unlicensed Teeagers - Essay Example The hypothesis in the article on driving behavior of licensed and unlicensed teenagers concerns the undesirable effects of teenage driving. It has been observed that teenagers are involved in a higher number of accidents as compared to other groups of people leading to a high death rate and serious injuries. The study determines the prevalence and the risks and associated factors for unlicensed drivers in their teenage years. The major purpose of the study is for exploratory reasons. This kind of study is a form of social research that is conducted by use of questionnaires and formulation of hypotheses. The current case of study is appropriate for this kind of research as it does not have to endorse its typicality. The students who took part in the research gave details about their race, driver education history, alcohol or substance use and their grades in the previous month. The students also gave information on how often they drove and for what purpose. The students also gave information on the most helpful person in teaching them how to drive and the driver’s education. The school location was also an important variable and it was classified into rural, town, suburban and central city. Students were also expected to report on their driving behaviors and occurrences including number of accidents experienced, number of hours driven weekly, the use of seatbelts and the speeding rate they used according to American Academy of Pediatrics (2010). A national representative school based survey was carried out to establish whether students in their teenage years practiced unlicensed driving, the associated behaviors, the risks they are exposed to and demographic factors. Unlicensed driving is driving when one has no official license or when one is not authorized to do so. American Academy of Pediatrics (20100 explains that the survey was conducted on all school attending students regardless of their

Why Sex Education Should Be Taught In Schools Essay

Why Sex Education Should Be Taught In Schools - Essay Example The research will be that of a case study analyzing, in detailed and succinct manner, teenage pregnancies as the most effective factor in sex education. Recent research reveals that there have been high increases in the cases of teenage pregnancies. Studies conducted over the last five years state that for every 100 school going/teenage girls, two of them are dropouts due to pregnancies. The statistics or findings have been backed up by the increased abortion cases in the state. The major cause of abortion has been discovered to be teenage pregnancies. This discussion stresses that several questionnaires were distributed to several respondents in Chicago with an aim of investigating the people’s reactions, views, or attitudes towards sex education in schools. The questionnaires were distributed in three different areas; Oak Park, Cicero, and Illinois. Six hundred questionnaires were distributed in each location. The questionnaires were of two types, the different being the ages of correspondents. The first types targeted the old age, most of whom were married people with their kids at school. These questionnaires constituted to a third of the total number of questionnaires distributed in each region. The remaining two thirds were distributed to school going students, both in college, university, and high school.  Interviews were conducted on 100 people from different places in the state and results were recorded, and analyzed.

How I spend my time after high school Essay Example | Topics and Well Written Essays - 250 words

How I spend my time after high school - Essay Example o be reliable, considering my passion for business, he asked the accountant to introduce me to the basics of book keeping so I could do a more useful job. I would work from his backroom office with him as he taught me the various aspects of the job, and delegated minor tasks and after a while, I was good enough to work without close supervision. I learnt several skills including managing of records and basic accounting, which had always appeared very intimidating. I also discovered the importance of meticulous record keeping since careless mistake could result to mix-ups in future. In addition, I dealt with customers complains related to their payments and bills, where I go an opportunity to learnt how to handle irrational clients, for instance, some who thought they had been overcharged, and came in with a decidedly hostile attitude. I left the job in 2011 and was employed as a customer care department of the local branch of the SABIC Company. Here, the diplomacy and negotiation skills I had acquired to deal with customers in the previous job were immensely helpful. I could comfortably handle customers with respect and firmness. Finally, in 2012 I decided to move to America to further my education, develop my skills as well as learn other new ones. However, I strongly believe that my work experiences, after high school, wi ll be vital in my professional and career

School Leadership Contributes To Student Achievement Education Essay

School Leadership Contributes To Student Achievement Education Essay This makes schools and their leaders under increasing pressure to make them more effective since there is compelling evidence that the school makes a difference in determining the achievement of the students and later, in life. The effort to make schools and educators who manage the education process more effective is a worthwhile goal. For many years now, researchers in the area of educational leadership have attempted to identify links between educational leadership and school effectiveness. This phenomenon is mainly due to the perception that educational leaders, especially school principals, increase school effectiveness. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). Goldring and Greenfield (2002) argue that the image of the school leader has changed from a position that was once ideologically grounded in philosophy and religion in the1800s, to a highly perspective manager concerned with efficiency and focused on functional administrative tasks in the mid 1900s, to a behavioral science perspective in the mid to late twentieth century . Having reviewed the long-standing debate about the principalship . Sergiovanni (1991) concludes While distinctions between management, leadership and administration debates may be useful for theorists, the key is the recognition that the principalship involves multiple responsibilities and duties . As predicted by Laffey (1980), principals are expected to be all things to all people. They are expected to be effective managers, and currently, with the focus on student achie vement, and instructional leaders effectiveness. However, according to Scott (1983), Principals and other significant groups who work with them have expectations regarding the principals managerial role but disagree significantly with the principal as an instructional leader. Reports have noted that principals have resisted changing their role from manager to that of an instructional leader (e.g. Philadelphia School Improvement Project, Kopple, 1985). Moreover, where principals role transition has been successful, extensive training (Newburg Glatthorn, 1983) and/or long-term training efforts (Kline, 1987) were necessary. (Cited from School leadership that works, p.23) Statement of Problem In the past 20 years, much attention has been given to education leadership and its impact on students outcome. Recently, at the beginning of the 21st century, school accountability and initiatives have come to the forefront of educational practices more evidently than in the past. Schools now, more than ever, are challenged to improve to the extent that every effort is made to ensure the success of all students. In UNRWA Association where this study was conducted, the department of education has held for a number of years many reform plans for enhancing the school performance. Action by the UNRWA in this study is defined as restructuring ; a process that begins by identifying schools that are not making adequate progress as measured by a series of assessments and attendance rates. Schools under local restructuring are given additional assistance from the UNRWA and are directed to develop annual school improvement plans. Then they are monitored by the UNRWA every two years to check o n progress made in each school. Placed at high risk, as a result of these actions, is the school principal. Efforts to improve education relate directly to the quality of leadership provided in the schools. A past research has focused on the relationship between effective principals and effective schools (Edmonds 1982).In current and future research, student achievement is the key factor in defining effective principals and schools.( No child left behind Act,2001). School leaderships are progressively responsible for education quality based on the belief that students success or failures are determined by the way a school run (Fullen 2000) .These beliefs for more effective leadership skills and practices are described as a change agent ,manager ,symbolic leader ,instinctual leader, disciplinarian, decision maker and policy maker (Cotton,2003,Morzano,Wale and Mcnully ) . One impact of the reform movement of the last decade is to involve as many people as possible in local school decision making. This shared decision making reflects a less centralized approach to school leadership and requires a great deal of collaboration and trust (Midgely Wood, 1993). Collaborative decision making means many things and takes many forms, depending on the people involved; therefore the role of the principal changes as situations and circumstances change. As a principal of a school under restructuring, he or she must reconcile the demands and initiatives of the UNRWA with those of the local system to bring about school improvement (School focus development in UNRWA). Therefore, principals in these schools are under pressure to follow up the reforming revolution seeking out a better academic achievement. For that, this study was anchored in perspectives on the principal ship and on factors that shape how principals define and respond to their roles with respect to school reform, and how principals respond to some of the changes and challenges of the position. Purpose of the Study The purpose of this study is first, to determine Bolman and Deal leadership and management styles of principals as perceived by themselves, and by their principals assistances and by teachers. Second, to compare the leadership and management styles of school principals at risk to the styles of school principals showed an adequate progress in official exams for Grade nine. Finally, to determine the set of leadership and management behaviors that best describe the degree of principals performance in their schools, and their effectiveness in school academic achievement. Significance of the Study As a teacher, a central question, which requires further analysis is how exactly principals leadership style influence the instructional working of their school and thereby increase students achievement. My conceptual frame work is done on a Bolman and Deals four frames of model leadership. I have been through many models, but I found that this model is one of the best models necessary for improving the leadership style of any principal, indirectly increasing the school effectiveness. They classified these tools as frames, which give leaders a clearer view of reality. These include the structural, human resources, political, and the symbolic frame. Moreover, Bolman and Deal (1997) assert that leaderseffectiveness emerge when leaders are able to respond to the needs of their organizations by viewing them through more than one frame. In this way they can reach a deeper and better understanding of organizations. As a graduate student in the field of educational administration and leader ship, the question of how to practice the educational leadership in our school and how this influence learning outcomes are applied. As I experienced the complexity and diversity of school life through my teaching experience, I realized how confusing and frustrating leadership experiences can be, especially when you lack the tools needed to face these experiences. On the other hand, my teaching experience, through which I felt the impact of Bolman and Deals leadership techniques on the effectiveness of leaders, had a stimulating effect in the selection of this model, among others, to guide and enrich my study on school leadership. In broader terms, these experiences came to support the belief that leadership is a complex (Hughes, Ginnett, Curphy, 2002) and multifaceted process (Northouse, 2004), and can be exercised in any situation that requires influencing others. Tannenbaum, Weschler, and Massarik (1961) introduced the idea that leadership is applicable to all interpersonal rela tionships in which influence attempts are involved. How to deal with the constantly increasing challenges facing organizational life, how to help organizations improve, grow, or survive, and how to understand and gain insight into leadership as a topic and/or as a process, are some of the questions that have kept researchers and practitioners of leadership engaged. A review of the enormous body of literature on this topic reveals a significant interest in understanding leadership and its leadership effectiveness. Researchers interest in leadership over the past one hundred and fifty years reveals itself in the vast number of theories, models, and practical guides that have been developed to gain deeper knowledge into this phenomenon, and to improve leadership practices. In summary, this study is significant in that, it proposes to address the need to document the extent to which leadership behaviors differ among principals in schools at risk and principals in schools that have made adequate progress. There was a need to clarify the daily behaviors and practices of the principal and to provide insight into how the principal makes leadership decisions and judgments about school improvement and how to get the job done (Bolman Deal, 1997).This study will be useful to all UNRWA organizations wishing to proficiently exploit the leadership styles practiced by the principals as designed by Bolman and Deal. It will provide these organizations with a substantial association between leadership practices and students achievements as well as it will insight to raise this association, in order to maintain a competitive edge within the other school in the reforming evolutions . Research Questions and Hypotheses To gather data for this study, questions were asked to the principal and teachers. The following questions are: To what extent the principals frame utilization (structural, human resource, political and symbolic orientations) in schools labeled at risk differ from that in schools making adequate progress? Does the leadership style designed by Bolman and Deal affect the students academic achievement? Research Objectives Examine the different definitions of leadership and styles Identify the parameters which determine principals leadership style, schools organizational culture, and classrooms learning cultures. Examine the effects of the principals leadership style on schools effectiveness. Identify of Bolman and Deals model of leadership and examine the effect of having more than one frame on the principals behavior and students achievement. List the characteristics of the effective principal activities and their influence on learning outcome. Definition of terms School Leadership: The influential behaviors applied by the school administration or principal that facilitate teachers and the wider school community working towards the achievement of the mutually agreed upon organizational goals of the school.( NWREL 1995) Instructional Leadership: This entails the communication of the schools mission and goals, and the effective management of the instructional program of the school. This is accomplished through the provision of direction, emphasis, and support to the schools central mission of teaching for the success of all children.(NWREL1995). School Climate: The existing learning environment. This environment can either facilitate effective teaching and be conducive to student learning, or affect the quality of the teaching and be an impediment to student academic progress (NWREL 1995) Effective Schools: Settings in which students display high levels of academic achievement, satisfaction, morale, and pride in their schools (NWREL 1995)  [1]  . In this research synthesis, for most of the studies, school effectiveness is measured in terms of student academic achievements indicated by scores on various statewide tests School effectiveness is defined as student engagement in school .Blank (1987) used, in addition to student academic performance, student attendance in determining school effectiveness. Frame Utilization: a process by which leaders order their experiences and make informed decisions; framing helps filter out some things and allow others to pass through. Frames represent a lens through which principals might view their leadership behavior. (Bolman Deal, 1995). Bolman and Deal Frames: Frames represent the manner in which leaders view and process their experiences. Bolman and Deal (2003) identify four frames: structural, human resource, political and symbolic. Each frame has its own specific perspective for viewing a situation. (Bolman Deal, 1995). Leadership by Bolman and Deal Frame:Leadership is thus a subtle process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led. Single-frame managers are unlikely to understand and attend to the intricacies of a holistic process. (Bolman Deal, 1995). CHAPTER TWO Literature Review Introduction In the contemporary world, improvements of student achievements are recognized as the foremost objective of school reforms and restructuring efforts. With this objective in mind, many different reform problems are being implemented while key focus of the reforms is more or less the same. They focus on improving students learning and increasing their achievement (William. G. Kean; 2002). Students achievement can be viewed from two perspectives: the first perspective is to view achievement in terms of enrollment, or a number of students who pass a course, and the second perspective examines student achievement in terms of whether they mastered or attained course learning objectives. Enrollment numbers include the number of students who have passed the course, the number of non-grads, and the final average grade of the class. These enrollment numbers may be used to identify the causes for non-graduation. These numbers may also be compared over time to locate possible problems prior to class convening, such as lack of prerequisite knowledge, student concerns, or overall course concerns. (William. G. Kean ; 2002) Although the final average grade of a class is recorded to look at overall student performance, the percent of students who mastered, or attained, the individual objectives (terminal objectives and enabling objectives) are also recorded to find which units and/or lessons are the most difficult for the them. The percentages for the individual objectives can provide information about areas in the lesson where students may need extra help and may require modification or extra instruction. Student enrollment and achievement data can help educators to identify problem areas in the subject and improve it. Nowadays improvement of student achievement has always been one of the main goals of education. (William. G. Kean ; 2002) There are many factors that influence students outcome. First, student background characteristics -especially social, economic and cultural background frequently emerge as the most important source of variation in student achievement. Such student background characteristics cannot be easily influenced by educational policy in the short term. Second, school-related factors, which are more open to policy influence, explain a smaller part of the variations in student learning than student characteristics (Hallinger and Heck, 1996; Leithwood et al., 2006; OECD, 2005b). Third, among school-level variables, the factors that are closest to student learning, such as teacher quality and classroom practices, tend to have the strongest impact on student achievement (Leithwood and Riehl, 2003; OECD, 2005b). These factors are categorized as following: External factor such as the gender, race, parents education background, social state and reinforcement. Internal factors concerning motivation and self reflection Social factor includes the students ability to connect with teachers and students. Curricular factor includes all the practices done in the school to improve students outcome as matching teaching style to learning style, engaging material, engaged teachers and learners, collaborative / cooperative learning, instructional strategies, classroom management and classroom curriculum design etcà ¢Ã¢â€š ¬Ã‚ ¦ Administrative factor that includes all the practices that done by the school leaders to improve students outcome. Even through all these factors which are necessary for increasing the students outcomes, school leadership has become a priority in education policy agendas across countries because it plays a key role in improving classroom practice, school policies and connections between individual schools and the outside world. It can encompass people occupying various roles and functions such as principals, deputy and assistant principals, leadership teams, school governing boards and school-level staff involved in leadership tasks. The Concept of Leadership The concept of leadership dates back to antiquity. According to Bass (1981), the study of leadership is an ancient art. Discussions of leadership appear in the works of Plato, Caesar, and Plutarch. Additionally, leadership is a robust concept that occurs universally among all people regardless of culture, whether they are isolated Indian villagers, Eurasian steppe nomads, or Polynesian fisher folk. Theories of leadership abound. They include approaches such as the great man theory, which suggests that, for example, without Moses the Jewish nation would have remained in Egypt and without Churchill the British would have acquiesced to the Germans in 1940; trait theories, which contend that leaders are endowed with superior qualities that differentiate them from followers; and environmental theories, which assert that leaders emerge as a result of time, place, and circumstance. Regardless of the theory used to explain it, leadership has been intimately linked to the effective functioning of complex organizations throughout the centuries. The traditions and beliefs about leadership in schools are no different from those regarding leadership in other institutions. Leadership is considered to be vital to the successful functioning of many aspects of a school. Concerning on school leadership, many definitions involve the process of influence. As YuKI has phrased it most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organization (Yukl, 2002). The term intentional is important, as leadership is based on articulated goals or outcomes to which the process of influence is expected to lead. Leadership is a broader concept where authority to lead does not reside only in one person, but can be distributed among different people within and beyond the school. Peter.G. Northouse also defines leadership as a process whereby an individual influences a group of individuals to achieve a common goal and identifies the central components of leadership: (a) Leadership is a process; (b) leadership involves influence, (c) leadership occurs within a group context, and (d) leadership involves goal attainment (Northouse, 2004, p. 3). For the purpose of this study, leadership will be defined, in Bolman and Deals terms, as a process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led(Bolman Deal, 1997, p. 296 ). Leadership and Management The study of leadership and management has a long history. The concept of effective leadership prompts the question: by whose standards? Historically, school leaders have been portrayed as people in charge of a school who have the sole responsibility for leading those who work for them to success. This kind of school leader has the expectation that when he/she leads, others will follow. More recent views of leadership involve persuading other people to set aside for a period of time their individual concerns and pursue a common goal that is important for the group (Hogan et al., 1999). They express that leadership is persuasion, not domination; persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of the group as their own. Research from the last two decades has also shown a strong link between effective leadership and effective organizations (Bolman Deal, 1994; Boyan, 1988; Griffiths, 1988; Lezotte, 1997; Sergiovanni, 1995). Hogan et al. (1999) assert that a growing body of evidence supports the common sense belief that leadership matters (p.34). Fullan (2002) expresses that schools need leaders who can change what people in the organization value and how they work together to accomplish it (p.34). Fullan (2002) continues by saying the schools need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself (p.18). Beach and Reinhartz (2000) note that leadership is essential to promoting student achievement and creating a vision of success for the total educational program (p.72). A causal and definitional link exists between leadership and team performance, Hybels and Hodges (1999), who also note that leadership is about serving and starts on the inside and moves outward to serve others. Such leadership has the interest of others in mind, nurtures growth and development in others, is willing to listen, and thinks less about self while held accountable for performance. Lambert (1998) suggests that leadership involves learning together and constructing meaning and knowledge collectively and collaboratively to reflect on and make sense of work in the light of shared beliefs and create actions that grow out of these new understandings (pp.5-6). One of the most influential calls for educational leaders is to develop a vision suitable with the standard of the district .The school leader develops a vision of learning from the culture of the organization and establishes a mission for the school community. The vision is the primary and major influence on both the mission and the culture. Vision can be defined as foresight and forethought. It is the dream of where the school principal wants the school to be in the future. If it is a shared vision, it exceeds what the principal wants; it is now what the staff, students, parents and community leaders want. Every vision should be followed by a mission. Deal and Peterson (1999) wrote that the mission is the focus of what people do (p.23). The culture in a school reflects the vision and the mission of the school. In defining culture, Deal and Peterson (1999) state that it consists of the stable, underlying social meanings that shape beliefs and behavior over time (p.3). The vision is the dream; the mission is how to achieve the dream; and the culture is impacted by the realization of the vision as the mission is accomplished. Culture involves values, beliefs, mores, tools for establishing goals, and the way in which people are valued or devalued. Smith and Andrews (1989) explain that communication of vision is perhaps the most important way for principals to exert effective leadership-to leave no doubt about school priorities These principals know what to expect for the school and students and are able to infect others with that dream, a positive and beneficial contagion. Perhaps these principals can do nothing more important for their teachers and staff than to create a process for forging and reworking the vision or mission of the school. Traditionally, schools have not been places where adults can easily share the collegial relationships that are essential to leadership, as distinct from management, and teacher empowerment. An effective school principal demonstrates a strong interest in promoting collegiality and shared leadership, an interest in shifting the norms of the schools culture from the traditional to more collaborative ways of working together (Owens, 2004, p. 274). Powell (2004), in her research on the behaviors and practices of successful principals working with at risk schools, found that the school vision, mission and culture are important to the success of the school. She found that it is difficult to separate the three because one supports and affects the others. She also found other research that supports this claim. For example, it is the vision of the school that leads the way to accomplishing the goals of the school (Uchiyama Wolf, 2002). Dufour and Eaker (1998) state that the shared vision motivates the staff to work together and gives a sense of direction for what they want to accomplish in the future. The vision of the school principal influences the mission of the school. Papalewis and Fortune (2002) also cited examples of successful schools in which the goals that reflect the mission statement are displayed in every classroom. In these schools everyone knew the direction of the school and the posted goals in the halls and classrooms reflected their knowledge and commitment. In successful schools, there is a culture that shows everyone focused on teaching and learning. Connell (1999) described these schools as a place where everyone is involved in the work of the school. During Connell(1999) study about high-performing and high-poverty schools, Connell(1999) found that a staff focused on engagement in the school is an important aspect of school success. Connell ( 1999) stated: Of primary importance is the principals engagement in a school. There is no high-achieving school where the staff is not serious about their work and where they are not focused. One can sense that people in a building are moving in the same direction. Everyone knows their job and why theyre there even the lunch-room aide. In low-achieving schools, everyone is an island unto themselves. Clearly from the research, the vision of the principal is the key element of school leadership. With a vision, the leader is then able to influence the mission of the school and create a culture of learning that will promote success for all students. Hughes (2004) further explains a schools culture. He states a schools culture is a representation of what its members collectively believe themselves to be: It is their self-concept. It reflects what they value and what they express to others as being important around here'. Culture is a shared reality constructed over time; cultures may be cohesive or fragmented, strong or weak, and functional or dysfunctional depending on the degree to which the same reality is shared by organizational members (Morgan, 1986; Sergiovanni, 1990). It is clear that schooling has reached a turning point and the need for cultivating creative cultures is at hand (Hughes, 2004). The principal has emerged as the energizer and facilitator of this process. Purposeful direction depends on the leaders ability to inspire the creative contribution of all members of the organization. Leadership must become reciprocal as leaders and followers raise one another to higher levels of moral consciousness and improvement of social order. Creative leaders recognize that excellence is facilitated through a bonding of purposes and values rather than through imposed structures designed to streamline, predict and quantify set objectives. Blumberg (1989) explains that the successful principal applies the craft of administration by balancing the art of leadership and the science of management to improve curriculum, instruction, and other important elements of school. He adds that by purposefully adding elements of a specific school setting into the general model, a principal can categorize and assess important site-specific school improvement actions. School leadership has become increasingly more complicated and vital to ensuring school success and soliciting substantial participation from faculty, staff and students. In responding to higher standards of increased student progress, school leaders recognize that they alone cannot be the sole instructional leaders but must coach, mentor, and empower faculty and staff in the pursuit of reform and renewal. As school leaders continue to adapt to their changing roles, effective leadership skills will be essential and the real challenge is providing the type of leadership skills necessary to assist schools in expanding their traditional boundaries (Green, 2001). Lambert (2002) notes that for decades, educators have understood that they are all responsible for student learning, but more recently administrators have come to realize that they are responsible for their own learning and the learning of their colleagues as well. School Leadership Contributes To Student Achievement Since we are focusing on the extent to how the of principals leadership and management style and behaviors affect the school academic achievements. A number of studies have been conducted to develop effective schools towards the achievement of better student outcomes as well as to identify the relationship between school effectiveness and school improvement. There are two related lines of research demonstrating the influence of school leaders on school improvement. The first line of inquiry is what is known as school effectiveness research which identified the characteristics of effective schools that influence the high-achieving schools particularly students achievement. The second line of research is what is focused primarily on the principals role in developing instructional programs which have mainly contributed to create more high-achieving schools. Now, let us focus on the first line of inquiry which primarily emphasizes the features of effective schools movement, leading to increase students achievement. The Coleman Report (1966 ) demonstrated that the school had little or no effect on student achievements, concluding that family background was the key factor influencing the student achievements. Following this report, many researchers in the 1970s and early 1980s intensively conducted similar studies and reacted sharply to the report (Edmonds, 1979, Walberg Scott, 1979; Austin, 1979). In contrast to Coleman report, Edmonds (1979) argued that school leadership behavior is critical in determining the quality of education. Further, on the basis of his research on instructionally effective schools in Detroit and a review of previous studies involving effective schools in New York, California, and Michigan, he has concluded that school factors have predominantly contributed towards the creation of instructionally effective schools. These factors are: (1) strong administrative leadership; (2) high levels of expectations in student achievements; (3) an orderly but not oppressive school cl imate; (4) a focus on pupil acquisition of basic school skills; (5) conducive atmosphere to the instructional process; (6) means of student progress monitoring; and (7) resources that can be focused on the fundamental learning objectives of the school. In line with these findings, Austin (1979) suggests that an effective school which can promote student outcomes need to provide a climate that stimulates ideas and facilitates the exchange of ideas with colleagues. Purkey and Smith (1985) have identified school leadership as one of the major factors in improving academic performance. For the purposes of seeking the perceptions of school communities on factors which mostly help the schools to

Fountainhead :: essays papers

Fountainhead Fountainhead Book Report Roark and Keating Howard Roark and Peter Keating are two characters whose goals in life are similar, but the manner in which they go about achieving them differs greatly. Howard Roark, the protagonist of the story, is a man whose only passion is architecture and has wanted to be an architect since he was a boy. Peter Keating, the antagonist of the story representing everything Roark hates in society, is a follower in life and whose only prerogative is to get ahead in the world, no matter what the cost or who he has to use in the process. He too strives to be an architect, but his motives are more about money and power unlike Roark, who would work for free if he had to in order to build what he wants to see created as long as he was allowed to do things his way. Throughout the book, the success of the two men in their careers is compared to one another, as well as an analysis on how they go about achieving that success. While more obstacles may lie in the way of Roark's path than of Keating's, he consistently refuses to compromise his integrity no matter what benefits may come of it. Keating, on the other hand, has no concern about what means he has to use to accomplish what he's all about, money and power. In my paper, I will attempt to show how the differences in these two character's personalities affect how the world and individuals close to them perceive them and their actions. 2 Keating's mother, for example, is an overprotective, overbearing women with whom Roark and Keating both lived with while attending Stanton University. Keating's mother appears to be a woman that enjoys imposing her views on others by looking for weak spots in their personalities and creeping in through those venues. An example of this technique in action is displayed with her son Peter, with whom she consistently appeals to his desire for success in life by showing him what great things he could achieve if he would just do as she says, such as marry Dominique Francon, daughter of the owner of the best architecture firm in the country. Her ability to persuade Peter by imposing guilt on him and criticizing his methods of going about things is linked to a weakness in his personality; he really cares about what other people think.

Pride Goes Before A Fall Essay

In a bid to exemplify the notion’s statement, â€Å"pride goes before a fall,† Alice Walker, Joyce Carol Oates and John Updike draw on their main characters Dee, Connie, and Sammy in their stories â€Å"Every day Use,† â€Å"Where Are You Going, Where Have You Been? † and â€Å"A&P† respectively. Dee, Connie and Sammy are an example of how the notion of pride is shown in various ways and how as their pride reaches its peak, they fall. Dee shows her pride in her self centered personality that causes her to lose her appreciation for her mother and her sister Maggie, and causes her to abandon her heritage and become distant. Connie, in â€Å"Where Are You Going, Where Have You Been? † shows pride in her overconfidence that leads her to act impetuously causing her to lose her personal safety. Sammy, in â€Å"A&P† shows pride by simply quitting his job in response to what he views to be an unacceptable behavior by his boss, and wishes to grab the attention of girls that merely recognize him. The Preoccupation with pride that these characters have causes them to eventually fall. Dee’s egocentrism leads her to become unappreciative to both her family and her heritage. Dee reveals her true personality when she responds to her mother for the reason she wants to take the quilts instead of her sister in the quotation, â€Å"Hang them, she said. As if that was the only thing you could do with quilts†(Walker 375). This quotation shows moment when Mama’s attitude changes in the story. Before it, she was submissive to Dee and had much respect for her. After, she realizes that Dee will never be grateful to her or even able to understand that there are other people in this world besides herself. Dee’s pride is shown in her eagerness to take the quilts that are originally for Maggie; She ignores her sister’s feelings and her mother’s will. She fakes love for her mother’s old things because they are expensive, not because she enjoys the history and is proud of her heritage. The pride causes Dee to lose her appreciation for her mother, sister, and heritage and at the same time she loses her mother appreciation for her. Maybe if she did not respond to her mother’s question by simply hanging the quilts, her mother would have given them to her. However, her selfish desires of getting whatever she wants leads her to loose her mother’s respect. Connie’s self assertiveness ended by her loosing her safety. Connie shows her pride in her personal thought as the narrative states, â€Å" actually Connie thought that her mother preferred her to June because she was prettier†(Oates 53). Connie’s overconfidence of her self comes from her beauty. She finds her self to be a beautiful young girl who is a point of interest among the boys. As a result of herself, she builds up her personality with that overconfidence, while at the same time building her pride up. As soon as her pride is at its maximum level, she acts in an impetuous way ignoring the outcomes of her actions, this can be seen through the quotation, â€Å"It was a car she didn’t know†¦ she whispered â€Å"Christ, Christ,† wondering how bad she looked†¦ she went into the kitchen and approached the door slowly, then hung out the screen door, her bare toes curling down off the step†(Oates 54). This quotation shows Connie’s pride and how her pride causes her to fall. Connie’s reaction when she finds a stranger in her driveway by wondering how she looks reveals that her pride takes value over her safety, while the normal thoughts that any body can think about when he finds a stranger entering his driveway is thinking about his safety, Connie is only concerned with her beauty. Connie’s overconfidence pushes her to approach the door which is the beginning of her fall. Connie lives in her small safe life of teenagers, not taking into consideration the outside wild life that she approaches blindly. At the time she decided to open the door, Connie the teenager and the young adult is blended together. Connie is in a stage of maturation— She decides to approach the door for the stranger which is the teenager side of her mind and at the same time she approaches it slowly which is the young adult side of her character. Her action to hang out the screen door is the time when Connie is completely mature and considered a young adult. At this moment, Connie cannot go back to the level of maturity she had when she was a teenager. Connie starts the fall. Connie’s overconfidence causes her to portray an imaginary photo of how the world is and she acts from this perspective which ultimately ends her losing her self security. Sammy resigning his job shows pride, but renders him inferior in society. Sammy shows pride in the way he reacts to his boss, Mr. Lengel. The way he treats the girls is shown in the quotation, â€Å"The girls who’d blame them, are in a hurry to get out, so I say â€Å"I quit† to Lengel quick enough for them to hear, hoping they’ll stop and watch me, their unsuspected hero†(Updike 87). The quotation shows the girl’s reaction to Mr. Lengel’s words. They want to go out of the store as quick as they can. It also shows Sammy’s rashness in thoughts and making decisions by stating that he quits in a quick manner. Quitting to Sammy is a way that he shows pride and is a way to grab the girls attention. He is showing that he supports them, and he thinks that they will consider him their hero. Sammy also shows hesitation that his action may attract the girls attention. He hopes that by quitting, his proud actions will grab their attention. However, he comes out of the store and he does not find any body waiting for him. As the narrator states, â€Å"I look around for the girls, but they’re gone†¦ I felt how hard the world was going to be to me hereafter†(Updike 88). At this moment, Sammy realizes his fall. This fall can be viewed in two perspectives. The first perspective is a superficial one because he thought that the girls would be impressed and would be waiting for him which they didn’t. The second is when he realized that he quit his only job and that world will be hard to him, which is something that is hard to handle.