Lord Of The Flies Essays (455 words) - English-language Films

Lord Of The Flies William Golding Why and how Golding wrote the Lord of Flies? Golding moved to London to be a social worker so he knows how kids act without any supervision. He also became a teacher and knows how kids act when they are together for a long time. Golding joined the Royal Navy and he also served on a cruiser. That gave him some knowledge about war and maybe some nuclear war. At the end of his career com7anded a rocket launching He saw action against battleships, submarines, and aircraft. He was in the D-Day invasion on Germany. Golding active participation in world war two influence on the novel The Lord of Flies. Bibliography Plot In the story it best explains that there was a nuclear war going on. There was a plane in flying out of the nuclear war and crashed and the pilot dies but most of the children survive. First some boys find each other they names are Ralph and Piggy. When Ralph and Piggy find a conch and piggy tells Ralph to blow in it and the kids will hear it and come to see what it is. They find several other kids and determine who the leader is going to be. Some of the main characters in the story are Simon, Jack, Littuns, and the Bigguns. Everyone votes for Ralph to be the leader and Jack to be the hunter. Ralph decides to build a big fire so that a passing ship will see it but the fire gets out of control and the little boys that was complaining about a monster ends up missing. William Golding Why and how Golding wrote the Lord of Flies? Golding moved to London to be a social worker so he knows how kids act without any supervision. He also became a teacher and knows how kids act when they are together for a long time. Golding joined the Royal Navy and he also served on a cruiser. That gave him some knowledge about war and maybe some nuclear war. At the end of his career com7anded a rocket launching He saw action against battleships, submarines, and aircraft. He was in the D-Day invasion on Germany. Golding active participation in world war two influence on the novel The Lord of Flies. Then Simon and Eric tell Jack that there is a beast on the Island and that they should go kill it. Everyone goes crazy and decides to hunt the pig. The hunters kill Simon because they thought he was the pig. Jack kills Piggy by pushing him off a cliff. Piggy was only trying to get his glasses back. Ralph escapes death from Jack and runs to the navel officer. Book Reports

The eNotes Blog How To Live a Life That Matters Maya Angelou on Love andAttitude

How To Live a Life That Matters Maya Angelou on Love andAttitude Maya Angelou  was born on April 4, 1928 and is true to the title of her own poem, a â€Å"Phenomenal Woman.† Few people can say they have been a novelist, actress, singer, director, scholar, researcher, poet, and brothel madam, yet Angelou has filled all of these roles and many more, including being an integral part of the civil rights movement. Decades after her time on Earth, many of us still hold  I Know Why the Caged Bird Sings,  And  Still I Rise,  Amazing Peace, and her  other works  close to our hearts. As a survivor of poverty, familial discord, and a harrowing childhood, Angelou was able to turn her remarkable, tumultuous life into creative inspiration that is  still  inspiring us today. (Source: ) Ive learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. If you dont like something, change it. If you cant change it, change your attitude. Love recognizes no barriers. It jumps hurdles, leaps fences, penetrates walls to arrive at its destination full of hope. There is no greater agony than bearing an untold story inside you. When someone shows you who they are, believe them the first time. Try to be a rainbow in someones cloud. We may encounter many defeats but we must not be defeated. You may write me down in history with your bitter, twisted lines. You may trod me in the very dirt, but still, like dust, Ill rise. Nothing will work unless you do. You may not control all the events that happen to you, but you can decide not to be reduced by them. Whatever you want to do, if you want to be great at it, you have to love it and be able to make sacrifices for it. All great artists draw from the same resource: the human heart, which tells us that we are all more alike than we are unalike. Theres a world of difference between truth and facts. Facts can obscure the truth. The ache for home lives in all of us, the safe place where we can go as we are and not be questioned. If I am not good to myself, how can I expect anyone else to be good to me? Have a question about Maya Angelou? Ask your question on Homework Help or browse answered questions about her  here.

Business and service marketing 1 Essay Example | Topics and Well Written Essays - 1500 words

Business and service marketing 1 - Essay Example Those with existing brand value have been successful in reaping the benefits of e-commerce. Tesco, the giant retailer, is UK’s largest retailer in terms of market share and the world’s biggest e-grocer (Yoruk & Radosevic, 2000). Sustained competitive advantage can be gained by offering what creates value for the customers. Porter defines value as ‘what buyers are willing to pay’. Bevan and Murphy (2001) contend that firms can do this by either lowering the costs or doing something different from competitors. Tesco had initially launched their online channel Tesco Direct but today they have moved beyond online grocery retailing and offer a wide range of products. Their website www.tesco.com enables the customers to buy online from their familiar local store. The pricing and inventory system is linked directly to Tesco.com so that the customers can select the good at the prices they are used to (MÃ ¼ller-Lankenau, Klein & Wehmeyer, 2004). They charge a nominal fee as delivery charges for their online customers. Besides, Tesco had the first-mover advantages in introducing online grocery shopping but in addition, it gained its market leading position by educating and empowering its customers to ta ke up the online channel (Tse, 2005). This created the point of differentiation which added value to its service offering, thereby giving it the competitive advantage. Another point of differentiation in its services that Tesco has created is that it is the only retailer whose site is accessible by the disabled or the impaired people. The government of UK is attempting to make improve the quality of their life so that they live as normal a life as others. Tesco has taken the step and integrated accessibility into the main stream grocery site (Mairs, 2006). This accessible website was created for the partially sighted and blind people but had more of the normal visitors as well. This helped it to improve its customer base and the bran

E-participation model Dissertation Example | Topics and Well Written Essays - 750 words

E-participation model - Dissertation Example Since attitude can significantly affect their behavioral intention to use e-partipation, several studies purposely has decided to adopt the use of TAM as a way to explore and examine the end-users’ attitude on e-participation (Sahari et al., 2012; Wang and Lo, 2012; Hung, Chang and Yu, 2006). To identify factors that could affect people’s intention to use the e-government system in Malaysia, Sahari et al. (2012) conducted a cross sectional study. According to Sahari et al. (2012), factors that can affect the citizen’s use of e-government system include not only the perceived ease of use but also other factors like â€Å"perceived usefulness†, â€Å"social influence†, â€Å"attitude†, â€Å"trust†, â€Å"intention to use behaviour†, â€Å"ICT infrastructure†, and the â€Å"personal background† of each person (i.e. age, race, educational attainment, skills in using ICTs, and service group). Based on the research find ings, factors like â€Å"perceived ease of use†, â€Å"perceived usefulness†, and â€Å"social influence† has a strong impact on â€Å"users’ attitude† and that factors like â€Å"attitude† and â€Å"trust† strongly influence the â€Å"users’ behavioural intention† to use the e-government system (Sahari et al., 2012, p. 329). ... 100 – 101). With regards to attitude behaviour, Hung, Chang and Yu (2006) conducted a primary research study which aims to examine the impact of dependent variables such as â€Å"perceived usefullness†, â€Å"perceived ease of use†, â€Å"perceived risk†, â€Å"trust†, â€Å"personal innovativeness†, and â€Å"compatibility† on attitude and the impact of attitude on the general public’s intention to use e-government services. Based on the research findings, perceived usefullness, perceived ease of use, trust, personal innovativeness, and compatibility has a strong positive impact on attitude and that attitude has a positive impact on intention to use e-government services (Hung, Chang and Yu, 2006). Using on environmental factors such as â€Å"subjective norms† and â€Å"perceived behavioral control† as well as the citizens’ attitude towards the use of internet and mobile technology in e-democracy, Nchise (2 012) purposely investigated the citizens’ decision on technology adoption. After examining e-democracy in the concept of â€Å"planned behavioral theory†, Nchise (2012) found out that â€Å"environmental subjective norm positively influences the citizens’ attitude to adopt e-democracy†; â€Å"citizens’ perceived behavioral control over e-democracy positively influences their attitude to adopt e-democracy†; and that the â€Å"citizens’ attitude toward e-democracy positively influences their intention to adopt e-democracy†. Wang and Lo (2012) also conducted a research survey study which aims to examine factors that will somehow influence the citizens’ intention to use e-government websites. Based on the research findings, Wang and Lo (2012) found out that factor such as â€Å"perceived usefulness† and â€Å"perceived ease of use† has a strong impact

History Of Mathematics Essay Example | Topics and Well Written Essays - 250 words

History Of Mathematics - Essay Example Fermat, Descartes and Mersenne were all friends who shared mathematical ideologies. Descartes and Mersenne were both educated at the Jesuit College of La Flà ¨che. For this reason, they shared many ideals. Mersenne’s greatest contribution to philosophy was taken to be his passionate defense of Descartes. Mersenne was Descartes’ agent in Paris and even visited him severally while he was in exile in Holland (Bernstein, 1996). Mersenne founded a private academy where a large number of renowned mathematicians in France shared their research. Mersenne used the academy as a forum to spread the ideas of Descartes who was in Netherlands. Mersenne helped in the publication and dissemination of Descartes’ discourse method in 1637. He was also in-charge of soliciting the disputes that arose from Rene Descartes’ Meditations. For this reason, they corresponded very well (Koyre, 1992). Mersenne also corresponded with Fermat because he promulgated his ideas and mediated disputes arising from his works. For Descartes, Fermat and Mersenne, mathematics was their passion. Fermat was known to be a busy lawyer who really loved math as a hobby (Bernstein, 1996). Since math was just a hobby to him, he did not want his contributions to be published. The one thing that was published was done so anonymously. His international reputation as a mathematician was as a result of his link with Mersenne. Along with Descartes, Fermat was taken as one of the fathers of analytical geometry (Koyre, 1992). Descartes, Fermat and Mersenne are linked by their contributions to mathematics and their corresponding

Education Before And After French Revolution History Essay

Education Before And After French Revolution History Essay The French revolution enabled a major shift in the history of modern France, and it even affected the rest of the European communities. Indeed, such great incidents like the French revolution would change a lot in the systems of France, regarding to the educational system which was highly effected, In order to talk about the effect of the French revolution over the education in France, the state of the French education before the revolution must be well understood. I believe, The French revolution gave the education in France a great chance to start developing and spreading. The educational facilities before the French revolution and under the Ancien regime were in a better position than any other European country. France had witnessed an improvement in the educational activities cased by the Renaissance, and that was in the middle of the 16th century. But yet the educational institutions were badly distributed, and needed to be reformed. Although France had witness a lot of religious conflicts, which concluded with the country being taken over effectively by the Catholic domination. We can say that the government involvement in the matters of education was not that great and the Catholic church had the huge part of taking control over the educational system. According to La Chalotais, in general, the Kings government left all matters pertaining to education in the hand of local bishop and the religious orders(1971). In spite of the fact that the educational system was directly or indirectly under the control of the Church, but we can not pass by and not mention that the state has show concerns about the education in France in many ways, for example, in 1698 a decree was issued that children from the age of seven were to be obliged to attend Catholic schools up to the age of fourteen. One significant educational development was the change of the scholars language from Latin to French. Reaching the period exactly before the revolution, the idea of a general education started to develop in France. Since that, during the French revolution (1789-1799) The state of the country was not stable at all, most people would think that the education is the last thing French people would think about in such crises, but the truth was that the leaders of the revolution had the education in their priorities. And in the early stages of the revolution there was a lot of concerns about the revolution, but few institutional actions. Still, by 1789 the level of development of the French system of education was remarkable for its time. Enrolment in elementary schools was relatively high and 562 secondary schools boasted 74,747 student, 40,000 of whom had scholarships(4). It is true that the destructive component of the revolution has effected the education, but the only explanation was because what ever was before the revolution has to go. But it is fair to say that the revolutionaries also looked at the state of the education from many aspects, like the duties and prerogatives of the state, the r ights of parents, the potential benefits of higher education, the economic needs of the nation, the necessity for training teachers, and the suitable status of the teaching profession in a republic(5). The first changes made to the French community were basically related to religion. It can be said that the revaluation wanted to change any thing related to the old system, including the great position that was occupied by the church. In fact , as the revolutionaries were destroying the statues that presented the church at Notre Dame, they were removing every influence made by the church in the education system. What was really weird and in the same time interesting, is that the leaders of the revolution were willing to change almost anything related to the old system except the idea of educating women. Actually most of the revolution leaders believed that only men should have the right of education because they will engaged in the state affairs. And women do not need education becaus e their role was to take care of the family and the raise children. By 1794 a kind of a normal life was founded, and that was a result of the execution of Robespierre. This kind of normal life gave the government the chance to give attention to the education reform. A decree soon followed, that the number one important thing regarding the education was the training of teachers. And the curriculum of the schools contains republican morality and the public and private virtues, as well as the techniques of teaching reading, writing, arithmetic, practical geometry, French history and grammar; and books must be used and not any books but the ones which is described in the Convention.(1) One more thing the revolutionaries wanted to make sure to change was the spoken language, as there were a great many different languages and dialects were spoken. The Revolutionary Government left the part of guiding citizens to one language to schools.(6) According to Vignery, although the Old Regime system creased to exist, some schools on all levels survived the onslaughts of the Revolution.(5) These schools called private schools. Baileys historical study of the French colleges shows clearly that they survived the revolutions radical stages by adapting to their changing environment and mobilizing the resources they had inherited from the Old Regime.(4) Larger and wealthier schools were more likely to remain open . in 1798 the government tried to take over the control on these schools but no much success was established, but in 1799 the government managed to control private schools in some regions. And in an attempt of the government to have a competitive advantage over any private school, the government had a condition that if some one want to get a position with the government to apply an evidence that he had went to a Republic school.(1) As oboist of some might expect, the state of French public education especially the one of central schools, was weak. Number of flows was there, for example the lack of efficient teachers and more substantial the lack of efficient students as well. Actually, the schools of Paris and other areas with high rate of population did very well, but in the rest of the country things was not as good as they should be. Another serious problem was that requires of a graduate from a central school was not really reasonable at all times, either academic or curricular. Lastly, we can say that the central schools did not reach the goals it was made to establish. And it needed some one great to help reaching these goals. After the revolution, and under the new system Napoleon toke over most of the power. And in 1804, Napoleon became the Emperor of France and had the ultimate control over the government. Napoleon managed to make France the most powerful country of Europe and that was by making a lot of changes in the system of the country. Napoleon always believed in education and had it in its priorities, and he also believed in efficient kind of education and for this to come true, education in France must spread majorly especially regarding the secondary level.There was number of problems that the French people complained about, like the lack of schools in several areas plus the lack of efficiency in the teaching faculty, not to mention the lack of commitment to attend among students and in some areas the lack of religious kind of education.(1)

Blending Reality and Fantasy in Going After Cacciato Essay -- Going Af

Blending Reality and Fantasy in Going After Cacciato by O'Brien As O'Brien's third novel, Going After Cacciato is one of his most acclaimed works. The book brings to the reader many chilling aspects of war while developing a connection between the reader and the narrator. After many years, Going After Cacciato still dominates over more recent war novels by providing a unique glimpse into the soldiers mind. O'Brien reflects upon his wartime experiences in Vietnam while successfully blending reality and fantasy in an original war story. In the first chapter of the book, the relationship between the story and its title is quickly made. As the character who encites the chase, Cacciato embarks on the seemingly ludicrous journey to Paris. A voyage of eighty six hundred miles on foot is not one to be taken lightly. To get an idea of the distance that Cacciato is planning to transverse, imagine walking across the United States four times bringing only what one can carry. Paul Berlin, to whom Cacciato has divulged his travel plans, and his unit begin on a mission to retrieve Cacciato. Told from Berlin's viewpoint, the story is revealed from the experiences of a person who questions his own purpose in the war. The soldiers are literally walking away from the war as they follow Cacciato through the jungles of Vietnam. Paul's journey with the others is occasionally broken up by sudden lapses into the past. Such unexpected transitions have positive and negative affects on the reader. The latter result is immediate; the quick t opic changes add an element of confusion as to what exactly is happening in the novel. However, the divisions also attribute to increased interest during these flashbacks as they break up the monotony of the mar... ...he war. This war is not one only fought by weapons but is fought inside the soldier's mind. The minds, which O'Brien creates, reveal the convoluted aspects of war. Going After Cacciato succeeds because the story is written to create a link between the reader and the characters in a familiar, yet fictional world. Works Cited 1. "O'Brien, Tim." Current biography Yearbook. 1995 ed. 2. "Tim O'Brien's Homepage, Novelist." 24 April, 1997. <http://www.illyria.com/tobhp.html> (10 May 1997). 3. Chisdes, Jonathan. "Moral Questions In Tim O'Brien's Going After Cacciato: How To Do Right In An Evil Situation." 10 August 1995. http://www.nightmare.com/~jon/cacciato2.html (9 May 1997). 4. Devine, Mary. "Love and War in the Land o' Lakes." MPLS-St. Paul Magazine Oct. 1994: 179. O'Brien, Tim. Going After Cacciato. New York: Dell Publishing, 1978. Blending Reality and Fantasy in Going After Cacciato Essay -- Going Af Blending Reality and Fantasy in Going After Cacciato by O'Brien As O'Brien's third novel, Going After Cacciato is one of his most acclaimed works. The book brings to the reader many chilling aspects of war while developing a connection between the reader and the narrator. After many years, Going After Cacciato still dominates over more recent war novels by providing a unique glimpse into the soldiers mind. O'Brien reflects upon his wartime experiences in Vietnam while successfully blending reality and fantasy in an original war story. In the first chapter of the book, the relationship between the story and its title is quickly made. As the character who encites the chase, Cacciato embarks on the seemingly ludicrous journey to Paris. A voyage of eighty six hundred miles on foot is not one to be taken lightly. To get an idea of the distance that Cacciato is planning to transverse, imagine walking across the United States four times bringing only what one can carry. Paul Berlin, to whom Cacciato has divulged his travel plans, and his unit begin on a mission to retrieve Cacciato. Told from Berlin's viewpoint, the story is revealed from the experiences of a person who questions his own purpose in the war. The soldiers are literally walking away from the war as they follow Cacciato through the jungles of Vietnam. Paul's journey with the others is occasionally broken up by sudden lapses into the past. Such unexpected transitions have positive and negative affects on the reader. The latter result is immediate; the quick t opic changes add an element of confusion as to what exactly is happening in the novel. However, the divisions also attribute to increased interest during these flashbacks as they break up the monotony of the mar... ...he war. This war is not one only fought by weapons but is fought inside the soldier's mind. The minds, which O'Brien creates, reveal the convoluted aspects of war. Going After Cacciato succeeds because the story is written to create a link between the reader and the characters in a familiar, yet fictional world. Works Cited 1. "O'Brien, Tim." Current biography Yearbook. 1995 ed. 2. "Tim O'Brien's Homepage, Novelist." 24 April, 1997. <http://www.illyria.com/tobhp.html> (10 May 1997). 3. Chisdes, Jonathan. "Moral Questions In Tim O'Brien's Going After Cacciato: How To Do Right In An Evil Situation." 10 August 1995. http://www.nightmare.com/~jon/cacciato2.html (9 May 1997). 4. Devine, Mary. "Love and War in the Land o' Lakes." MPLS-St. Paul Magazine Oct. 1994: 179. O'Brien, Tim. Going After Cacciato. New York: Dell Publishing, 1978.

My Desired Leadership Style the Transformational Leader

I aspire to be a transformational leader. Transformational leaders possess the unique to inspire their subordinates to be the best they can be. This leadership style can be used for good or bad some Dr. Martin Luther King Jr. and Adolf Hitler were both transformational leaders. No matter what the circumstances are that motivate a transformational leader, they must possess values that guide them through their leadership. There is no cookie cutter example of a transformational leader each leader has their own way of doing things but an authentic transformational leader must utilize certain skills, competencies, experiences, knowledge, and traits. I personally believe that it is very important for a leader to have a versatile leadership approach. As I have developed my leadership skills over the past few years I have experienced uncomfortable situations and different personalities than my own and I have had to evolve my or change my leadership style based on the circumstances that I was faced with. Although I have had to adopt some characteristics or traits from other leadership styles I believe my core leadership style would be considered transformational leadership. Based on what I know about myself and what I have learned from others is that I am currently a transformational leader, but I desire to be a better transformational leader. What is a Transformational Leader? Transformational leadership is a type of leadership style that leads to changes in those who follow. A leader who is transformational motivates by transforming the identities and goals of individuals to coincide with those of the group (Lovaglia, Lucas, & Baxter, 2012). Transformational leaders have the innate ability to inspire their followers into action to achieve a common goal. For example during the 2008 presidential campaign Barrack Obama used his transformational leadership style by inspiring many, who had never voted before to get out and vote. Through his inspirational speeches, grassroots movement to register voters, and his seemingly American Dream come true life story he was able to, for a short period of time inspire and motivate an otherwise jaded and broken country that had been fractured among racial and economic lines for years to believe in and demand change. Transformational leaders are generally energetic, enthusiastic and passionate, and they invoke a since of ownership and pride in their followers. When faced with a problem or issue within an organization the transformational leader can create relay a message so that it is either accepted with enthusiasm or without contention. Instead of trying to force change on their subordinates the transformational leader creates an atmosphere of even exchanges of thoughts and ideas toward the changes. This type of leader seeks to motivate followers by transforming their conceptions of self and their private goals to coincide with the larger purposes of the group. Rather than working for money, employees work to be part of the success of a larger mission. The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when â€Å"leaders and followers make each other to advance to a higher level of moral and motivation. † Through the strength of their vision and personality, transformational leaders are able to inspire followers to change expectations, perceptions and motivations to work towards common goals. Later, researcher Bernard M. Bass expanded upon Burns original ideas to develop what is today referred to as Bass’ Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect and admiration from their followers. Bass suggested that there are four components of a transformational leadership which are intellectual stimulation, individualized consideration, inspirational motivation and idealized influence. Intellectual stimulation is when the leader encourages their followers to be creativity, the followers is encouraged to explore new ways of doing things. Recognizing that all followers are not the same is an important aspect of a transformational leader’s influence, offering support and encouragement to individual followers, that leads to an increased since of accomplishment and self-esteem is considered individualized consideration. Inspirational motivation is when the leader can invoke the same passion and enthusiasm that they have about a vision and goal, in their followers. On January 20, 1961 President John F. Kennedy inspired and an entire county with one sentence from his inaugural speech â€Å"ask not what your country can do for you — ask what you can do for your country†. This important quote inspired Americans to take action and make changes during the 1960’s the country changed the way it looked at civil rights, women’s liberation and war. Idealized influence is the same as leading by example, because followers trust and respect the leader they tend to model their behavior and actions after the leader and began to internalize and adopt the leader’s ideas. Modern Day Transformational Leader A good example of a modern day transformational leader is Bill Gates, former chief executive and current chairman of Microsoft, the world’s largest personal-computer software company, which he co-founded with Paul Allen. Bill Gates can be considered a transformational leader because he is regarded by his followers as an expert and visionary in his field, also has gained respect and credibility based on his past management experience. Through his philanthropic work and can do attitude he leads by example. Transformational leaders build trust in their leadership and attainability of their goals through an image of seemingly unshakable self-confidence, strength of moral conviction, personal example and self-sacrifice, and unconventional tactics or behavior. They are perceived to have unusual insight and ability to act in a manner consistent with their vision and values. Gates has managed to display most of the characteristics of a transformational leader. Why I selected this Leadership style? The reason I chose transformational leadership as my desired leadership style because this leadership style is most aligned with my natural personality according to the traits of a transformational leader. I strive to be a transformational leader because transformational leaders in my experience are the most successful and have more respect and loyalty from their followers. Transformational leaders have the ability to make an impact on not only organizational growth but also the personal and professional growth of those that work for and with them. I want to be a transformational leader because I want to be a solution to the problem instead of complaining about or being part of the problem and I want to guide people to do the same. I live by the old adage â€Å"if you’re not part of the solution you are part of the problem†. Transformational leaders are part of the solution. Important Values The values I feel are important for me to model the transformational leadership style are adaptability, openness, enthusiasm, and morality. Adaptability is an important value for a transformational leader to have because they must adapt their leadership style to the different personalities, needs, and skills of their team. Act as a mentor or a coach more so than a boss. Assign and delegate work based on talents and interests, but also challenge their comfort zones. This was the value I struggle with the most because I am stubborn and I am at tine relentless in my beliefs and I sometime refuse to bend. In order for a transformational leaders to transform effectively they need to foster innovation by challenging assumptions about what can and cannot be done. React to mistakes and failures in a way that shows that risk-taking is condoned. Give support, provide resources, and remove barriers to change. Approach problems as learning opportunities. By showing that there is value in independent thinking and reward people who challenge. By allowing an atmosphere that promotes creativity and inspires change a leader has to be open to idea’s that are different. In order to guide a team in the direction the leader needs the group to go is by measuring and monitoring results in order to even began to inspire anytime of inspirational a leader needs to start with setting a vision, strategy, and goals. Then motivate them to bring their best by expressing the leader’s passion, by communicating with confidence and optimism, and connecting tasks to a greater purpose. It is important for a leader to have morals and lead by example, and act with integrity and ethical standards; with both behaviors and words. Just as small children mimic and emulate their parents, subordinates will take note of what their leader does and use it as a template for how they act and behave. It happens automatically and subconsciously, whether the behavior is positive or negative—people will follow a leader’s example. Model of a Transformational Leader In order to model the transformational leadership style there are certain skills competencies, experiences, knowledge and traits that a person needs to possess. According to the Piedmont Resources group a Real Estate consulting group and Small Business Advisor a transformational leader should possess 5 skills. Those skills are communicate vision and goals clearly and without uncertainty, being able to listen, collaborate and empower, build relationships, provide intellectual stimulation, and lead by example. In order for people to follow a leader a leader must be able to set the road map for the trip the group is about to take. A true leader provides a clear direction with confidence and certainty. Hearing a massage and listening to a message are not the same thing, they are not hearing is a biological process that can be scientifically explained, listening is a psychological phenomenon. Listening is the ability to process what you here. When a leader listens to their followers there collaboration becomes effective and then the leader can empower followers to create change. Relationship building is a given part of the leader and subordinate roles. Building Relationships that Work helps you revitalize the relationships that affect the quality and profitability of your business. It goes beyond strategies for influencing the behavior of others to provide a process for creating clear communications, effective collaboration, and relationships that achieve results (http://executiveeducation. wharton. upenn. edu, 2013). Transformational leaders stimulate the efforts of their followers as regards innovativeness and creativity, stimulate permanent reexamination of the existent assumptions, stimulate change in the way of thinking about problems, and plead the use of analogy and metaphor. The last and most important skill needed by a transformational leader is the ability to lead by example a transformational leader needs to show followers the correct behavior by modeling appropriate actions. For me I am fulfilling my dream of being a leader in my company. I feel that I possess most of the qualities of a transformational leader. My only problem is that I have I am fairly new and I do not have an extensive leadership background that is needed to be a strong transformational leader. I think that I possess all of the skills needed to be a transformational leader. In fact I was just evaluated 2 weeks ago by our company’s Vice President and I was complimented on being and effective and enthusiastic leader who turned a struggling team around. Conclusion Transformational leaders are individuals who with their own knowledge, imaginations and ability to influence the behavior of people, make conditions for transforming. The key to being a successful transformational leader is producing real change through people to achieve the company’s ultimate goal through inspiration rather than fear, intrinsic rewards rather than monetary rewards and creating an atmosphere of innovation. References http://executiveeducation.wharton.upenn.edu. (2013, July 13). Retrieved from The Wharton School :Aresty Institute of Executive Education: http://executiveeducation.wharton.upenn.edu/for-individuals/all-programs/building-relationships-that-work Lovaglia, M. J., Lucas, J. W., & Baxter, A. (2012). The Transforming Leader: New Approaches To Leadership For The Twenty-First Century. (C. S. Pearson, Ed.) San Francisco, California: Berrett-Koehler Publishers, Inc. Shriberg, D., & Shriberg, A. (2010). Practicing Leadership Principles and applications. Hoboken, NJ: John Wiley & Sons, Inc.

Free Essays on Innocence Vs. Experience As Seen Through Two Literary Works

A central theme for the works of many authors is innocence and experience. This is shown in Neil Gaiman’s Neverwhere and James Morrow’s City of Truth where the protagonists give up their innocence for experience. By breaking innocence the protagonists discover places they never knew existed and, thereby, benefit from the experience that they gain. In the novel Neverwhere by Neil Gaiman, the protagonist, Richard Mayhew, lives a dull and routine life. That is until one night while strolling the streets of London he finds a strange girl bleeding and decides to help. From then on he becomes exposed to a world he never knew existed. He discovers the true underworld of London in the shadowy crevices of the sewers, rooftops, and subway trains and those that live in this dreary, enigmatic existence. The innocence of his old life is now broken because of the discovery of this new realm. Through the encounters and experiences he faces he finds love, adventure, and himself in the end. Through this we learn that through experience we may be able to grow as people for the better. James Morrow’s City of Truth is set in a world without lies and falsehoods of any kind. Th people in it have become conditioned to the truth; no matter how brutal it may be. Jack Sperry, the main character, is forced to learn how to lie after his son contracts a rare disease. Jack believes in an experimental theory of healing he comes upon that is based on a placebo-like method where Jack’s son is put in an environment where he does not know he is at all ill and through this he should become better. To execute this theory Jack is faced with the conflict of learning how to lie which is forbidden. In his search to find a way to lie Jack comes upon a rebellious group against the government that have attained the art of lying. With their assistance Jack shed’s his innocence and learns to lie as well and makes it possible to save his son. From this book we ca... Free Essays on Innocence Vs. Experience As Seen Through Two Literary Works Free Essays on Innocence Vs. Experience As Seen Through Two Literary Works A central theme for the works of many authors is innocence and experience. This is shown in Neil Gaiman’s Neverwhere and James Morrow’s City of Truth where the protagonists give up their innocence for experience. By breaking innocence the protagonists discover places they never knew existed and, thereby, benefit from the experience that they gain. In the novel Neverwhere by Neil Gaiman, the protagonist, Richard Mayhew, lives a dull and routine life. That is until one night while strolling the streets of London he finds a strange girl bleeding and decides to help. From then on he becomes exposed to a world he never knew existed. He discovers the true underworld of London in the shadowy crevices of the sewers, rooftops, and subway trains and those that live in this dreary, enigmatic existence. The innocence of his old life is now broken because of the discovery of this new realm. Through the encounters and experiences he faces he finds love, adventure, and himself in the end. Through this we learn that through experience we may be able to grow as people for the better. James Morrow’s City of Truth is set in a world without lies and falsehoods of any kind. Th people in it have become conditioned to the truth; no matter how brutal it may be. Jack Sperry, the main character, is forced to learn how to lie after his son contracts a rare disease. Jack believes in an experimental theory of healing he comes upon that is based on a placebo-like method where Jack’s son is put in an environment where he does not know he is at all ill and through this he should become better. To execute this theory Jack is faced with the conflict of learning how to lie which is forbidden. In his search to find a way to lie Jack comes upon a rebellious group against the government that have attained the art of lying. With their assistance Jack shed’s his innocence and learns to lie as well and makes it possible to save his son. From this book we ca...

Statistics for the Behavioral Social Sciences

Statistics for the Behavioral Social Sciences Parental involvement in their children education Introduction Researchers have carried out various researches regarding parental involvement in education of their children, with many reports implying that increased levels of parental participation in the child’s education can improve the student’s academic achievements.Advertising We will write a custom research paper sample on Statistics for the Behavioral Social Sciences specifically for you for only $16.05 $11/page Learn More Generally, children are mainly educated by their parents and teachers throughout their lives. Parents play a very important role in education, by partnering with teachers and students to enhance running of the education systems effectively. In order to assist the parents to become aware of the effectiveness of their partnering in education, teachers should involve dialogue with the parents early enough to discuss about the parents’ hopes and aspirations for thei r child. Their understanding of the child needs and their suggestions about the ways that the teachers can help allow the teachers to be able to highlight their limitations and invite parents to participate in their child’s education in definite ways (Nieto, 1996). For the child to perform well academically, it requires substantial support from parents. Parents involvement in education of a child takes several ways including â€Å"good parenting, provision of a secure and stable environment, intellectual stimulation, parent-child discussion, good models of constructive social and educational values and high aspiration relating to personal fulfillment and participation in the school events, work and governance† (Desforges Abouchaar, 2003. P.5). Therefore, the parents involvement normally touches on the school life and the individual assistance offered to the child at home and at school. Parents and the school are very vital in the roles they play in the childrenâ€℠¢s education and their impact can be greater through partnering in their duties, since there is no clear line to show where the parents’ input stops and the teachers’ input begins in children education (UK Department for Education and Skills, 2003). Statement of the Problem What are the impacts of parental involvement on the educational progress of the children? For many researchers and educational experts, increased parental involvement in children education is always associated with positive students’ achievements; however, others disagree about what really makes the involvements to influence the students’ performance positively. For the antagonists, they believe that studies to justify increased parental involvement lack scientific rigor, are mainly based on assumptions, the positions they support are not tenable, and many programs and policies supporting parental involvement are explicitly based on the evidence that does not exist. In addition, they m ay lead to ambiguity in regards to what parental involvement programs and policies actually are able to accomplish (Educationalliance, 2010). Based on the above situation, this paper will review researches to check the impact of parent involvement at home and at school in their children schooling.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Literature review Parental involvement programs are mostly crafted to be composed of several means of training and participations for parents to work with schools and teachers. Parent involvement normally begins with contacts (phone calls, visits) in which the teachers update parents on the student progress and seek parents assistance. The second stage of parent participation involves home learning activities. Parents largely use the following methods to aid students’ learning. First, â€Å"reading activities in which parents listen, correct, and praise their children’s reading; secondly, teacher advised discussions about television programs that parents and children watch together; and instructional techniques designed for parents to help with homework† (Moles, 1982, P.45). Many of the surveys conducted in this area have indicated that both parents and teachers support increased parent involvement in their children education. Although parent involvement is widely favored, it is faced by some challenges including: first, teachers’ and parents’ conflicting family commitments and time constraints. Others include parents’ and schools’ conflicting perception of learning priorities, teacher’ low expectations of parents’ efforts, parents’ inability to handle their students’ family problems, and finally, a history of negative communications between the home and school (Moles, 1982, P.45). Parent’s involvement in their children’s educati on has always received much support with schools, teachers, and institutional systems coming up with programs and patterns for encouraging parents’ involvement in the education of their children. After reviewing research findings, it was concluded that â€Å"a joint and well organized effort by parents and teachers is very important to handling more successfully the problems of discipline, motivation, and the development of good work habits at home and in school by working with parents† (Gallup, 1978). Parent participation on students achievement is much encouraged at preschool. According to Bronfenbrenner (1974), having reviewed several of early intervention programs, it was concluded that the active involvement of family is very vital to the success of the programs, and it strengthens and helps to maintain the effects of school parent involvement programs. Sometimes, there are mixed reactions to parent involvement in education, with schools and teachers tending to su pport some parental participation well, and at the same time not being contented with other parental participation. According to Williams (1981), after analyzing â€Å"the evaluation of a variety of parent involvement by elementary teachers in a six state regional survey, it was concluded that the teachers were not very supportive about parent participation in curriculum development, instruction, or school governance.†Advertising We will write a custom research paper sample on Statistics for the Behavioral Social Sciences specifically for you for only $16.05 $11/page Learn More Ideally, parent support was justified and at the same time enhanced through teachers’ assistance despite limitation of opportunities by schools for both to co-work effectively. In a similar study conducted on the same setup of the principals, Williams (1981) observed that principals valued parent involvement in children’s home learning for several reasons: it ai ds schools by strengthening school learning, and is within parents’ capabilities; but they also felt that parents lack adequate training to prepare them for an active role in children’s home learning. Studies have been conducted to assess how poorly educated and low- income parents are affected in their parental involvement. Due to challenges faced by these parents, some schools have developed programs to aid them in assisting their children schooling. For example, â€Å"the Parent Plus program in Chicago brings such parents into the school one day a week to learn how they can help at home with current school work and expand their homemaking and community-related skills† (Moles, 1982, P.46). Further, to understand the impact of parents’ involvement at school and in the home learning for their children, this paper will look at research conducted by Sui-Chu and Willms in 1996 to check how parents supported their children school progress. Chu and Willms got their data from â€Å"the US National Educational Longitudinal Study (NELS) based on a sample of around 24600 8th grade students in a stratified sample drawn from 1500 schools, with the evidence being collected from student and parent questionnaires and was gauged using standardized attainment tests in mathematics and reading† (Sui-Chu and Willms, 1996). The table below shows the items contained in the questionnaire. Talk with mother How often have you talked [to your mother or female guardian] about planning your high school program? (0 = not at all, 1 = once or twice, 2 = three or more times) Talk with father How often have you talked to [your father or male guardian] about planning your high school program? (0 = not at all, 1 = once or twice, 2 = three or more times) Discuss school Programme Since the beginning of the school year, how often have you discussed the †¦. selecting courses or programs at school. (0 = not at all, 1 = once or twice, 2 = three or more times) Discuss Activities †¦ school activities or events of particular interest to you (0 = not at all, 1 = once or twice, 2 = three or more times) Monitor Homework How often do your parents or guardians check on whether you have done your homework? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Limit TV Time †¦ limit the amount of time you can spend watching TV? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Limit Going Out †¦ limit the amount of time for going out with friends on school nights? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Home after School (is your mother or father) †¦ at home when you return home from school? (0 = never, 1 = rarely, 2 = sometimes, 3 = usually) School Contacts Parents Since your eighth grader’s school opened last fall, how many times have you been contacted by the school about †¦. your eighth grader’s (a) academic performance, (b) academic program for this year, (c) course selection for high school, (d) placement decisions †¦., and (e) behaviour in school? (0 = none, 1 = once or twice, 2 = three or four times, 3 = more than four times) Volunteer at School Do you or your spouse or partner †¦ act as a volunteer at the school (0 = no, 1 = yes) PTO †¦ (a) belong to PTO, (b) attend meetings of a PTO, and (c) take part in the activities of a PTO? (0 = no, 1 = yes) Source: Sui-Chu and Willms psd202.org/kennedy/teams/pie/8th_grade.pdf Reponses to the questionnaire items were scored and the scores analyzed to look for major patterns. A principal component analysis with varimax rotation identified four factors with Eigen values greater than 1. Four main factors were assessed to describe most parental involvement activity: two types of home involvement (home discussion of school activities and home supervision) and two types of school involvement (school communication and school participation).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, the data was analyzed to check the relationship between forms of parental involvement and social class of the families. For analysis, multilevel regression analysis fit for hierarchical linear model (HLM) was used, as shown in the following section. Findings According to Sui-Chu and Willms (1996), the following results emerged from the study. First, there was a variance of â€Å"55 percent in the set of 12 variables†; intra-school involvement, rather than inter-school involvement was found to account for 90 % of the total variation, however, â€Å"the distribution was relatively uniform across the schools†; and lastly, the level of parental involvement was directly proportional to the level of social class exhibited. Source: psd202.org/kennedy/teams/pie/8th_grade.pdf Discussion The results indicated that, levels of communication and levels of parental involvement in the home were relatively uniform across all schools, thus it was not possible to identify r eliably, schools that were particularly effective or ineffective in culturing higher levels of parental involvement. Most researchers argue that successful schools use practices that foster greater communication with parents, encourage parents to assist children at home with their schoolwork and planning, and take parents to act as volunteers or participants in school governance; all aimed at high level schooling outcomes (Sui-Chu and Willms, 1996, P.137). These results therefore imply that these schools are more of ideal examples but they are very limited. The home-school communication collaboration may be hindered by parent cooperation, â€Å"with many parents facing competing demands of work and family life, come from different cultural backgrounds, and feel mistrust and anxiety when dealing with school staff; while many teachers face competing demands at school and at home, are not trained on how to handle parents, and may experience hard times when relating with culturally dif ferent families† (Moles, 1982, P.45). Due to different priorities and perspectives of families and schools, concerns for one’s own child compared with responsibility for group progress, mostly generate conflict over means of attaining common goals (Lightfoot, 1978). Though social class seems to affect parental involvement, the overall measure of family background explained only about 10 percent of the variations in parental involvement across the four types of involvement; thus, these results do not support the notion that poor or uneducated families are not well involved in schooling of their children. According to study carried out by Vellymalay (2010) to investigate â€Å"the relationship between parent’s level of education and parental involvement in their children’s among the National Medium Tamil Schools in Malaysia,† there were no significant differences found between parent’s education and level of parental involvement; the study foun d very small evidence linking parents’ with more education to high involvement. However, these results may not agree with some studies such as the ones carried to determine whether environment can increase IQ scores. The study examined the IQs of African American children from impoverished environments who were adopted into middle class families (some white and some African American), with all of the families providing many social-educational opportunities for the adopted children. Researchers found that the IQs of the adopted children were as much as 10 points higher than IQs of African Americans raised in disadvantaged homes (Plotnik, Kouyoumdjian, 2010, P.293). Conclusion In addressing the question of what are the impacts of parental involvement on the educational progress of the children, these results have clearly indicated that children’s academic achievement and the level to which the parents are involved in schools also depend on the intake characteristics of schools. These results show that children scored much higher in mathematics and reading, when they attended schools with more social educational system (SES) and parental involvements. The research has also pointed out clearly that volunteering in participation has a double effect of improving the quality education and minimizing inequalities between social-class groups. Therefore, it is up to school parents to create and forges ahead with meaningful parental involvement programs for the benefits of the students. Reference List Bronfenbrenner, U., 1974. Is Early Intervention Effective? A Report on Longitudinal Evaluation of Preschool Programs. Washington, DC: Department Of Health Education and Welfare. Desforges, C., Abouchaar, A., 2003. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. UK Department for Education and Skills. Research Report RR433. Web. Available from: bgfl.org/bgfl/custom/files_uploa ded/uploaded_resources/18617/Desforges.pdf . Educationalliance. 2010. Challenges regarding parental involvement research. Charleston: The Education Alliance. Web. Available from: educationalliance.org/Research/ResearchParentalInvolvement.asp . Gallup, G.H., 1978. The 10th Annual Gallup Poll of the Public’s Attitudes toward the Public Schools. Phi Delta Kappan, Vol. 60, Pp 33-45. Moles, O.C., 1982. Synthesis of Recent Research on Parent Participation in Children’s Education. Resource Information Service. Nieto, S., 1996. Positive Perspectives on Parents and Families. Web. Available from: alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml . Plotnik, R., Kouyoumdjian, H., 2010. Introduction to Psychology. OH: Cengage Learning. Sui-Chu, E.H., and Willms, J.D., 1996. Effects of Parental Involvement on Eighth-Grade Achievement. Sociology of Education, Vol 69, No.2, Pp 126-141. Web. Available from: psd202.org/kennedy/teams/pie/8th_grade.pdf . UK Department for Educati on and Skills. 2003. The Impact of Parental Involvement on Children’s Education. Web. Available from: northlincs.gov.uk/NR/rdonlyres/5C39FCD7-8075-40FD-9A08-06614F4FEB1D/14909/TheImpactofParentalInvolvementon365kb2.pdf . Vellymalay, S.K.N., 2010. Parental Involvement in Children’s Education: Does Parents’ Education Level Really Matters? School of Distance Education, Universiti Sains Malaysia. European Journal of Social Sciences, Volume 16, Issue 3. Williams, D.L., 1981. Final Interim Report Southwest Parent Educational Resource Center. Austin, Texas: Southwest Educational Development Laboratory.

The Reformation of Religion European History (1500 - 1560) Essay

The Reformation of Religion European History (1500 - 1560) - Essay Example During this time many women were changing from avowed Catholics to the new religion spreading rapidly across Europe. The new religion was that of the newly named Protestants. The topic of the reformation is an important issue to raise among women today. Before the Reformation, women had little or no participation in the Catholic Church. Priests did not discuss religious matters with a mere woman. Wealthy women could attend Mass and church services regularly, but middle class and poor women were not as fortunate. The middle class and poorer women normally had the services of the Church when married or after birth. Most of the time middle class or poorer women only attended Mass and confession once a year around the Yule time. Many Catholic women were also illiterate. The need to read did not become important to women until the Bible was translated from Latin into the local language by the Protestants. On the other hand, Protestant women attended church services regularly, whether wealthy, middle class or poor. Women could speak about religious with their Protestant pastors. In fact, women could speak on religious matters like an equal with men. Since the backbone of the Protestant movement was the right to translate and read the Bible personally, literacy rose among women after becoming Protestants. Women had a little more freedom through becoming Protestants than before the beginning of the Reformation. To prove her conclusions of the time, Natalie Davis used various sources to prove her point. She used the traditional books. Some of the books used were The Heresy or the Free Spirit in the Later Middle Ages by Robert E. Lerner, The Appeal of Calvinism by Nancy Roelker, Power to Dissolve by John T. Noonan, Jr. and Le marriage li Geneve vers 1600 by R. Stauffenegger. Ms. Davis also used journals such as â€Å"The Double Standard,† Journal of the History of Ideas 2.0. The most impressive of Ms. Davis’s sources were the

Giotto di Bondone (a piece of artwork) Research Paper

Giotto di Bondone (a piece of artwork) - Research Paper Example Giotto is generally considered as the first in a series of legendary artists who positively contributed to the renaissance in Italy. Religion played an important role in Italy during the renaissance. It was a period characterized by turmoil in the Christian faith especially the Roman Catholic. Renaissance had a profound impact on contemporary Christianity especially in the way people perceived the relationship between God and man. Some more secular aspects of humanism developed against a background of Christianity and art was used to portray Christianity as the true religion. Most of the new art of the time was in dedication to the church or was commissioned by the church. Self awareness that the masses developed during the renaissance also influenced art during the period. Architects, artists, writers and sculptors in Italy were using phrases like â€Å"alle romana et all antica† or â€Å"modi antichi† to show their awareness of the transformations that were taking place during the time. The awareness was not limited to classical antiquity but was also spread to the growing desire to imitate and study nature and portraying scenes from the bible to imitate classical forms. Renaissance art was distinguished because of its ability to develop high quality and realistic linear perspectives involving nature. Giotto di Bondone was a futuristic artist and the pioneer in applying perspective to develop a trend in arts that moved towards realism. Giovanni Villani, Giotto’s contemporary described him as the painting master who drew all his postures and figures according to nature. Giotto’s mastery of art is maybe best captured by Vasari Giorgio who described him as the artist who drew accurately from life. He was credited with applying a painting as a telescope into space though the art of perspective. Perspective only came to be formalized much later by Alberti Battista (1404-1472)