Breakthroughs In American Jazz Essays - Music, Jazz, Jazz Genres

Breakthroughs In American Jazz Breakthroughs in American Jazz The backdrop was New Orleans in the late 19th century, a growing port city with a diverse population of African Americans, whites, displaced French settlers, and immigrants from the West Indies and South America. This hodgepodge of cultures mixed European influenced popular music, such as ragtime, with tradition African music creating the hybrid musical style known as jazz. Jazz, bold and beautiful, in its purest sense demands high instrumentation mastery, creativity, and improvisation combined with low rehearsal and repetition. Unlike opera or symphony music, jazz dates back a little more than a century ago and finds all of its major developments occurring in the United States. Jazz is constantly changing and evolving. From the beginning to now there are six distinct styles mimicking American life for the past century. What started out as ragtime turned into early jazz with musicians like Jelly Roll Morton, Kid Ory and King Oliver. Politically and economically the Great Depression changed everything including the sound and style of jazz music. Quartets became less popular because people wanted music with more of a punch, this was the movement of swing and the big band. In the early 1940's two different jazz styles were developing bebop and cool/west coast jazz. Musicians not satisfied with the rules regarding big band music, limited opportunities for improvisation and musical experimentation, began to break those rules regarding how music in the jazz style should be created and how it should sound. The last two steps in jazz's evolution is Hard Bop and Avant-Garde/Free Jazz. Hard Bop is a hard driving descendant of bop and Avant-Garde Jazz is boundarieless jazz that frequently uses honks and squeaks in the music encompassing all ranges and sounds from the instruments. Ornette Coleman's 1960 album Free Jazz in 37 minutes of complete collective impersonation. A Tribute to Charlie Parker Birdmen & Birdsongs was a jazz festival recorded in January 1990 at the Palais des Festivals located in Cannes France. The highlighted jazz bands were the Phil Woods Quartet and the John Hendricks Group. One song in particular performed by the John Hendricks Group called Parker's Mood was one of the best representations of the bebop style with improvisations of wide melodic range on different instruments including piano, drums and bass. Also Parker's Mood showcased one of the best displays of scat singing by John Hendricks and his daughter Michelle Hendricks. It was a very good concert that encompassed all of the positive aspects of YardBird's career. Charlie Yardbird Parker is a very important member of the jazz community for he uncovered new horizons with his speed, creativity, and skill in the instrument of the alto sax. By the age of 15 he quit school to fully immerse himself in his sax. In Parker's 20's he made the key discovery to the bebop sound. Parker found that using higher intervals in cords greatly increased the music's melodic range, improvisations, and originality. Sadly, like many jazz musicians Parker had a substance abuse problem and this marriage to heroine eventually killed him. He lost his cabaret license due to his drug problem and died on March 12, 1955. Parker had reinvented jazz and gave back to the its community musical ideas that are considered gospel by many of his contemporaries. Jazz, the only true American music, is difficult to master and wonderful to hear. So what is jazz? Jazz is a lone musician's constant improvisation over an original melody creating brand new melodies where there were none before accompanied by a trio, or greater, of instruments connected in rhythm and harmony. Jazz, like most American pastimes, has a worldly following not because it is authentic American but because it is authentically origin. Music Essays

Lord of the flies Why do things start to fall apart on the island Essay Example

Lord of the flies Why do things start to fall apart on the island Essay Example Lord of the flies Why do things start to fall apart on the island Paper Lord of the flies Why do things start to fall apart on the island Paper Essay Topic: Literature The Beast in the Jungle Things Fall apart William Golding foreshadows mans destruction of the island from the beginning chapter of the book. A large scar was made in the untouched jungle, symbolizing the first of mans destruction on the island. The description of the island makes it sound like paradise, however the fruits make the children sick, which shows that not everything is so perfect here. Even thought they are only children they started by setting rules and following order, which might make readers think that it wouldnt turn out so bad after all. However disagreements arise from the start. à ¯Ã‚ ¿Ã‚ ½I ought to be chief, said Jack with simple arrogance, because Im chapter chorister and head boy. I can sing C sharp. This shows the early signs of the tension between Jack and Ralph, and it also shows Jacks pride. They elect a leader, Ralph, who could think rationally and who talks about getting rescued. Right from the start Jack took possession of hunting. He wanted his people to hunt and wanted to be their leader. Jack wanted to control people and make them do what he wants from the start. At the end of chapter one we read of Jacks first attempt to kill a pig. While his first attempt fails, his quote next time foreshadowed his future of savage hunting. By now things look promising on the island because they have everything they need to survive and have also organized themselves. They also make new rules. we cant have everybody talking at once. Well have to have hands up like at school. This shows that they still stick to rules and find them very useful. One of the first signs of things deteriorating is the mentioning of the beastie, and what seems strange is that Ralph, the leader and sensible one of the lot laughs at the little boy and does not listen to him. The rising action starts in the middle of chapter 2 where the boys attempt to make a signal fire but it rages out of control. Rules are all abandoned at the mention of making a fire and chaos over takes. This leads to the death of one of the kids which shows that rules will be broken again later on in the book and it wont stop at the death of one kid accidentally. After this, order is slowly lost and chaos slowly takes its place. When Piggy asks to talk and takes the conch Jake doesnt care. The conch represents law and order and when Jack disregards it, it shows that he will disregard all rules later on in the book. Jack also shows signs of belligerence when he argues with Ralph about the signal fire, and claims that The conch doesnt count on the mountain! At chapter three Jack is hunting and is acting very much like a predator hunting its prey. When he meets Ralph and Simon he doesnt even notice the huts theyve tried very hard to build. The explanation he gives for not helping them is we need meat. Jack is solely concerned with hunting, and cannot see the necessity of other things that can keep them live. Killing a pig has being an obsession for Jack. This shows that slowly Jack is drifting away from society and is loosing his innocence.

The Politics of Education Assignment Example | Topics and Well Written Essays - 750 words

The Politics of Education - Assignment Example of education with successful establishment of libraries in some societies, Mann claims that education contributes immensely towards individual’s mental improvement (Massachusetts. Board of Education 95). He relates most countries’ prosperity with education; he believes that education contributes to growth and development of a successful generation. Additionally, Mann believes that education has a significant impact on how governments bestow their leaderships; he believes that education enhances the discharge of regal duties by the government. Mann’s views on education conquer with the current perception of education. This is evidenced by how majority f the people value education in the current societies; most people believe that education gives individuals the platform of expressing themselves. It also boosts the courage of people who value their rights; it enables them question their leaders about the mistakes they make in their daily activities. It is also evident that lots of advancement has taken place in the current societies because of increase in the rate of literacy among people. Additionally, most people are successive and independent today because of exposure and awareness enhanced by education. In what ways were you prepared by your experiences in elementary, middle, and high school for achieving success in college? In what ways did the readings help you understand better how you were educated? The passage of my lifetime through elementary, middle, and high school played a very significant role in my life. It made me value books and develop the urge of advancing my education elsewhere after high school. It is through the association with my colleagues in these academic levels that I garnered courage that enabled me to associate with other students from different backgrounds. Apart from learning that hardworking plays a pivotal role in one’s academic success, my passage through high school also made me have easy time in college; the experience

Current Events and U.S. Diplomacy Essay Example | Topics and Well Written Essays - 750 words

Current Events and U.S. Diplomacy - Essay Example Thus a cold war erupted between the U.S. and USSR which eventually came to an end with the help of doctrinal regimes implemented by Reagan (Fischer, 1997). Define presidential doctrine and summarize the regional or global events during the Cold War leading up to the formation of the Reagan doctrine. Presidential doctrine defines the policies, procedures, reforms and initiatives taken by a country’s president which are intended to enhance global position of the nation and to achieve greatest good for citizens of own country as well as those across the globe. Before arrival of President Reagan, communism had become common and superpowers like Soviet Union were suppressing the Third World countries in attempt to invade them. The Soviet and the Vietnamese led various Marxist movements which depressed capitalism and eventually forced the entry of Cuban armies and Soviet troops into different territories including Angola, Cambodia and Afghanistan. These countries did not have suffic ient powers to hold the forces and hence turned to other countries for help. The U.S. which believed itself to be the savior and leader nation for all decided to intervene and rescue these countries through Reagan doctrine. This doctrine created waves of passion across nations and gave boost to conservatism in America (Carpenter, 2012). Describe the Cold War relationship that existed between USSR and the U.S. before Reagan doctrine was announced. Before Reagan, there were only two prevailing superpowers, the U.S. and the USSR, which considered their coexistence to be catastrophic and hence wanted to triumph over the other. The perceived equality of power of both nations had led everyone to believe that the two countries pose threats to each other. The mutual suspicion rose amongst the two parties and past experiences of World Wars led them to believe that dangers exist. Soviet Union was spreading communism which challenged the survival of capitalism in the U.S. Reagan rejected the i dea of control over European nations by the Soviet Union and claimed it to be unfair for USSR to exercise its rights outside its jurisdictional system and boundaries. Thus Cold War broke and Reagan introduced the Reagan Doctrine to stop communism by supporting and providing arms to the rebels and freedom fighters in Third World countries for self-defense (Katz, 1991). Describe the relationship that currently exists between the U.S. and USSR. The relationship between United States and the Soviet Union enhanced eventually after the Reagan doctrine. The leaders of Soviet Union realized soon that they essentially need the support of capitalist countries in order to flourish in the economic and business world. The greatest capitalist power is the U.S. and hence USSR has been keeping stable relationship with it and has signed various pacts to ensure peaceful relationships in field of politics, science and technology (Cox, 1990). The recent patterns of American-Soviet relationships are inc lined towards development in the fields of economic trade growth and mutually collaborative effort in scientific expansion. Describe the effect that the Reagan doctrine has had on regional or global affairs since the time when it was announced during the Cold War. When Reagan doctrine was introduced, the Cold War came to an end and relationships between U.S. and USSR were also improved. The Soviet Union retreated from all the territories and the world moved towards democratic and harmonious terms. Moscow no longer targeted

The relationship between animal play and human play Essay

The relationship between animal play and human play - Essay Example The most important thing that their studies reveal is the relationship between the animal and human play. Play in humans and animals reveal that animals are as intelligent and as evolved as humans are. The texts prove that if humans learn from the animal behavior of play, then their life will be more fun and natural, and this will lead to freedom from psychological, social and biological distress that humans suffer. The texts also reveal that play not only brings fun and enjoyment in human life, but also helps in preventing the development of lifestyle related problems like depression, anxiety and tensions, which are the root cause of various psychological, social and physical problems. In doing so, the texts send a strong message that even though play is a source of fun and enjoyment, it should be taken seriously. Analysis The article by Huizinga â€Å"Nature and significance of play as a cultural phenomenon,† and the lecture by Brown â€Å"Serious play: Why play is more tha n just fun,† aim at making the reader understand the importance that play has in human life. In doing so, they have explored the different areas of life that are affected by play. However, Huizinga and Brown have taken different approaches to explain the role of play. While Huizinga has explored the cultural and historical base to explain how play is embedded in the very fabric of human life, Brown has taken a biological and scientific approach to explain the same. Even though their approaches are different, there is one point which they both have tried to highlight strongly and that is the relation between the play of animals and play of humans. Relation between play of animals and play of human Huizinga, in his article â€Å"Nature and significance of play as a cultural phenomenon,† has explained how play of human beings is not just a cultural or social phenomenon but is a natural phenomenon. To support his argument, he has explained how animals also know how to play and have fun. In fact, Huizinga goes to the extent of saying that â€Å"animals play just like men† (Huizinga 97). To prove his point, he has given the example of dog’s play. Dogs use different ceremoniousness of attitude and gestures to invite other dogs for play (Huizinga 97). Their rules of play, like not hurting or biting while playing, are communicated and agreed upon in non-verbal language (Huizinga 97). In doing so, they experience tremendous fun and enjoyment (Huizinga 97). This also shows that the purpose behind ‘play’ is not just physical or biological, but is something beyond it (Huizinga 97). Huizinga points to a very important fact that animals do not wait for humans to teach them how to play but do so naturally and on their own (Huizinga 97). This fact that animals play as good as humans is also revealed by Brown in his lecture. In his lecture â€Å"Serious play: Why play is more than just fun,† Brown has referred to the strong similar ity between play of animals and play of humans. He has given the example of polar bear to show how animals follow rules and communicate in non-verbal language to indulge in play. He has described how a polar bear override the carnivorous tendencies when he gets

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).

Encephalitis - Essay examples -- essays research papers

ENCEPHALITIS Encephalitis literally means an inflammation of the brain, but it usually refers to brain inflammation caused by a virus. It may also be called “acute viral encephalitis or aseptic encephalitis';. Encephalitis is an infectious disease of the Central Nervous System characterized by pathologic changes in both the gray and white matter of the spinal cord and brain. It may be due to specific disease entity such as rabies or an arthropod-borne virus (arbovirus), or it may occur as a sequela of influenza, measles, German measles, chicken pox, herpes virus infection, small pox, vaccinia, or other diseases. The specific viruses involved may vary. Exposure can also occur through insect bites, food or drink, or skin contact. Once the virus has entered the blood stream, it can localize the brain causing inflammation of brain cells and surrounding measures. White blood cells invade the brain tissue as they try to fight off the infection. The brain tissue swells (cerebral edema) and can cause destruction of nerve cells, bleeding with in the brain (intracerebral hemorrhage), and brain damage. This can cause neurologic deficits such as parplysis, speech changes, increased intracranial pressure, respiratory failure, seizure disorders, and shock can occur. SIGNS AND SYMPTOMS Mild cases absent superficial reflexes Sudden fever ***  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  exaggerated deep tendon reflexes Poor appetite  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  opisthotnos Loss of energy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  nuchal rigidity General sick feeling  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  increases resp. tract problems Severe Cases High fever  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  sore throat Severe HA ***  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  malaise N/V ***  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ... ...rin 90% resp. tract infection 5 to 7% prior illnes (chicken pox) S/S: 5-7 days after viral illness, n/v, mental changes, lethargy, indifference, confusion, delirious, rapid breathing as progresses breathing sluggish, seizures, coma may die TX: no cure support heart, lung, and brain function Keep blood levels balanced. ICU. Blood samples, I&O, adjusting blood by IV, b/p, icp, breathing monitored 1st recognized in 1963 by acute encephalopathy and fatty infiltration of liver and pancreas, heart, kidney, spleen, and lymph nodes. Mortality rate as high as 80% S/S: hepatomegaly without jaundice in 40%, encephalopathy and altered liver function, combative behavior TX: blood electrolytes controlled carefully, liver biopsy NI: Neurological assessment, temp, alleviate hyperthermia, seizure precautions, I&O, impaired hepatic function, (signs of bleeding), tell don’t give aspirin. Peak incidence age 6. 1st noted in 1974 with 400 cases following epidemics of influenza B outbreak and chicken pox TX: aggressive support to correct metabolic abnormalities (hypoglycemia) and hemorrhage from blood clotting disorders Since 1987 no more than 35 cases/yr nation wide (usually

Comparing the marketing of Tescos and Audi Essay

For this task we have been asked to look at the ways two different businesses market their products and services the two businesses we have been asked to look at are Tesco & Audi. The first Tesco was opened in 1919 by a man called; Jack Cohen from that 1 store Tesco has grown in the market and now has 923 stores worldwide, Tesco is a supermarket that sells all kinds of household items such as food, clothes range, technology range, phone range furniture, toys and many more, Tesco has many different stores which make a lot of money every year. Tesco uses its brand to obtain new customers and also retain old customers because they are a reliable business that is well known by many of their customers. They are known for their cheap products and suitable prices which attract customers to come back and buy again, They obtain new customers by doing things like advertising and promoting their products and business on things like flyers, T.V, Internet, Comparison sites and a lot of other places, they also do things like club cards which allow customers to get some products for lower prices or free, this makes the customer want to come back and shop again because they like the way of service. We have been asked to pick one product from each business and discuss the marketing techniques between them, from Tesco I have chosen to do a Mobile phone, the target markets of this product is everyone, but almost everyone needs a mobile phone, the branding of the mobile phone will be different because if the phones are made from different companies their brands will be on them, Tesco will use adverts to promote the phone and get people interested so they will buy it, Tesco uses relationship marketing with phone brands such as Nokia, Samsung ECT as they sell their products in side their stores, The mobile phone has a large number of rival products as there are lots of different phone models to choose from and this particular phone might not get bought. An Ansoff matrix is a business strategy that businesses use to increase sales and improve their market, Tesco is developing new products in existing markets because they already have a market and they just need new products to sell in their market, for example if Tesco created a new product their brand phone they would sell it under their name in their stores. Tesco constantly uses the Ansoff matrix as they are always releasing new products, and selling them, sometimes Tesco would work on improving a market and sometimes they create completely new products, If Tesco release a new mobile phone they would be releasing a new product into a existing market which would be using the Ansoff matrix. Audi AG (Xetra: NSU) is a German manufacturer of a range of automobiles, from supermini to crossover SUVs in various body styles and price ranges that are marketed under the Audi brand. The company is headquartered in Ingolstadt, Germany, and has been a wholly owned subsidiary of Volkswagen AG since 1966, following a phased purchase of its predecessor, Auto Union, from its former owner, Daimler-Benz. Volkswagen re-launched the Audi brand with the 1965 introduction of the Audi F103 series. The company name is based on the surname of the founder August Horch, meaning listen — which, when translated into Latin, becomes Audi. Audi uses its brand to sell their products, Audi is a well known and trusted brand and people can buy from them with trust unlike smaller companies, customers know that they can trust Audi, because they have reliable cars that they sell and the public know these facts about the business so they trust the company and buy the car. We have been asked to pick one product to describe the marketing techniques they use, I have chosen to do the Audi RS4, the target of this car would be anyone who can drive and people who have money, The branding of this car would have the Audi Logo on it, Audi will use things like adverts to promote their product, advertising increases sales, Audi can use Relationship marketing with Car dealerships/shops which sell their cars, Audi has a lot of rivals due to there being many other car companies that are selling cars like them such as Mercedes, Bmw, ECT, so Audi will have to be better that the other companies and prove that they are the best car dealer on the market. An Ansoff matrix is a business strategy that businesses use to increase sales and improve their market; Audi is constantly creating new products in their existing markets, and sometimes creating new products for new markets, for example Audi would not start a new company to sell new products under, they would just make new products which would be cars and sell them under their current name which would be Audi. Audi constantly uses the Ansoff matrix as they are always making new cars and selling them, sometimes Audi would work on improving a market and sometimes they create completely new products, for example If Audi created a new car they would sell it under their brand name and this is using the Ansoff Matrix.

Much to do with hate, but more to do with love Essay Example

Much to do with hate, but more to do with love Essay Example Much to do with hate, but more to do with love Essay Much to do with hate, but more to do with love Essay Consider Shakespeares presentation of the theme of Romeo and Juliet with particular reference to character, language, setting and context.Love. The play Romeo and Juliet is based around love but, what is it? People always say their in love but how do they know? So many philosophers have tried to explain the word love, but what is it really? So were Romeo and Juliet ever in love with anyone? How do they show it? If not, how could they not be in love in the city of romance, Verona? The country of lovers, Italy? These are questions I asked myself when I read the play, watched the video and before I began this essay. So what is Love? The dictionary says Love is A deep, tender, ineffable feeling of affection and solicitude toward a person, such as that arising from kinship, recognition of attractive qualities, or a sense of underlying oneness. When I think of love, I think of the couple that have been together forever and dont need anyone but each other or love for family, but as I have found out from this play love is a little more complicated than I love you, you love me. We all have different feelings for each other which are shown in different ways and Shakespeare uses this in the play with all characters, which I will attempt to explain in my essay.The plot of Romeo and Juliet is based around a families hate for each other and the ironic love of their children. Shakespeare uses this to an advantage by makingFirst, the main thing is where? The setting is Verona in Italy. This was probably a good place to set a love story as in England at that time and even now, we portray Italy as the country in of Romance. Al so the audience would have found the situation of Romeo and Juliet more believable. A 13 yr old girl going against her parents wishes, to be with her lover even if it meant killing herself. The audience would have believed all things romantic are possible in Verona, and Shakespeare used this as he could have no limitations to his writing.The characters also show their love in different ways particularly to Juliet. Lady Capulet is very business like with her daughter this is the matter: Nurse, give leave awhile, we must talk in secret:-nurse, come back again. This line shows that Lady Capulet thinks she is close to her daughter but then realises she cannot be alone with her and calls the nurse back in. But Shakespeare makes a joke of how upper class children do not have a close relationship with their parents. The fact that the nurse had to be with her is like a Lawyer and there client, a business like relationship.However the nurse is more like a friend than a carer, telling her to sleep with men and have fun Go, girl, seek happy nights to happy days. But in front of Lady Capulet, the nurse becomes a carer again, talking about breast-feeding and caring for her thou hadst suckd wisdom from thy teat.Whereas Romeos feelings for Juliet are never certain, at first he is in love with Rosalind, he believes that if someone says they see someone more beautiful than Rosalind then they should be burnt a the stake for lying Transparent heretics, be burnt for liars. Romeos words are inspired by the practice of burning witches and heretics at the stake; this was common at the time of Shakespeare. But he quickly transfers his feelings to Juliet making his love for Rosalind fickle.Romeo also seems confused by the meaning of love as he uses many oxymorons Feather of lead, bright smoke, cold fire, O brawling love! O loving hate!O any thing, of nothing first create! O heavy lightness! Serious vanity!Sick health. It seems he prefers the idea of being in love rather than actually doing it.When we first meet Juliet she acts like A good girl and she always does what she is told and always acts with great courtesy Madam, I am here. What is your will? and has a more religious way of talking about love, For saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss. You kiss by the book.Not only does this make us think she believes in marriage and God, but this also gives the impression of and innocence and purity. she hath not seen the change of 13 yearsEven though Juliet is only 13 she speaks about sex and love.It was appropriate in Shakespeares day for a girl of 13 to be married and have children. It was also acceptable for the parents to decide who their child was to marry; arranged marriages were common and acceptable in those times. But Juliets attitude changes when she meets Romeo, she follows her heart rather than her parents. This would have been almost forbidden at the time Romeo and Juliet was written, as children always obey ed their parents. When Juliet ditches Paris to be with Romeo, this would have been shocking to the audiences of the time, but it also exciting and more romantic that they could do something so outrageous to be together.Shakespeare also played with the language of the script, using the class difference of the audience to an advantage. This gave him an opportunity to make upper and lower class jokes as well as characters. The lower class characters, such as commoners or servants, speak in prose and use a lot of slang, to relate to the lower class audience. Using sexual jokes and un-rhyming verses, For Juliets sake stand and rise. Stand and rise is the nurse making a joke of Romeo because he should have had sex with her by now. The lower class would have loved this, a lower class character making a sex joke at an upper class character. Whereas the upper class characters speak in Blank-verse, using puns and soliloquies. This would have applied to upper class audience members who would u nderstand these jokes more than the lower class.In general I felt that Romeo and Juliet had a moral to the story. The way that they both overcame their families hate for each other. The fact that they killed there selves shows there commitment and love for each other.

May 2008 Most Popular Articles

May 2008 Most Popular Articles May 2008 Most Popular Articles May 2008 Most Popular Articles By Daniel Scocco Below you will find the most popular articles over the past month. Check them out if you missed any. 44 Resume Writing Tips: Having a solid and effective resume can greatly improve your chances of landing that dream job. That is beyond discussion. How does one make sure that his resume is top notch and bullet proof, however? Cna Yuo Raed Tihs?: Today while opening my email I came across a very interesting message from a friend. It was basically a message where the letters of each word were all scrambled. The Vicissitudes of the Latin Plural in English: he dictionary says the word data can be treated as a singular. But strictly speaking the word is a plural. How does such a thing happen in language? You wouldn’t say, â€Å"the cars is fast†. How does a plural gain acceptance as a singular? Creative Writing 101: Creative writing is anything where the purpose is to express thoughts, feelings and emotions rather than to simply convey information. A While vs Awhile: Here’s a couple of words I use all the time interchangeably. But are they? a while vs. awhile Help me out, o oracle! What’s a Male Mistress?: The other day someone asked me for the male equivalent of â€Å"mistress.† An Englishman in New York The Problem Of UK-US English in Freelance Writing: Some people see the differences between American English and British English as a problem. I see them as an interesting challenge. 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 General category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?How to Punctuate with â€Å"However†Personification vs. Anthropomorphism

Critical Legal Thinking Assignment Example | Topics and Well Written Essays - 500 words

Critical Legal Thinking - Assignment Example The small group has the ability to dictate the major corporation as long as the arguments presented are justified under the state laws. Once the small group files suit against the major corporation, it is the duty of the court to see to it that justice is practiced and the claims are fulfilled. Not any other factors, size inclusive, are considered in the enforcement of the law. This makes it very easy for such a small group to dictate how affairs of major corporations should run.As a high-level manager for a shoe manufacturer, I would take note of the fact that any decision I make concerning the business is vital and may bring about highly significant results. Bearing this in mind, I would evaluate keenly the options I have in making specific decisions. To help me in this, I would apply the steps that act as guidance in making good decisions in business. One of the steps states that the decisions should be in terms of the state laws that govern business activities in the specified fi eld. There have been cases in court related to the risk I am almost engaging in is enough evidence on the importance of practicing legal activities in business. There are strong laws that defend women even during international business activities. This is proof that messing around with their role in business could put any organization into great trouble. I would hence find better and safer ways of earning more profits other than violating the law.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

The Role of Information Security Policy Essay Example | Topics and Well Written Essays - 1000 words

The Role of Information Security Policy - Essay Example Regardless of all these, the essence for a security policy on information systems is unquestionable. These security policies and standards are of use to inform employees of firm their duties for protecting and safeguarding information systems of their organization. The policies state the mechanisms under which organizations can carry out these responsibilities. They also give an organization the baseline to get, configure and appraisal information systems for compliance with the policy in operation. The tools of information security system without its policy, it limits its usefulness. Policies and standards are essential in distributed computing location as a means of putting up security discipline for a big and different population of users that is reachable through formal auditing and communications. This strategy is of great importance when dealing with temporal personnel or those under contracts. Policies must show the accepted ways of an organization but also take full advantage of all methods for effecting behavior and spreading of information within a distributed computing location (James et al, 2012). Policies are of more importance in distributed computing locations than a centralized one due to the increased problems of restraining activities coming from a remote location. These policies must therefore be complete and stated clearly to minimize the number of instructions and explanations that the organization requires to handle so that they can be sure there is understanding. Here, they should have identifiers and description generally for business functions and units so that they can surpass changes of the organization (James et al, 2012). Employees play a major role in maintaining information system security. Their main role here is to study and have a close relationship with the IT section so that they can indulge when there is security incident. It is the responsibility of every employee to