Analysis Of The Poem The Stranger - 1249 Words

In many works of literature, poetry and art, the sun is used to represent life, divine beauty and strength. In the poem Ah! Sunflower by William Blake for example, the sun represents joy and life. In the novel The Stranger, the author Albert Camus uses the sun in the opposite manner, making it serve as a negative motif throughout the novel. Conversely, Camus uses the sea as a motif to represent the positive and pleasurable feelings that Meursault actually wants to feel. The motifs of the sun and sea serves as representations of Meursault’s absurdist behaviors. Absurdism is the idea that humanity must live in a world that is and will forever be hostile or indifferent towards them. The universe will never truly care for humanity the way we seem to want it to (Cite). The physical world in general contributes to Meursault’s characterization. When he should be experiencing a rational feeling or emotion, Meursault becomes aware of the physical world around him. His awareness of the physical world becomes intense in times of negative events or pleasurable ones. Camus uses simple and short sentences to describe the natural world. This emphasizes the simplicity of nature, along with the simplicity of Meursault’s character, which demonstrates how close his relationship with nature is. Meursault’s sensitivity to nature contributes to why he can relate to it easier that he can to humans or society. He feels as if he can connect with it more. The sun and sea serve as tools forShow MoreRelatedGlimpses of Women in Overalls and Mrs Plum1379 Words   |  6 Pagesassignment an attempt at a detailed analysis of Karen Press’s poem Glimpses of Women in Overalls will be made. Following such an analysis I shall articulate how the poem raises comparable concerns with that of Mrs Plum written by Es’kia Mphahlele. I have selected this particular story due to the face that it I believe both works communicative similar themes, therefore I shall explore the comparison below. In order to provide a detailed analysis of the poem Glimpses of Women in Overalls it isRead MoreEssay about Poem Analysis - Miracles by Walt Whitman795 Words   |  4 PagesPoem analysis: â€Å"Miracles† by Walt Whitman 1. The first time I read through â€Å"Miracles,† it felt like the positive energy stored in the poem was jumping onto me. I am more of an optimistic person, so I tend to be positive in everything I do. I feel very blessed when I’m eating dinner with my family, when I’m with friends, when I’m riding a school bus, and when I’m looking at the sky. So, I could relate to this poem very well; it was like the poet read my mind. 2. People may say why make muchRead MoreEe Cummings Essay that analyzes five Ee Cummings poems and connects them together in style, etc.1576 Words   |  7 PagesE. E. Cummings, an author known for his various poems and other forms of artwork, wrote numerous works of poetry over a vast amount of subjects. While the subject matter of the poems differ, a few elements of Cummings style stays the same in virtually all his poems, some of which is important and some of which is not. The fact that Cummings uses enjambment in his poetry is a stylistic trademark that however annoying its use may be is consistent. Other stylistic trademarks of Cummings poetry areRead MoreThe Gift: Lies in Nature’s Lessons1406 Words   |  6 Pagesqualities of these poems are depicted, with the use of literary devices such as imagery and Tone. Nature is the underlying theme to both poems; however, they differ in that Thurston’s, River otters at play, is centered on unprincipled laws relating to love and communication. In contrast, to river otters at play, in mockingbirds the narrator has witnessed nature at its finest. She relates this observation to her life and therefore, an internal awakening is the locus of Mary Oliver’s poem. Because the narratorsRead MoreAn Unknown Girl Analysis1379 Words   |  6 Pages↠ A Passage To Africa. (Narrative Article, Literary  Analysis.) Poetry Analysis: An Unknown Girl- Moniza  Alvi. 28May In the evening bazaar Studded with neon An unknown girl Is hennaing my hand She squeezes a wet brown line Form a nozzle She is icing my hand, Which she steadies with her On her satin peach knee. In the evening bazaar For a few rupees An unknown girl is hennaing my hand As a little air catches My shadow stitched kameez A peacock spreads its lines Across my palm. Read MoreFrost At Midnight By Samuel Taylor Coleridge953 Words   |  4 PagesClass name: English 100 Assignment 1 Professor: Dr. C Riegel Student Name: Nduka Eluemelem ID: 200359936 Semester: Fall 2017 October 17, 2017. Frost At Midnight In this poem â€Å"Frost at Midnight†, Samuel Taylor Coleridge; the speaker is in a lonely place around his home at midnight contemplating on his experiences back at school in London. This just portrayed the message of the early romanticism. The objects around him used metaphor for theRead MorePoem Analysis: Sherman Alexies On the Amtrak From Boston to New York1294 Words   |  5 Pagesï » ¿An Analysis of Sherman Alexies On the Amtrak Sherman Alexies On the Amtrak from Boston to New York City is a free verse poem that gives voice to Native American resentment and contempt. It is composed in a series of quatrains, with the last line of the poem standing alone, symbolizing the poet himself who feels alienated a stranger in his own land, now overrun by an enemy. This paper will examine the poems use of meter, imagery and symbolism, and give an interpretation of Alexies thoughtsRead More Formalistic Approach to Ozymandius Essay828 Words   |  4 PagesOzymandiusnbsp;nbsp; nbsp; While analyzing a poem, a reader notices many things, things like rhyme scheme, word choice, different levels of a poem, and sentence structure. Each one of these things is an ingredient for the four main components of the formalistic approach to poetry. In the poem Ozymandius by P.B. Shelley, structure, style, form, and imagery, allow the reader to look deeper into the poem. nbsp; First the reader must look at the structure of the poem. However, the structure of OzymandiusRead More Analysis of Out, Out by Robert Frost Essay591 Words   |  3 PagesAnalysis of Out, Out by Robert Frost Robert Frost tells a disturbing story in Out, Out, --, in which a little boy loses his life. The title of the poem leaves the reader to substitute the last word of the title, which some would assume would be out because of the repetition. The title is referring to the boy exiting the living world. Frost drags the readers mind into the poem with the imagistic description of the tools and atmosphere the little boy is surrounded by. Frost describesRead MoreAnalysis of Hugos The Rose and the Grave638 Words   |  3 Pagesï » ¿Rhetorical Analysis of Hugos The Rose and the Grave Victor Hugo is one of the most well-known French writers and poets of the 19th century. In 1837, Hugo published Les Voix IntÃÆ' ©rieures (Inner Voices) a collection of poems that includes The Rose and the Grave. The Rose and the Grave is a poem of transformation that explores issues of religion and nature. In The Rose and the Grave, Hugo personifies two inanimate objects, a rose that is often associated with nature and love, and the grave

The Inclusion of Children with Special Needs in a Normal...

Currently, children with special needs are educated in a designated classroom or included into a general classroom. Inclusion is educating special-needs students in a classroom with non-special needs students. Debate about inclusion or separate classrooms for children with disabilities has been a topic of discussion in the educational school setting for decades. Supporters of inclusion believe special-needs students, teachers, and non-disabled students do better academically and socially in a diverse classroom setting. However, inclusion of special-needs students does not work in a general classroom setting. Inclusion negatively affects the teacher’s ability to teach in a classroom. Communication for teachers is difficult when†¦show more content†¦According to Diane Casale-Giannola, Ed. D., teachers lack the repertoire of strategies and resources required to support individuals with disabilities in a full inclusion classroom (32). This lack of training will result i n academic decline for special-needs students. Inclusion will negatively affect general education students. General education students could develop negative interaction with special-needs students. Since special-needs students need extra help, other students may feel neglected, which might provide reasons to shun the child with special needs. A disabled student may be identified as a burden to his peers, making the non-disabled students unwilling to accept [him or her] in the classroom (Antoinette 2047). The non-disabled students may feel that the pace of the classroom instruction is too slow or that the majority of the teachers time is spent accommodating children with special needs. Because of these accommodations, non-disabled students may be tempted to believe that the disabled student is inferior (Antoinette 2048). This negative view could have an impact on how he interacts with all people with special-needs. General education students would not be challenged to fulfill their academic potential. When a teachers main attention is focused on keeping the disabled students at an acceptable pace with the rest of the class, general education children may be slipping through the cracks. (McGhie-Richmond et al. 216).Show MoreRelatedH. Research Paper.1378 Words 6 Pages. Research Paper. Inclusive1389 Words   |  6 PagesThey are included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. Before this law came into effect many children with disabilities were routinely excluded from public schools. Their options were to remain at home or be institutionalized. This lawRead More Research Paper1375 Words   |  6 Pagesare included in the feeling of belonging among other students, teachers, and support staff. The educational practice known as, full inclusion may have negative effects on the self-esteem of a special needs child. In 1975, Congress passed the Education for All Handicapped Children Act, also known as Public Law94-142. Before this law came into effect many children with disabilities were routinely excluded from public schools. Their options were to remain at home or be institutionalized. ThisRead MoreEssay on Inclusion1190 Words   |  5 Pages Inclusion in Class nbsp;nbsp;nbsp;nbsp;nbsp;Inclusion â€Å"mainstreams† physically, mentally, and multiply disabled children into regular classrooms. Back in the sixties and the seventies, disabled children were excluded all together from regular classrooms. Currently, the federal inclusion law, I.D.E.A. (Individuals with Disabilities Education Act), addresses children whose handicaps range from autistic and very severe to mild (I.D.E.A. Law Page). From state to state the laws of inclusion varyRead MoreEssay about Inclusion of Children with Autism1315 Words   |  6 PagesInclusion of Children with Autism The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities. However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these disabled kids canRead More Teachers Make It What It Is1012 Words   |  5 PagesTeachers Make It What It Is Inclusion is the integration of the students with special educational needs into the regular education setting. This idea has been spreading across the country where children are no longer being separated due to their needs. But how does this make the teachers feel? One might think that popular opinion would be that it makes it less difficult for them to teach and they do now get to spend the time that they would want to with the â€Å"normal† students, and some do. But forRead MoreSchools In The Present-Day Society Are Constantly Shifting1294 Words   |  6 Pagesthat schools are aspiring to take effect is inclusion in the daily classroom. Schools are hopeful of the benefits and advances that a program like this could bring. The enactment of inclusion is heavily connected by all students, teachers and parent’s attitudes whether they are voiced positively or negatively. Even though inclusion in classrooms is growing rapidly, there is little data to support its effecti veness. The lack of evidence may be because inclusion is beneficial to a child s social and readingRead MoreThe Effects of Inclusion on Mainstream Education1323 Words   |  6 Pagesto be able to attend a public school with normal children. Down Syndrome is a genetic condition in which a person is born with forty-seven chromosomes instead of the usual forty-six causing both physical and mental handicaps. Children suffering from Down syndrome will often have a smaller than usual and abnormally shaped head. An abnormally large forehead, with their eyes slanting upward, small ears and mouth are just a few of the telltale signs. Children suffering from this disorder exhibit impulsiveRead MoreSpecial Education1164 Words   |  5 Pagesdevelop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where nav igating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.   The IndividualsRead MoreEssay on Special Education Becoming Less Special?1212 Words   |  5 PagesImagine a classroom in a typical high school; a teacher is explaining a lesson in Algebra. All of a sudden, there is an ear-splitting screech from the back of the classroom and a book goes hurling towards the chalkboard. One’s first instinct would be to whip around and see what the commotion was about; however, it is just Toby, the special needs child. This class encounters outbursts like this from Toby nearly everyday. The mainstreaming of special education students is the main reason behind theseRead MoreInclusion Paper1110 Words   |  5 PagesInclusion is a viewpoint that brings different students, whether able or disabled to create schools and other social institutions based on acceptance, belonging and community. In any classroom there are different kinds of children, but you may not be able to notice the differences among them from just looking at them. In almost every classroom they should be at least one child that needs special services that is not given in the classroom. There is no one law that forces classrooms to be inclusive

The law balance out the rights of the victims Free Essays

To what extent does the law balance out the rights of the victims, offenders and society in the criminal investigation process? The role of the criminal investigation process is to balance the rights of the victims and offenders in society. All individuals’ wether victim, offender or member of society have basic rights to which the law attempts to adhere to. While all are individual, the rights will differ for the purpose of maintaining a balance in society. We will write a custom essay sample on The law balance out the rights of the victims or any similar topic only for you Order Now Though upholding the rights of the people is essential in order to ensure that the investigation process is conducted correctly and without abuse. In a criminal investigation case, a victim is usually seeking Justice for an offence against them personally. Victims can be involved in the criminal trial in a number of ways, from reporting a crime and assisting police in testifying at a trial as a witness impact statement. However in certain cases a victim can be of significant value in the criminal investigation process as they may be the only witness to the crime. The victim also has the right to maintain their dignity and to be protected from the accused as they may have access to certain information that may be otherwise confidential. The victims’ rights are outlined in the victims’ rights act 1996. Victims also have to right to a victim impact statement, being a voluntary statement written by the victim about the impact of the crime had on them. Although this is only allowed in serious offences and to ensure fairness in particular highly sensitive cases the Judge may not allow a victim impact statement, on the grounds to assuring that the emotional content does not persuade the Jury and result in a bias verdict. Case) In NSW, crimes will be investigated by the NSW police force, as they play an important role in the criminal investigation process. The police force is given special legal powers enabling them to carry out their duties effectively. The majority of these powers are found in the law and enforcement (powers and responsibilities) act 2002 permitting them to investigate crimes, make arrests, interrogate suspects and gather evidence against the accused. The NSW police force also follows a specific code of behaviour called the code of practice for CRIME (custody, rights, investigation, management and evidence) which sets out the rights of the suspect and the manner in which the investigation should be carried out, it also includes that all citizens must e treated fairly regardless of race, religion, ethnic background and sex. Police are not allowed to detain a person unless they have good reason to do so, if enough evidence and a warrant is issued the police may arrest someone for the crime they are investigating. The accused will be held in police custody for questioning, this is known as interrogation. At the end of the detention period the police will make a unconditionally. If the accused believes that this procedure has not been adhered to appropriately they have the right to report their opinion through a complaints rocedure overseen by the NSW ombudsmen and the police integrity commission. Society have an important role to play in the criminal Justice system by being actively encouraged by community programs to report information about criminal activity. Crimes will usually be reported by a person who has knowledge of the crime, or has witnessed the crime. Citizens have the right to actively participate in the identification of a crime and exercise their right to live in a safe and secured environment. The member of society also has the right to remain anonymous during the criminal investigation process in order to protect their individual security. Citizens can exercise this right directly through the police or through a community program such as crime stoppers. robbed, deceived or cheated. Victims can be involved in a criminal trial process in a number of ways from reporting a crime and assisting police through to testifying at as a witness and submitting a victim impact statement. In NSW, victims of crime are recognised and guaranteed certain rights under the Victims rights act 1996. The Act contain a charter of victims’ rights which requires among a number of things, respect for a victims dignity, victims compensation, protection from the accused, protection of dentity and certain rights to information and assistance during the criminal process. A victim impact statement is a voluntary statement written by the victim about the impact the crime has had on them. It allows the victim an opportunity to participate in the process by letting the court know how the crime has affected them. The statements are only permitted for serious offences involving violence, death of or any physical harm to a person and only if the court approves of it. Victim impact statements can be controversial because they can be very subjective yet have significant effect on sentencing. Supporters argues that they provide an important opportunity for victims to express themselves in the criminal process. case The area of the criminal process trial that are critiqued by society are the right of police powers against the rights of the suspect. The role of the police in the criminal investigation process is to investigate crimes, make arrests, interrogate suspects and gather evidence against the accused. The police will then present the evidence for judgeme nt to a court on the behalf of the state. The NSW criminal trial process states that the accused has the right to a fair trial as it is stated in the crimes act of 1900 How to cite The law balance out the rights of the victims, Essays

Local Economic Impacts of Unconventional Energy

Question: Discuss about the Local Economic Impacts of Unconventional Energy. Answer: The University of Melbourne is a famous public research university that is situated in Melbourne, Australia. This university was established in the year of 1853 and is the second oldest university of Australia. As per Times Higher Education, this university is ranked 33rd in the world and Academic Ranking of World Universities has placed it as 40th in the world (Goodall, 2015). However, according to both of these organizations, The University of Melbourne is a top University in Australia. This is the reason, that this university is selected for this report. In this report, a detail description will be provided about the university including its segmentation, target market, marketing mix, PEST analysis, competitor analysis, SWOT analysis and value brand positioning. Segmentation and target market Competition is increasing among the universities of Australia and as resources constraints have become more intense, meeting the requirements of the students has become extremely important. In order to gain competitive advantage, The University of Melbourne has undertaken a unique segmentation strategy and targeting a specific market. Those are, Quality buyer: The management of the university is targeting students who are looking for premium services and are not anxious with expenses. Value buyer: There are some students who look for superior value as distinct by a fair quality-to-expense proportion (Davis Ferreira, 2017). Those students look for elevated eminence for the money exhausted and anticipate that service levels will equal the price levels. T6hese type of students is also targeted by the authority of the university. Career learner: The authority of The Melbourne University also target t hose students whose main motivation is to seek career oriented educational services. These students look to learn educational skills that can help them in their career development. As this university is the number one in Australia, it can easily target those students via its ranking and popularity. Marketing mix analysis The University of Melbourne offers nearly 80 different study areas to the students. There are more than 270 graduate courses available in the university along with a number of under graduate courses. However, along with these courses, the heath service program of the university is developed to assist the students and other staff members during health issues (Hawthorne, 2014). The university authority also provides preventive health care services to the students. All education related services are mostly provided by the online student portal of the university. On the other hand, the university is also committee to distribute education to overwhelming and increasing majority of students from disadvantaged groups. The University of Melbourne is using programmatic advertisement strategy, mainly in social media sites. As mentioned by the survey team of Zinch and Inigral Survey, 72% students search for colleges on a social media sites (Coaldrake Stedman, 2016). This is the reason, that Melbourne University is displaying their current rank along with the successful individual researches on their social media sites to showcase their brand. Australian governments, regardless of political affiliation will be increasingly monetarily constrained. This condition will remain constant for next 3-5 years, and probably beyond. Therefore, the chances are high that governmental endowment as a share of university proceeds will decrease drastically. Therefore, The University of Melbourne will have to search for methods to move further than the fight for funds relationship with administration. Australian economy strongly depends on its resource sectors, especially on its mining industry. Australia will experience a 3% growth its economy by 2018, however a decline will be seen in its resource industry (Marginson, 2015). Therefore, the chances are high that towards the end of 2017, a tightening in monetary policy will be implemented. It will definitely affect the universities of Australia along with the University of Melbourne (Fleming Measham, 2015). The educational employees in Australia are aging more than the rest of the employees in other industries. It is seen that more than 25% of the Australias educational employees is aged 55 and over, compared to only 14% for the rest of the workforce (Liu, 2015). This is a major social problem as universities along with Melbourne University will have to look for new talent to replace this workforce. Technological advancement is providing both positive and negative effects on the universities and their educational systems (Shahiduzzaman, Alam, 2014). Each of the universities in Australia has their own students portal. Thorough those portals students can easily download any type of notes and study materials without waiting for the teacher (Cahill, 2015). On the other hand, popularity of social media sites is hampering the educational development of the students. Competitor analysis The biggest competitor of The Melbourne University in The University of Sydney that is located at Camper down NSW 2006, Australia (Crain et al., 2017). Your Company (The University of Melbourne) Competitor #1 (The University of Sydney) Brand positioning and overview Number one University in Australia Ranked 33 in QS world university ranking Fourth top university in Australia Ranked 45th in QS world ranking Target market Quality buyer Value buyer Career learner Quality buyer Value buyer Career learner Social media strategies Programmatic Advertisement Not such strategies. It focuses more on campaigns than social media. Total number of social media accounts One One # of Twitter followers 73k 54k # of Facebook followers 262,121 324,161 # of Instagram followers 38.8k 23.2k # of LinkedIn followers 167k 171k # of Google+ followers Not accessible 2k Strengths Reputation for excellence Ranked #1 in Australia Flexible degrees along with world-standard curriculum It is a city with in Melbourne with its own postcode No 1 in QS employability rankings No 1 in sports r elated subjects in Australia No 1 in anatomy and physiology in Australia No 1 in Medicine related subjects in Australia No 1 in English literature subjects in Australia Threats Decline in resource sector will affect investment opportunities by government Same Competitive advantage Highest number of courses provided As per QS Graduate Employability rankings, graduates from Sydney University are the most employable in Australia. Table 1: Competitor analysis between The University of Melbourne and The University of Sydney (Source: Created by Author) SWOT analysis The University of Melbourne Strengths It offers most number of courses than any university in Australia Its health benefit plans are well organized and useful than most of the universities in Australia In Australian education industry, inequality is a major problem. This university promises to deliver education equally for every student. Its worldwide ranking that reflects its reputation Weakness Inequality in educational system Universities are dependent on government for investment Increasing average age of employees Dependant on foreign students Opportunities To deal with upcoming problems related to governmental investments, it can join hands with other universities for campaigns and events Its closest rival, The University of Sydney is No 1 in many subjects. The University of Melbourne has the opportunity to improve this areas Threat Decline in resource sector will affect the economy of the country Governmental funding will be decreased The Melbourne University has placed it-self as the number one university in Australia. This has allowed them to have a strong brand identity. Whenever consumers think about low price retail shop, they think about Wal-Mart. Similarly when the students will think about best university in Australia, they will think about The Melbourne University. Conclusion In the end, it can be concluded that The University of Melbourne is the number of university in Australia. This organization is properly distributing education among all the students in its campus without any type of inequality. However, its closed rival which is The University of Sydney is close as it has gained number one position in several courses that it offers. This is a place where The University of Sydney will have to improve. On the other hand, all the universities in Australia along with The Melbourne University will have to become ready for an economic break down that is approaching Australia. References Cahill, T. (2015). Research engagement for Australia: measuring research engagement between universities and end users. Coaldrake, P., Stedman, L. (2016). Raising the stakes: Gambling with the future of universities. Univ. of Queensland Press. Crain, T., Gramoli, V., Larrea, M., Raynal, M. (2017). University of Sydney, Australia.arXiv preprint arXiv:1702.03068. Davis, J., Ferreira, J. A. (2017). Creating Change for Sustainability in Universities in Australia, One System at a Time. InHandbook of Theory and Practice of Sustainable Development in Higher Education(pp. 217-230). Springer International Publishing. Fleming, D. A., Measham, T. G. (2015). Local economic impacts of an unconventional energy boom: the coal seam gas industry in Australia.Australian Journal of Agricultural and Resource Economics,59(1), 78-94. Goodall, A. (2015). The Leaders of the World's Top 100 Universities.International Higher Education, (42). Hawthorne, L. (2014). Indian students and the evolution of the study?migration pathway in Australia.International Migration,52(2), 3-19. Liu, N. C. (2015). The story of academic ranking of world universities.International Higher Education, (54). Marginson, S. (2015). Is Australia overdependent on international students?.International Higher Education, (54). Shahiduzzaman, M., Alam, K. (2014). Information technology and its changing roles to economic growth and productivity in Australia.Telecommunications Policy,38(2), 125-135.

Assumption of Mary Essays

Assumption of Mary Essays Assumption of Mary Essay Assumption of Mary Essay Giving Voice to Our Values the thought experiment Fundamental premise of many Eastern philosophies and martial arts is to move with ones momentum and energy, rather than fight against them. The approach to voicing and acting on our values described in these pages a attempts to build on that same principle. Rather than taking a preaching stance wherein we might try to count- term temptations with all the moral reasons why we should behave ethically, or taking a persuasive stance wherein we might counter those same temptations with all the Para- tactical arguments for ethical behavior, the approach here is to take an enabling stance. We try to identify both the times when we already want to act in accordance with our highest moral values and also the reasons why we feel that way, and then we focus on building the iconic- dance and skills and the scripts that enable us to do so effectively and with the least amount of angst. Rather than pushing or pulling ourselves into values-based AC- Zion, we try to grease the skids that might carry us there. One way that we try to work with personal omen- Tums, rather than fight against it, is by framing our disc- 1 Copyrighted Material Giving Voice to Our Values cushion here as a thought experiment. We are invited to consider how we might voice and act on our values if we were going to do so. In this way, we sidestep all the pre- emotive arguments and rationalizations that pop up naturally, about how difficult or even impossible it may be to do so. We create a safe and enabling space, if you will, for experimentation and creative thinking. In the service of creating that safe space, we try to be explicit about as many of the working assumptions that underlie this approach to enabling values-based AC- Zion as possible. These assumptions are intended as the foundation for an exploratory rather than coercive stance. This explicit naming of our assumptions allows for a kind of informed consent at best, or at least for a Provo- signal consent as we embark upon this experiment. Even if we are not entirely certain that we accept all of the as- assumptions, this provisional consent provides room for us to act as if we did, and to see where they might take us, thereby freeing us up to create scripts and implemental- Zion plans for values-driven actions that we might never otherwise develop. Then when we are faced with the AC- tall excision to act on our values, we will at least have a well-developed strategy to consider. In this way, the De- fault of non-action, or of Just going along with the course of least resistance, will have a worthy counter position. So in the service of this informed or provisional consent, lets consider the starting assumptions for Give- inning Voice to Values. These are twelve assumptions, or give- Copyrighted Material Giving Voice to Our Values 3 ens, that form the story line behind this approach to values-driven action. Assumption One: I want to voice and act upon my values. As discussed in the Introduction, the fundamental as- assumption is that most of us want to find ways to voice and act on our values in the workplace, and to do so fee- get stuck on the idea that even if we want to act ethically, we assume that many others do not. Therefore we conclude that our efforts will be for naught and, whats more, that we will likely pay a price for trying. But why do we always focus on the folks who do not want to behave ethically? If we start instead from the premise that most of us would like to behave in accordance with our values, then it becomes less important whether everyone does so. Instead we only need Just enough folks to share this position; it becomes simply a matter of critical mass. It is a glass-half- empty or half-full kind of issue. By starting from the assumption that most folks do want to voice and act on their best values, we begin to create that very possibility, because we eliminate one of the conclusions that prevent us from Joining this group. (We are putting aside for a moment the question of Copyrighted Material 4 Giving Voice to Our Values which values we, or others, want to voice and act upon. That question is addressed in Chapter 2. Another objection to this first assumption may be the protestation: But I might not want to act on my highest values in all situations! However, Just because an idea may not always be true does not mean it is never true. For the purpose of this thought experiment, we suppose that there are many times when we would in- deed like to voice and act on our values, and by enabling that choice and learning to do so effectively, we are likely to expand the frequency of this choice. It becomes a gene- nine and even a realistic option for us. Assumption Two: I have voiced my values , at some points in my past. Even though research and our own experiences reveal many individual and organizational inhibitors, most Poe- pile have in fact chosen to voice and act on their values on some occasions. In conversations and interviews with managers at all levels of organizations and in the class- rooms where this approach has been discussed, we have yet to find anyone who cannot think of times both when they have and when they have not done so. Typically this realization leads to a conclusion that no one is truly teeth- cal. What if, as part of our thought experiment, we turned this around and concluded that no one is truly unethical? This conclusion can then be the foundation for building Copyrighted Material Giving Voice to Our Values 5 the muscle for more frequent and more effective values- driven actions. Assumption Three: I can voice my values more often and more effectively. We have the potential to expand our capacity, our effect- tipsiness, and our likelihood to voice and act on our vale- uses by acknowledging that we have such a choice, and by practicing what we would say and do if we made that choice. The working metaphor for the Giving Voice to Vale- uses approach to values conflicts is that of an individual learning a new hysterical skill or sport. Not being an tat- Leticia type myself, I did once take a class in self-defense a number of years ago. The course was called Model Mug- king, and the idea was that instead of simply learning the basic self-defense moves (fist to bridge of nose, heel to instep, knee to groin, and so on), we would also have the opportunity to experience the feel of a full-on blow did- erected at an instructor who was dressed in an entirely padded suit, like the Michelin Man. In this way, the stub- dents could practice delivering the various self-defensive moves full force, rather than simply alkali about what action was called for or miming the moves in the air without the in a support- Eve environment, we would have a chance to practice AP- Copyrighted Material 6 Giving Voice to Our Values plying them during a simulated full-speed attack as well, with the same padded instructor. The thinking and research behind this several-stage approach was that muscle memory is linked to both the experience of full-force contact as well as the heightened emotional state of the simulated engagement, and there- fore, even if our brains are frozen or reacting slowly, our bodies would remember how to respond if e encounter- tired that same emotional state again in an actual real- time situation. There are several interesting aspects to this AP- approach. Before engaging in the simulated attack, we first had to master the actual physical movements by breaking them down into their components and practicing them repeatedly, with full-force impact and with encourage- meet and feedback on our form. This is similar to the way a student of tennis or golf or any other sport might learn and practice the different strokes and positions and build the requisite muscle groups, as preparation or put- ting them together in actual play, or the way a musician practices playing or singing scales before attempting a complex musical composition. Switch,thepremiseisthatvalues-transcripts and actions are a competency that can be learned, and that it is learned by both breaking it down into its com- opponent parts and by practicing the application of those componentsscripts and action plansin cooperative and lower-stress situations. Both the cognitive aspects of the processanalyzing the arguments and creating fee- Copyrighted Material Giving Voice to Our Values 7 active scriptsas well as the experiential aspectsactually saying the words in concert with peers who stand in as prop- sees for eventual workplace colleaguesare essential. In this way, we build the muscle and the muscle memory so that the approach will come more naturally and skillfully when we encounter actual values conflicts in real time. Some might argue that this is simply an example of traditional role playing in the service of learning. On the contrary, although there is a value in the use of role playing, if we are immediately placed in a situation where we must ice our values in the face of an adversary who is primed to argue vehemently against our position, we may find ourselves unintentionally reinforcing those same anxieties and that same pessimism about our chances at success that we are trying to counter. For example, too often participants in a role play of a values conflict will demonstrate their political astuteness, their savvy, and their experience with the so- called real world of business by assuming a skeptical, if not cynical, stance, pointing out all the reasons why a defense of ethical values is not realistic or practical. Such ole plays tend to send the signal that values-based actions are naive, at best. However, if instead of adversarial role plays, we Cree- ate opportunities to practice our arguments in front of peers who assume the role of coaches, we can work co- operatively and constructively to simultaneously rein- force the best of our arguments, to revise the weakest of our arguments, and to experience the physical and memo- action act of voicing these arguments in public. Copyrighted Material 8 Giving Voice to Our Values unintended negative rein- forewomen of our own best intentions, they would be used only after we have first taken the time to craft and actually practice speaking our positions in a collaborator- dive context. Assumption Four: It is easier for me to voice my values in some contexts than others. Developing the muscle for voicing our values does not diminish the importance of selecting and developing or- generational cultures and policies and incentives that en- courage such choices. In fact, our effort to promote the development of such cultures, policies, and incentives is, in itself, an instance of voicing values. And the more such organizational enablers are in place, he more likely it is that individuals will choose to voice their values. It is a kind of virtuous circle. This is an important part of the puzzle, for there is much research that examines the impact for good or ill of organizational contexts that enable or disable dissent and that focus on narrowly defined versus broadly De- fined performance goals. We will discuss examples of this in subsequent chapters, but the important point here is to recognize that although the emphasis of the GO AP- approach is on the individual and his or her abilities and choices, the organization and its impact are not over- Copyrighted Material Giving Voice to Our Values 9 looked. Although GO is an individual strategy, individual- LULAS operate within organizations that can limit or en- hence the options available to address values conflicts. Focusing on organizational pressures and norms is, again, not a reason to avoid voicing our values but rather another opportunity to airframe our choices and act on our values, this time by actually addressing the organize- action context itself. As we will see, sometimes individual- alas can more effectively address values conflicts in the workplace by talking about what discourages ethical AC- Zion and engaging leagues in addressing those factors than by tackling the issue head-on. This becomes a kind of Jujitsu move, where colleagues are engaged in fixing the organization in such a fashion that, by the way, ad- dresses the values conflict itself. An example of this is when individuals focus on changing financial incentives and reporting systems that may not only enable, but also encourage, distortions in an organizations internal AU- dining. Looking for ways to fix the system in the service of more accurate planning and forecasting, along the way, addresses the distortions in reporting integrity. Assumption Five: I am more likely to voice my values if I have practiced how to respond to frequently encountered conflicts. There are certain frequently heard reasons and rational- actions for not voicing and acting on our values. But Copyrighted Material 10 Giving Voice to Our Values there are also possible responses or reframing that we can use to counter these reasons and rationalizations. If we familiarize ourselves with these responses in advance, we are more likely to be able to access them when needed and potentially shift a conversation or change a mind. This is especially true when we begin to see hat the types of reasons that we hearand even offer ourselvesfor not voicing our values tend to fall into a set of recognize- able and limited categories, and therefore the levers for responding to them, or entirely recasting them, are Simi- Larry recognizable and consequently learnable. Prior reflection on responses to values given decision situation. That is, if we be- come fluent in ways to address the defenses of less than ethical behaviors, we will find ourselves more easily and more automatically doing so. Rather than experiencing that deer-in-headlights feeling hen we confront values conflicts, our muscle memory can kick in and the memo- seasonality of the moment is reduced. I learned this lesson firsthand a number of years ago. While teaching at the Harvard Business School, I launched a research and course development project on Managing Diversity in the mid-sass. There was no other course on the subject at the school then, but I had both an intellectual as well as a personal interest in purr- suing this work. For a variety of reasons having to do with my own experiences and those of people I knew, I had always experienced significant discomfort when I Copyrighted Material Giving Voice to Our Values 11 witnessed unfairness or undeserved bias toward school or professional colleagues. Rather than anger toward the offender, however, I would tend to feel guilty and angry at myself for not being confident enough or skillful enough to counter the situation. At some level, I believe I felt that the experience of researching, constructing, and teaching a course on diversity might enable me to learn how to handle such situations myself, even as I was try- inning to teach others. Although teaching the course was a very positive experience for me, at the end of the two years I felt that, sadly, I as no closer to that elusive sense of bulletproof confidence and skill that I believed I needed to be able to speak up when I witnessed unfairness in my professional life. I moved on to other projects. Less than a year later, however, while working as a consultant, I was led to areas- sees the impact of the diversity research and teaching I had done. Two situations in particular caught me up short. In the first instance, my team was presenting a new piece of work to a potential client. The representative from the clients firm was making small talk at the start of our meeting, and he engaged to make several Joking but disparaging comments based on ethnic and class stereotypes. Although the comments were not specific- calla directed at me or any of my team memberswho were racially diverse and included my boss as well as seven- real more Junior managersI was concerned about the tone that we set for our ongoing working relationship. I Copyrighted Material 12 Giving Voice to Our Values didnt really think about it but I Just heard myself sue- getting, with calm but pointed good humor, that perhaps we should turn to topics about which we all were more informed. There was a palpable sense of relief among my colleagues, especially the more Junior ones, and the CLC- .NET, unfounded, good-naturally turned to a more AP- appropriate topic. I was relieved, both because I did not want to lose the client but also because I did not want to bond with him on the basis of discriminatory humor. In the second instance, I recognized that the senior member of my consulting team had made some incorrect and negative assumptions about the writing ability of the sole African-American Junior member of our group. I dont believe this manager was intentionally biased, but his unconscious conclusion was barring the Junior cool- league from a plum assignment. I found myself in a car with this senior manager, and when the subject came up, I simply explained how impressed I was with the result, the Junior consultant received an attractive writing project, and I had the opportunity to work closely with him and benefit personally and profess- signally from the association. I mention these two examples neither because I be- live I handled them flawlessly nor to argue that I always counter bias when I see it. I still struggle tit my desire to avoid conflict and with a certain natural reticence. However, I did manage to shift the behaviors and IM- pacts on my peers in these two situations (not that I have Copyrighted Material Giving Voice to Our Values 13 any illusions that I actually changed the attitudes of the client in the first example). And I did so with a mini- mum of stress and hand-wringing on my own part. In fact, in both instances, I heard myself making comments that I would never have made prior to my diversity course. In fact, in the past, I would have felt horrible about both situations but would have likely remained tongue-tied. I have concluded that the experience of researching and talking about the many ways that discrimination and bias can occur in professional contexts, and especially the identification of the many arguments against this type of bias and the many ways of responding to these situations, had had a profound impact on me. Not only had I seen how common such situations are, but I had also Para- diced, unwittingly, all the ways that one might respond. I was not shaken or put off my game when the circus- stances arose. I was able to react calmly, thereby without signaling to my audiences that this was a difficult situ- action or that they were somehow bad people. The re- sponges were fact-based, good-natured, and appropriate to the context. Had I been taken off guard or less pre- pared, I would likely have telegraphed more stress, memo- Zion, and blame. But the funny part was, I had not known that I was so prepared until I was in these situations! So I revisited my assessment of the value of my research and discussions of diversity. I believe it was more effect- dive than I had recognized. It was, in fact, a kind of pre- scripting. Copyrighted Material 14 Giving Voice to Our Values Assumption Six: My example is powerful. Just as we ourselves would like to be able to voice and act on our values, we can assume that many of our colleagues would as well. If we can demonstrate credible responses to frequently heard reasons for not voicing and acting on our values, we may encourage and empower others to Join us. An undergraduate business student I interviewed was working in a plum internship doing research for a consulting firm. When her boss told her to lie about who she was to gain intelligence from a competitor, she ex- planned that she didnt want to do so but that she would work to gather comparable information in other ways. Her boss, unconvinced by her ethical arguments, never- toeless indulged her alternative plan, and through hard work, the intern was able to generate a credible report without misrepresenting herself. It might be argued that she had had a very limited impact on the firm; after all, her boss was not likely to change his behavior going for- ward. However, the intern reported that later she was surprised and pleased to see that other interns began coming to her, asking how she managed to complete her task without deception because they, too, wanted to take that road. Whether the organization was changed example. Additionally, rather than walking away from this internship with only a sense of distill- sentiment at what she had learned about how this rep- Copyrighted Giving Voice to Our Values 15 table firm did business, she gained a sense of efficacy and greater confidence in her own options. In fact, she was offered an ongoing position with the firm. Assumption Seven: Although mastering and delivering responses to frequently heard rationalizations can empower others who share my views to act, I cannot assume I know who those folks will be. The responses we develop and practice to frequently eared reasons and rationalizations for unethical behave- IRS are intended to strengthen our own confidence in voicing and acting on our values. Additionally, this Para- twice can influence others who share our values conflict but are unable to find a way to explain their reluctance. However, we cannot assume we know who feels the con- flick and who does not simply by observing their behave- ROR because, as we have already acknowledged, we all have chosen to suppress these felt conflicts at some points in our past. Thus, in the example above, the business student intern might eve thought she had failed if her goal had been only to change her bosss behavior. However, Unix- affectedly and without her conscious intention, her be- having was noticed by some of her peers and they were influenced by her. This is important because often we can become discouraged from trying to voice our values 16 Giving Voice to Our Values because we are not certain of our ability to influence our intended audience. The thing is, we will experience more satisfaction from our efforts to voice our values if we re- main open to the possibility of unintended positive IM- pacts. This is not to say hat we do not design our scripts and action plans with a careful eye to having a hoped-for impact on a particular audience; rather it is simply to acknowledge and value the additional or alternative POS- dive impacts we may have. The only real and ultimate control we have is over ourselves, which leads us directly to the importance of the next assumption. Assumption Eight: The better I know myself, the more I can prepare to play to my strengths and, when necessary, protect myself from my weaknesses. The greater our self-knowledge, the more likely we are to be able to anticipate and manage our responses to values conflicts. Prior reflection on our own personalities and behavioral tendencies under pressure enables us to play to our strengths: that is, to frame the challenge we face in such a way that it draws on the skills and arguments with which we feel most adept and confident. Rather than AC- accepting the challenge as it is put before us, we can take an active role in reshaping it. This kind of self-assessment is not your typical values- Giving Voice to Our Values 17 clarification process. It is not about figuring out what is important to us; the Giving Voice to Values approach starts from the moment our values kick in. Instead this self- assessment is based on the observation that people who do act on their values often have found ways to describe the situation that give them power rather than ways as a prepare- Zion and trigger to consciously put mechanisms in place to protect us from our own weaknesses. However, re- search tells us that often these mechanisms need to go beyond mere self-knowledge and become external tools (incentives, deterrents, automatic review processes, transparency requirements, practicalities networks of sounding boards, et cetera). Our own internal awareness of our biases and tendencies is important but not enough to prevent us from falling ere to them: we need to go beyond awareness to active preparation for values- based decision making, a preparation that includes the script- inning and action planning that GO encourages. Assumption Nine: I am not alone. When we encounter values conflicts in the workplace, often we feel isolated and personally at risk. We may assume that our peers will not share our concern, or that to raise the issue will polarize our colleagues or expose us to greater pressure and vulnerability. This may actually be true. How- Copyrighted Material 18 Giving Voice to Our Values ever, interviews with individuals who have voiced their vale- uses in such situations veal that, in most cases, they did find and rely upon some form of external support system. The challenge is to identify whom to speak with and for which purposes. There are many different sources of support, both inside and outside organizations, and there are many ways of gathering support, some more direct than others. We can utilize our personal support networks (family, friends outside the organization) as sounding boards; we can reach out to our colleagues in the firm to build a coalition of allies or to gather sup- porting information; and we can engage in strategic use of the managerial hierarchy. However, we must consider carefully which approach is most appropriate in a par- testicular situation, keeping in mind the implications not only for ourselves and the challenge we face, but also for the individuals we engage. The examples discussed here show different ways that individuals countered the ten- Denny to feel isolated. Assumption Ten: Although I may not always succeed, voicing and acting on my values is worth doing. When pursuing our values, Just as with any other man- serial action, we do not always succeed at what we set out to achieve, et that does not necessarily prevent us and others from taking action. There are no guarantees or Copyrighted Material Giving Voice to Our Values 19 reckless action plans, around voicing values or anything else, and GO does not claim that there are. Rather than backing off from our values because we cant muster the words or the strategies in the moment, and rather than rashly voicing values in ways that belie the management sophistication and interpersonal insight we would exhibit in a less charged situation, GO is about providing the pop- opportunity to hone and reactive our approach, such that we feel greater confidence and can behave more skillfully. In this way, the goal is to increase the likelihood of success. Additionally, we are more likely to voice our values if we have decided that the costs of not doing so, and the benefits of trying, are important enough to us that we would pursue them even though we cannot be certain of success in advance. In order to get to this place of clarity, we need to spend some serious time thinking about our own identity, our personal and professional purpose, and our definition of success and failure. We will fleet clear-eyed upon the risks associated with voicing our values, so that we can be prepared to handle the possible implications. Assumption Eleven: Voicing my values leads to better decisions. It is often difficult to be certain that a specific course of action is right or wrong, but we are more likely to Copyrighted Material 20 Giving Voice to Our Values come to the best decision if we feel empowered to voice our concerns about values conflicts and discuss them with others. In fact, one of the most common objections to the idea of voicing and acting on our values is the con- CERN that we may be wrong, hat our values might spring from a place of self-righteousness or incomplete under- standing. And of course, this is a valid concern. Unfortunately, too often this concern serves to is- lance us, preventing us from sharing our perspectives be- cause we assume that they are not valid. If, however, we learn to examine our values-based position in depth and from multiple perspectives, as the GO approach out- lines, we not only will become more adept at presenting our values-based position, but we will also be testing it against the views of others and supporting it with the necessary information. Our own position will become richer. In addition, even if in the end we conclude that our going-in position was incorrect, the process of analyzing and sharing our concerns can improve our organize- action decision-making process. In fact, one of the less- sons shared by the individuals interviewed for GO is that decisions are often improved if we do not assume that managerial directives are final and unquestionable, but rather view them as simply opening hypotheses. Take- inning this view can also help us to present our views with the calm confidence that comes room the belief that we are adding value by doing so. Copyrighted Material Giving Voice to Our Values 21 Assumption Twelve: The more I believe its possible to voice and act on my values, the more likely I will be to do so. We are more likely to voice and act on our values when we believe it is possible to do so, and to do so effectively. If we pay attention to positive examples of such voice and action and spend time developing support Mecca- minims and practicing the development and delivery of responses to frequently heard reasons and rationalize- actions for unethical actions, we can expand our sense of whats possibleanother virtuous circle. On the other hand, if we focus most of our time and attention identifying and bemoaning all the ways in which we are discouraged from voicing our values, we will be reinforcing that process. This is not only common sense; increasingly it is a phenomenon supported by re- search in the fields of positive psychology as well as the cognitive neuroscience. L In fact, the GO approach described in these pages is more than a set of insights and tools that we can learn to apply; the very act of reading and reflecting upon all the ways that looks have voiced and can act on their vale- uses can change the way we experience reality. That is, rather than proving that we can act on our values, we are simply making it true. And we do this by reframing the question from whether to voice our values to how can we voice our values? Copyrighted Material 22 Giving Voice to Our Values Having now familiarized ourselves with the work- inning assumptions behind the GO thought experiment, it becomes important to ask: What are our reactions to these informed, or at least a Provo- signal, consent to the GO project, then it becomes IM- orator not only to name and define these underlying assumptions, but also to reflect on both our resonances with them as well as our reservations or objections to them. We might consider: A

Art as Survival in the Holocaust essays

Art as Survival in the Holocaust essays Creation in a world of destruction: Art as survival in the Holocaust The Holocaust in art and the art of the Holocaust are two distinctly different forms of art. The former refers to any art depicting or alluding to the Holocaust. It includes works created both during and after the war, by victims as well as people not directly threatened by the event. Whereas the art of the Holocaust is limited to works created by the victims from 1939 to 1945. What is most important about the art of the Holocaust is its means of reflecting its time both in its subject matter and in what it reveals about the artists themselves and the condition in which they worked. These people who struggled through the most deplorable conditions risked their lives to produce art. Art became their reason to live, and they used their talents to survive. Expressionism was the prevailing artistic force in Germany and Eastern Europe in years preceding Hitlers rise to power. It was a movement born a round the turn of the century, in artistic and social ferment, a rebellion against the formalism and sterility of academic art, which promoted the ideas of the bourgeoisie and the German empire. The Expressionist artist was driven by inner necessity to express his longings and anxieties. As a result the many artists of the Holocaust inherited the traditions of Expressionism and social criticism. When the Nazis came into power they were quick to condemn modern art, which, to them included abstract and Expressionist styles. Such works, along with those produced by Jews and those depicted inferior racial types, were considered evil and degenerate. Three months after Hitler came into power, they were banned from museums and art schools, while Jewish and undesirable political artists were forced to cease working, by 1937, 16,000 works of degene rate art had been confiscated. The Nazis considered art as a tool to use as a service...

What is Action Research Essay Example | Topics and Well Written Essays - 2000 words

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The Role Of Principal Education Essay

The Role Of Principal Education Essay As the key intermediary between the classrooms, the individual school and the education system as a whole, effective school leadership are essential to improve the efficiency and equity of schooling. Within each individual school, leadership can contribute to improve student learning by shaping the conditions and climate in which teaching and learning occur. Beyond the school borders, school leaders can connect and adapt schools to changing external environments. And at the school-systems interface, school leadership provides a bridge between internal school improvements processes and externally initiated reform. But school leadership does not operate in static educational environments. As countries are seeking to adapt their education systems to the needs of contemporary society, the expectations for schools and school leaders have changed profoundly. Many countries have made schools more autonomous in their decision making while centralising standards and accountability requirements and demanding that schools adopt new research-based approaches to teaching and learning. In line with these changes, the roles and responsibilities of school leader have expanded and intensified. Given the increased autonomy and accountability of schools, leadership at the school level is more important than ever. The challenge facing education in the 21st century is to make changes to achieve higher levels of learning for all children (Ramsey, 2002). At the time of the present study, public schools are undergoing scrutiny and criticism of such magnitude; it is difficult to predict the future of public education. An increased emphasis on accountability and school improvement, including the utilization of ICT among teachers to enhance student achievement, is at the forefront of all education debates. Research has shown that appropriate use of ICTs to catalyze a paradigm shift in both content and pedagogy that is the heart of education reform in the 19th century. ICT-supported education to enhance the success of the ongoing knowledge and skills that will give the students continuous learning if properly designed and implimented. Leveraging ICT in an appropriate manner enables new methods of teaching and learning, especially for students in exploring exciting ways of problem solving in the context of education. New ways of teaching and learning is supported by constructivist learning theory and paradgm shift from prinbcipal and teacher-centered pedagogy of memorization and rote-learning to focus on student centered. (Thijs, A., et al. ,2010) Furthermore, the utilization ICT learning procedures and tools in the educational process, obviously leads to revolutionary changes in the roles of both teachers and learners as the emergence of new teaching and learning environment and finally for new virtual training that ultimately aims to facilitate the tools and resources to support communication and interaction as well as disseminate teaching materials via the web will in order to encourage promote enhance collaboration and cooperation among participants in the learning process. On the other hand, many author such as Salinas (2003) agree on the fact that the integration of ICT in education produce a set of transformations which transform all the elements that take part in the educational process such as organizations, students, curriculum, and notably, they affect teachers role, function and behavior . Nevertherless, investments in information and communication technology (ICT) for enhancing formal and non-formal education systems are essential for schools improvement (Tong Trinidad, 2005). According to Betz (2000), information technology will only be successfully implemented in schools if the principal actively supports it, learns as well, provides adequate professional development and supports for his/her staff in the process of change. In fact, school principals have a main responsibility for implementing and integrating ICT in schools (Schiller, 2003). Anderson and Dexter (2005) carried out a study on technology leadership behaviors of school principals and found that although technology infrastructure is important, technology leadership is even more necessary for effective utilization of technology in schools (p.49). Moreover, various other research studies support the literature that leadership is an important key factor in effective use of technology in education (Schiller, 2003; Anderson Dexter, 2005). Therefore, it can be said that technology leadership behaviors are important to successful implementation of educational technology plans (Chang, Chin Hsu, 2008). As such, the principal has consistently been recognized as a significant factor in school effectiveness of change process. The complexity of the job of a school administrator has demanded highly developed skills to carry out the many functions of the school operation. Exceptional leaders have always been rare, but many believe that they can be made as well as born (Abrashoff, 2002). At the same time, there is limited understanding about the ways that school leaders make a difference particularly in new technology integration. Principal leadership, along with the effectiveness of classroom teachers, has a great impact on student progress. The relationship of an administrators leadership style and its affect on teachers and student achievement has become critically important in continued research. Role of Principal Several definition of a principal, the first six do not mention their role as the leader of a school. Though, there are key phrases that most certainly apply to the position; highest in rank, authority, most considerable, and important. The definitions go on to mention that which pertains to a prince or being princely, along with a leader or one who takes the lead. What may be considered ironic is that acts independently is included as well. Because the role of a principal is extremely fluid, being shaped by a diverse set of concerns and values, conceptualizations are problematic (Brown, 2005). Evidence should be visible in a school of what a principal believes as a principal and what the school stands for (NAESP, 2001). The test of good leadership is the achievement of change in a system. Change can be difficult; however, it is necessary to abandon the past to pursue the future (Bell-Hobbs, 2008). Examining the ways in which principals lead their schools through change, and its effe ct on teachers attitude towards technology as well as student achievement and is critical to future educational research. Traditionally, the principal resembled the middle manager suggested in William Whytes 1950s classic The Organization Man as an overseer of buses, boilers and books. Today, in a rapidly changing era of standards-based reform and accountability, a different conception has emerged one closer to the model suggested by Jim Collins (2001) Good to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done. This shift brings with it dramatic changes in what public education needs from principals. They can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering effective instruction. Wallaces work since 2000 suggests that this entails five key responsibilities: Shaping a vision of academic success for all students, one based on high standards Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision. Improving instruction to enable teachers to teach at their best and students to learn at their utmost. Managing people, data and processes to foster school improvement. In addition, schools are no different. Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the University of Minnesota and University of Toronto. (Bradley Portin, Paul Schneider, Michael DeArmond and Lauren Gundlach., 2003) In fact if test scores are any indication, the more willing principals are to spread leadership around, the better for the students. One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources such as principals, influential teachers, staff teams and others is associated with better student performance on math and reading tests. The relationship is strong albeit indirect: Good leadership, the study suggests, improves both teacher motivation and work settings. This, in turn, can fortify classroom instruction. Compared with lower-achieving schools, higher-achieving schools provided all stakeholders with greater influence on decisions, the researchers write.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) The better results are due to collaboration between two parties. The higher performance of these schools might be explained as a consequence of the greater access they have to collective knowledge and wisdom embedded within their communities, the study concludes.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) Principals may be relieved to find out, moreover, that their authority does not wane as others waxes. Clearly, school leadership is not a zero-sum game. Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence, Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al., 2010). Indeed, although higher-performing schools awarded greater influence to most stakeholders. Little changed in these schools overall hierarchical structure. (Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson, Kyla Wahlstrom,2004) .University of Washington research on leadership in urban school systems emphasizes the need for a leadership team role led by the principal and including assistant principals and teacher leaders and shared responsibility for student progress, a responsibility reflected in a set of agreements as well as unspoken norms among school staff.( Knapp et al., 2003) School leaders are in charge of connecting and adapting schools to their surrounding environments. According to Hargreaves et al. (2008), school leaders will increasingly need to lead out there beyond the school, as well as within it, in order to influence the environment that influences their own work with students. In small towns and rural areas, school leaders have traditionally stood among the most important leaders in their communities. While it may be argued that urbanisation, immigration and school size have weakened school-community ties, these and other pressures on family structures have at the same time contributed to make the community responsibilities of school leaders even more important today. Principal play an important role in strengthening the ties between school personnel and the communities that surround them (Fullan, 2001). Principals of the most successful schools in challenging circumstances are typically highly engaged with and trusted by the schools parents and wider community (Hargreaves et al., 2008). They also try to improve achievement and well-being for children by becoming more involved with other partners such as local businesses, sports clubs, faith-based groups and community organisations and by integrating the work of the school with welfare, law enforcement and other agencies (PricewaterhouseCoopers, 2007). Moreover, in rapidly changing societies, the goals and objectives to be achieved by schools and the ways to get there are not always clear and static. In increasingly globalised and knowledge-based economies, schools must lay the foundations for lifelong learning while at the same time dealing with new challenges such as changing demographic patterns, increased immigration, changing labour markets, new technologies and rapidly developing fields of knowledge. Consequently of these devel opments, schools are under enormous pressure to change and it is the role of Principal to deal effectively with the processes of change. The roles and responsibilities of school leadership in each of these scenarios would vary widely. School leaders must master the new forms of pedagogy themselves and they must learn how to monitor and improve their teachers new practice. Moreover, instead of serving as head teacher primus inter pares, they have to become leaders of learning responsible for building communities of professional practice. Methods of evaluation and professional development take more sophisticated application and principals must embed them into the fabric of the work day. While practices vary across countries, it is clear that school leadership is generally expected to play a more active role in instructional leadership: monitoring and evaluating teacher performance, conducting and arranging for mentoring and coaching, planning teacher professional development and orchestrating teamwork and cooperative instruction. Countries also note a shift in emphasis from more administration- and management-type funct ions to leadership functions of providing academic vision, strategic planning, developing deeper layers of leadership and building a culture and community of learning. As a result of the increasing central mandates and programmes, changing student populations and growing knowledge about effective practice, schools are under enormous pressure to change and it is the school leaders role to manage the processes of change. The transformation of policy into results occurs most critically through the adaptation of practice in the school and classroom. This process is complex and must be led intentionally and skilfully. In some cases, resistance to change needs to be overcome with carefully structured support, relevant information, a clear sense of purpose and goals and opportunities to learn requisite skills (Hall and Hord, 2005). While some changes are purely technical and can be readily accomplished, more significant change calls for deeper adjustment of values and beliefs about the work (Heifetz, 1998). Sophisticated skills of adaptive (Heifetz and Linsky, 2002) and transformational leadership (Burns, 1978; Leithwood, 1992; Leithwood and Jantzi, 1990; Leithwood and Jantzi, 2000) are needed here. Brief Understanding of Leadership The term leader has been included in the English language since about 1300 A.D., while the term leadership was introduced about 1800 A .D . (Stogdill, 1974, p . 7) . Historically speaking, the leadership position in past years was occupied by the person exhibiting most prowess, strength or power. Today, the leadership position seems to be dependent on the group that person leads and exerts some authority over. The leader maintains his position as long as group needs and/or goals are met. Yura (1976) indicated that regardless of their purpose, needs or goals, all groups have a basic commonality: they rely on leadership. A review of the literature revealed that earlier studies were directed at defining the ingredients of leadership. Despite those efforts, it appears that much remains unknown. At this point in time, it has been recognized that there is no clear cut agreement on the definitions of leadership styles or behaviour. This lack of consensus has led to much confusion on the topic. Amid all this, most authorities agree leadership styles can be learned and there is no one best style of leadership. Stogdill and Coons concentrated on two aspects of leader behavior : (1) What does an individual do while he operates as a leader, and (2) How does he go about what he does? As a working definition they stated, Leadership, as tentatively defined, is the behavior of an individual when he is directing the activities of a group toward a shared goal (Stogdill and Coons, 1957, pp . 6-7) . In 1977, Hersey and Blanchard defined leadership as the process of influencing the activities of an individual or group in efforts. Toward goal achievement in a given situation (Hersey and Blanchard, 1977, p. 84). From these definitions it follows that the leadership process is a function of the leader, followers and other situational variables. Barnard (1969) agreed that leadership is an involvement of the three variables listed above. In his discussion on The Nature of Leadership, he stated that, Whatever leadership is, I shall now make the much over simplified statement that it depends on three things: (1) the individual, (2) the followers, and (3) the conditions. Behavioral leadership theory focuses on what the leader does. It is different from personal trait theory because behavior can be observed. The observable behavior is not dependent upon either individual characteristics or the situation (Moloney, 1979, p. 23). Barnard (1969) defined leadership .as the quality of the behavior of individuals whereby they guide people or their activities in organized effort(p. 83). Researchers and writers have amassed a large body of literature in defining leadership. The results of the leadership definitional process have been plagued with uncertainties. This phenomenon Halpin (1958) cited in his attempt to define leadership . In his review of the literature, he stated : Leadership has been defined in numerous ways . The definition proposed here derives its value primarily from the relation to the body of theory being developed . In some respects it is more comprehensive than other more usual definitions ; in others it is more restricted . To lead is to engage in an act that initiates a structure-in-interaction or part of the process of solving problems . Halpin (1958) Stogdill (1974) devoted a chapter in his book to the definition of leadership . He, like Halpin, recognized the complexities of defining leadership . He was explicit in stating that : There are almost as many different definitions of leadership as there are persons who have attempted to define the concept. Nevertheless, there is sufficient similarity between definitions to permit a rough scheme of classification As a result of the research and theory about leadership behavior that was developed after 1945, Gerth and Mills (1953) stated : To understand leadership attention must be paid to : (1) the traits and motives of the leader as a man, (2) images that selected publics hold of him and their motives for following him, (3) the features of the role that he plays as a leader, (4) the institutional context in which he and his followers may be involved . (p . 405) Furthermore, leadership can be described by reference to two core functions. One function is providing direction; the other is exercising influence. Whatever else leaders do, they provide direction and exercise influence. This does not imply oversimplification. Each of these two leadership functions can be carried out in different ways, and the various modes of practice linked to the functions distinguish many models of leadership. In carrying out these two functions, leaders act in environments marked variously by stability and change. These conditions interact in complementary relationships. While stability is often associated with resistance and maintenance of the status quo, it is in fact difficult for leaders and other educators to leap forward from a wobbly foundation. To be more precise, it is stability and improvement that have this symbiotic relationship. Leaping forward from a wobbly foundation may well produce change, but not change of the sort that most of us value falling flat on your face is the image that comes to mind. Wobbly foundations and unwise leaping help to explain why the blizzard of changes adopted by our schools over the past half century have had little effect on the success of our students. School reform efforts have been most successful in those schools that have needed them least Elmore (1995). These have been schools with well-established processes and capacities in place, providing foundations on which to build in contrast to those schools, the ones most often of concern to reformers, short on essential infrastructure. In understanding these concept in a clarification of leadership means leadership is all about organizational improvement; more specifically, it is about establishing agreed-upon and worthwhile directions for the organization in question, and doing whatever it takes to prod and support people to move in those directions. Our general definition of leadership highlights these points: it is about direction and influence. Stability is the goal of what is often called management. Improvement is the goal of leadership. There are as many definitions of leadership as there are theorists. Theorists no longer explain leadership in terms of the individual or the group. They believe that the characteristics of the individual and the demands of the situation interact in such a manner as to permit one, or perhaps a few, persons to rise to leadership status. Principal Leadership Style Various researchers have tried to interpret school leadership in different manner. Peretomode (1991) stated the importance of Leadership in school for accomplishment of school programmes, objectives and attainment of educational goals. Cheng (1994) proposed that leadership in educational institutions compose of five major dimensions, namely: structural leadership, human leadership, political leadership, cultural leadership and educational leadership. These five dimensions describe the role and functions of school leader. However the functions of principal put a variety of demands and challenges for the principal Mestry and Grobler (2004). In an attempt to explain the requirements of a competent principal Cranston (2002) explained the skills and capacities which principals are expected to possess. Principals competencies can be measured from various dimensions; from the perceptions of students, teachers, parents, communities and their employers. For instance, Scotti Jr. and William (1997) agreed that teachers perceptions of their principals leadership is one of the many variables, which affect a schools productivity. Teachers perception of principals leadership style and behaviour is also positively related to teachers morale Hunter-Boykin and Evans (1995). Luo (2004) further contended that perceptions about principals as leaders by their teachers indicate an important dimension to evaluate the leaders capacities. According to him, understanding how teachers perceive their principals leadership capacities has a great significance and providing evidence for improvement of school leadership. Research has also demonstrated that teacher perceptions of their principals capabilities style and their working conditions will determine the organizational climate and culture of the schoo l. Such perceptions will also impact on the performance of the school. Research on leadership in non-school contexts is frequently driven by theory referred to by one of our colleagues as adjectival leadership models.à ¢Ã¢â€š ¬- A recent review of such theory identified, for example, 21 leadership approaches that have been objects of considerable theoretical and empirical development. (Yammarino, Dionne, Chun, Dansereau, 2005). Seventeen have been especially attractive, and some of them have informed research in school contexts.( Leithwood Duke ,1999). Here are several best example of leadership style: Contingent leadership. Encompassing research on leadership styles, leader problem solving, and reflective leadership, this two-dimensional conception of leadership explains differences in leaderseffectiveness by reference to a task or relationship style and to the situations in which leaders find themselves. To be most effective, according to this model, leaders must match their styles to their settings. Participative leadership. Addressing attention to leadership in groups, shared leadership (Pearce Conger, 2003) and teacher leadership, (York-Barr Duke, 2004). This model is concerned with how leaders involve others in organizational decisions. Research informed by the model has investigated autocratic, consultative, and collaborative sharing styles. Transformational and charismatic leadership. This model focuses on ways in which leaders exercise influence over their colleagues and on the nature of leader-follower relations. Both forms of leadership emphasize communicating a compelling vision, conveying high performance expectations, projecting self confidence, modeling appropriate roles, expressing confidence in followersability to achieve goals, and emphasizing collective purpose. (Leithwood Jantzi, 2006). Nevertheless, leadership research also has been informed by models developed specifically for use in school- and district-level settings. Of these, the instructional leadership model is perhaps the most well known. It bears some resemblance to more general, task-oriented leadership theories. (Dorfman House, 2004). The instructional leadership concept implies a focus on classroom practice. Often, however, specific leadership practices required to establish and maintain that focus are poorly defined. The main underlying assumption is that instruction will improve if leaders provide detailed feedback to teachers, including suggestions for change. It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers in all the relevant grade levels and subject areas with valid, useful advice about their instructional practices. While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers. (Nelson Sassi ,2005). Importantly, the few well-developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms responsibilities touching on vision, organizational culture, and the like. (Andrews Soder (1987), Duke (1987), and Hallinger ,2003). In addition, studies of school and principals leadership are replete with other adjectives purporting to capture something uniquely important about the object of inquiry such as learning leadership,( Reeves (2006). constructivist leadership, (Lambert et al. ,1995). and change leadership.( Wagner et al. 2006). Nonetheless, Boykin and Evans (1995) found that majority of the principals were rated as ineffective by their teachers. This reflects that there is a big discrepancy between what the principals are and how they are perceived by the teachers. And in Hong Kong, the images of the principal in the mind of pre-service primary teachers were found to be negative. Lee, Walker and Bodycott, (2000). A study by Luo and Najjar (2007), investigated Chinese principal leadership capacities as perceived by master teachers. Unlike in many developed countries where studies on principals competencies are available in multitude, such studies are still at its low in Malaysia. Keeping in mind the importance of role of the principal as a leader within the secondary school system, it is imperative to examine the leadership style in facilitaing change such as integrating ICT within school context. This is particularly so because of the fact that schools in this country serve for the large section of national students. Most studies in this country have focused on leadership qualities, rather than leadership style. The study therefore intends to fill this gap by investigating the perception of teachers on the leadership style of their principals in terms of facilitating change in implementing ICT utilization among teachers within school setting. Leadership Change Facilitator Style Previous research on leaders has explored traits, such as height, race, and gender. The work of Fiedler (1978) suggested that leaders style was dependent upon contingencies; meaning that different styles are needed for different styles. Blake and Mouton (1964) wrote that how a leader leads was in two dimensions; one in task and one in relationships. It was thought that the most effective leaders had high levels in both task and people skills. The level of maturity of the followers was thought to be reflective of the leaders success by Hersey and Blanchard (1988). Nearly all of the research on leaders and leadership models was built upon business and industry contexts. Educational organizations, namely schools, have much less to draw upon for research on leaders. What is lacking even more is the examination of leaders within the change processes. Research is rich in the areas of leadership and leaders. Debates are not difficult to find on the topics of effective leadership; what makes it, who has it, and how does one do it. An essential component to effective leadership in todays schools is the facilitation of change. How leaders implement changes can lead to either the success or the failure of any innovation. Change continues as a theme in all educational discussions. In 1992, Fullan and Miles wrote about getting reform right in schools. We can say flatly that reform will not be achieved until these seven orientations have been incorporated into the thinking and reflected in the actions of those involved in change efforts (p. 744). Those seven orientations are listed in Figure 2. One of the objectives of this research, like a few preceding it, is to identify the specific kinds of combinations of behaviors that principals can and should exhibit on a day-to-day basis to bring about increases in student achievement through implenting ICT utilization among teachers. Figure 1. Fullan and Miles orientations of change. If the role of the principal is critical, then it should be possible to identify principals actions that directly relate to increasing the academic performance of students on standardized testing. An understanding that has been developed through the work of Hall, Hord, and Griffin (1980) is the principle that not all principals are the same. Principals view their role and priorities differently and operationally define their roles differently in terms of what they actually do each day (Hall, Ruthoford, Hord, Huling, 1984) All leaders have a style. That has been established in research on industrial organizational leadership, change process, and educational administration. What has not been established is that there is not an operational definition of style. Furthermore, there is not a distinction drawn between leader behavior and leader style. The terms, and more troubling, the concepts have been used interchangeably. In most studies, followers were asked to identify individual behaviors of leaders, not the leaders behaviors in total. In 1978, Thomas conducted a study on 60 schools, looking at the role of school principals in managing diverse educational programs. As a result of this study, she identified three patterns of principal behavior, and identified them as: Director, Administrator, and Facilitator. Director principals maintained an active interest in all aspects of the school from curriculum and teacher to budgeting and scheduling. Administrator principals were said to make decisions in areas affecting the school as a whole, this, leaving teachers with a great deal of autonomy. Facilitator principals thought of themselves as colleagues of the faculty, and perceived th