Brave New World Essay Example for Free

Brave New World Essay When we first got off the early rocket at the Savage Reservation, I was full of joy, excitement at the fact that I was finally going to see the Savage Reservation. I had heard lots of stories about the place and I was drawn in when the first story had started. What was more was that I was going with the man whom I was with at the time. It was a feeling I had never felt before in my life. I think the people here call it love. When we first arrived, we got given our soma rations- enough for 2 half-gramme tablets a day and we started following the directions of the Delta-Minuses. Seeing them there, mindlessly repeating the directions to us, made me sure that I definitely would not want to be a Delta-Minus or any class for that matter, Beta-Minus’ get the best of both worlds. We get very good jobs and Alpha’s are attracted to us. What could be better? The first message we heard from the Delta was that we were a good few miles away before we would even see the Savage. So we set off and progressed hill after hill, a tedious and laborious job. A few hours later, we finally arrived at the Savage Reservation at dusk. Nothing could have prepared us for what we saw at that moment. The building were no more than 2 stories high and most of them were huts. The place was full of dirt, with no Deltas or Epsilons to clean up the mess. There was no factories or hatcheries. We were told shortly after we arrived, that people had babies here. Not pre-designed babies but real life babies! Our stay was quite short-lived. We were only supposed to stay here for a month, my stay was much more long-lived. We decided to go out for a walk that day, through the forest, the only part with decent greenery. We soon got tired after the long walk, so we decided to lie down and rest, although we did not get much. We were awoken to the sound of thunder and lightning piercing our ear-drums. No amount of soma could have prepared us for what was to come. When we saw the lightning we ran as fast as we could, whilst hearing the screams and shouts from the locals. All Tomakin’s movements were a blur to me, for all I could think about was my feet and the fact that I needed to take soma. I think we were running for a long time when I started to feel tired and stopped running, going down to a normal walking pace, increasing the distance between Tomakin and I. To make matters worse, a bolt of lightning struck down right in the middle between us so I could not run back to him. I then fled as far as I could, away from the thunder. Away from the soma. Away from my life in the hatcheries. The social services then tried to look for me but at that point I was hidden away within the maze of the forest, hiding in a hut that I built. Therefore I was never found and was presumed dead. I will never forget that day. That day that Tomakin and I were split up forever.

Strategic Management And Leadership Semco Case Study Business Essay

Strategic Management And Leadership Semco Case Study Business Essay Executive Summary: The purpose of this report is to identify the leadership and management styles adopted by Ricardo Semler and their impact on the strategic choices of Semco. This report will also explore various management and leadership theories and the resultant effect on organisational and leadership strategy. Introduction: The report intends to take a holistic view of the management and leadership styles and theories and their impacts on organizational leadership and strategy in the backdrop of Semco. Continuing further, the report will assess and evaluate the leadership requirements of Semco and formulate a suitable leadership development plan. A brief look into the evolution of Ricardo Semlers Semco is necessary to understand the organization. Semco, despite challenging the traditional style of corporate management, has continued to grow by leaps and bounds ever since the legendary Ricardo Semler took charge. The organization that was thought to have adopted a management style often termed as a recipe for disaster has been a champion of change with profits growing consistently. Semco had a manifold increase in profitability, growth and productivity, which is remarkable considering the many years of economic melt-down and the volatile political scenario it was operating in. Such an accomplishment requires full faith in employees and a commitment from the top management, but it was not always so. This progress was gradual and methodical as will be demonstrated in the following sections. 1: Leadership styles adopted by Mr. Semler and impact on strategy Ricardo Semmler The authoritarian: When Ricardo Semmler joined his fathers company in 1979, the company was involved in manufacturing equipment for the shipping industry. The revenues were shrinking and despite Semmlers insistence to diversify into other businesses, the management stuck to the same industry. When Mr. Semmler was made in charge in 1980, his first action was to fire 60% of the top management which opposed his radical ideas. An autocratic style of leadership, as theorized by Kurt Lewin, is evident from many actions taken by Semmler. This was combined with a traditional management style which involved following a strict policies and procedures framework for almost every task. Reports and manuals were a norm. The focus was on productivity and achievement of goals. The management performed the traditional roles, as described by Henry Fayol in his theory of 5 functions of management, namely; planning, organizing, commanding, coordinating and controlling the organization. This management style suited well to the fairly authoritarian style of leadership of Ricardo Semmler who held the power to decide for the organisation. Impact on strategy He changed the strategy of the organization, shifting the focus from shipping industry only to diversification into various industries. His vision was to reduce reliance on one industry only and expand into different businesses. This meant that the achievement of tasks were the focal point of the strategy while the employees felt stressed and de-motivated. Innovation seemed non-existent and steadily the staff turnover began to rise. Stress took its toll on Ricardo Semmler himself and his health condition became worse. This was the time for a change. The Change: Source: http://www.shkaminski.com/Classes/images/Managerial%20Grid.gif The management grid by Blake and Mouton perfectly describes the styles of management adopted by Semco. Initially, Semco was located in the bottom right section aiming for high production with low concern for people but gradually the shift towards Team management whereby the organization is divided into small teams operating fairly independently of others but in a coordinated way with high productivity while keeping employees motivated and satisfied. Ricardo Semmler The Democrat: This was when he turned the tables around, making the change by involving the employees in almost every decision made in the company. The change was not a drastic one, it was gradual yet steady. Ricardo Semmler had realized that employees involvement in the decisions related to the organization was essential. They must be well aware of what the organization wants to achieve. Employees should give in their 100% regardless of the skills set they possess. For these reasons, Semmler transformed himself and adopted a leadership style that was identical to Kurt Lewins participative style of leadership. Reforms such as removing the formal line of authority, discarding the organization chart, letting employees set their salaries, select work hours that suit them and even choose their managers and spiraling the organisition into one where there are no cabins and where employees are involved in all major decisions made by the organization are all evidences of the change in management style by Ricardo Semmler. Impact on strategy These actions have brought about a change in the overall strategy of the organization. The employees are aligned with the strategic objectives of the organization. The organization now operates with a strategy that promotes culture of overall openness sharing ideas and providing feedback. The strategy of Semco is now to involve employees in the organizations benefits through its unique profit-sharing scheme, motivating them to work for the growth of the company they can call their own. The organizations structure has been re-defined, moving from hierarchical to business unit approach with teams at the core. Teams mutually decide upon what needs to be done and who will be responsible for what tasks. For this to be achieved multi-tasking is pivotal and most employees are adept at majority of the tasks performed within the unit. This promotes ideas of self-governance and self-management and incorporates responsibility among employees into the overall strategy of the organization. The f ocus has shifted from being task oriented to more people oriented with high importance given to productivity. 2: Link between management and leadership theories 2.1 Leadership and Strategic Management: Leadership and management are two distinct systems that must co-exist in any organization. Managers tend to have a short-term orientation and usually solve problems as they appear. Leaders on the other hand are more forward looking and make decisions that suit the long term interests of the organization. Leadership and management both shape up the organization. While leaders decide on the direction of the organization, provide the resources and set the frame, managers ensure that the objectives are achieved within the allocated resources. Theoretically, managers and leaders are considered to be separate. However, managers will not be working alone and will be managing a team of individuals for achieving the targets set for them. This will require a degree of leadership skills too as this would call for influencing the actions and thoughts of other people. Henry Fayols 5 Functions of Management (1916) http://www.oppapers.com/essays/Leadership-Management/48673 Henry Fayol devised a theory which suggested that management is essentially a combination of stepped activities, namely; Planning: Plans are made, budgets are decided, limitations are taken into account and parameters of operations are established. This role is commonly shared by both the leader and the manager. A leader would usually be planning for the longer-term while the managers viewpoint is fairly shorter and focuses on immediate targets. Organizing: The second phase invariably includes the allocation of resources that would be consumed for achievement of objectives. Decisions about financial capital, human capital and the structure to be followed for attaining success are taken. Commanding: This ensues deriving the optimum out of the resources. Managers communicate clearly what is expected from the employees and lead by example. Coordinating: Teams will be striving for their individual targets and a balance needs to be maintained among all activities. Harmonization of activities is vital and so is management of conflicting interests. Leaders would take the driving seat. Controlling: Sizing up the benefits of activities is important. Controlling is measuring performance to be able to plan for the future. Leaders would again be looking at the long-term implications of the actions performed and decide on the future strategy. Managers on the other hand will be more concerned with what needs to be repeated and what is to be avoided. To sum it up, Henry Fayol proposed a management theory which describes the functions of management but in effect, it also categorizes the traditional role performed by the leaders as well. Peter Druckers 5 Management Processes (1954) http://www.oppapers.com/essays/Leadership-Management/48673 Peter Drucker, a renowned management theorist had a similar viewpoint of the process of management. According to him, management plays a predefined role in any context. These are: Objective Setting: Leaders provide the vision of the organization as a whole and managers, for their part, set the direction of their individual units. Motivation: Employees need to be motivated if managers want to extract their full potential. Leaders and managers have a variety of motivational tactics to use. Some could be financial incentives, while others are more humanistic in nature. Task Organisation: A manager needs to organize the task and organize the activities for the smooth operations leading to realization of objectives. Measurement: Performance needs to be measured in order to identify any divergences from the required performance and to find ways to fill any gaps in the desired and actual performance. Training and Coaching: Managers and leaders must develop their sub-ordinates. Managers and leaders have to train and coach their sub-ordinates in order for them to perform to the required level. Transactional Management and Transformational Leadership The transactional and transformational theories are another way of describing the inter-relationship and distinction between managers and leaders. According to this theory, managers are more involved with day to day activities of the organization while leaders are concerned with the strategic vision. Managers follow the set principles while leaders challenge the status quo. Leaders are more concerned with bringing about the change in the culture while managers implant that change in the organization. The primary role of a leader is to set the direction while managers ensure the organization is kept on track. Mckinseys 7S Framework http://www.mindtools.com/pages/article/newSTR_91.htm Source: http://www.mindtools.com/pages/article/newSTR_91.htm The model suggests that any organization has 7 building blocks. The blocks are categorized as: Soft Elements: Shared Values, Skills, Style Staff Hard Elements: Structure, Systems and Strategy The model places highest importance to the shared values placed in the middle. It re-iterates the fact that all other elements are derived from the vision for what the organization wants to achieve. The Hard elements are determined by the leadership style chosen while the soft elements are drawn from management. Leaders would; evaluate what set of skills are possessed by the employees and what should to be developed select the staff taking into consideration their abilities and the needs of the organization; and Decide upon The style in which the organization is taken forward. The style of leadership would depend on circumstances Managers on the other hand; Shape the structure of the organization using tools such as reporting lines, organization charts etc Develop a plan, allocate resources and decide the course of action. In short, devise a strategy Craft the policies and procedures and standards on how tasks are performed. Leadership style may have profound impact on the strategy of an organization. A transformational style of leadership may stir up the enterprise, motivate and spur action. Such a leader provides an insight into the future, takes the initiative, inspires followers, involves stakeholders, improvises, thoughtful about individuals and implements successfully. This form of leadership would lead to an overhaul of the way the organization operates. A transactional leader on the other hand would have a strategy of maintaining the status quo and keep the current operations. Add Emotional Intelligence 3: Utilize appropriate techniques to review Semco leadership requirements 3.1: Use appropriate methods to review current leadership requirements In order to completely understand the requirements of leadership, it is necessary to understand the environment Semco is operates in, the phase the Semco itself is going through, what pressures are exerted from an industry sector, what its structure is and what the strategic direction it has assumed by the corporate parent. Semco strives to develop a competitive advantage. This is achived by looking at four factors according to Porters Diamond. These are: Firm strategy, structure and rivalry: strategy is what the organization wants to achieve. Structure of the enterprise should be developed to support the strategy and rivalry serves as motivation. Demand Conditions: portrays the demand of products and services. Factor conditions would be developed according to these demand conditions Related and supporting industries: an industry cannot survive without its associated industries. Semmler saw this when the shipping industry was shaking and Semco was badly hit. Factor conditions: The resources of the nation are the factor conditions. Education, mineral resources, capital goods all account for here. What we already possess and what needs to be developed. STEEPLE: Semco is primarily involved in production of heavy industrial equipment and development of intelligent systems however, it also holds stakes in an investment company and energy sector.A STEEPLE analysis is used to understand the environment that Semco operates in. https://www.cia.gov/library/publications/the-world-factbook/geos/br.html Social factors: Semco has shown high concern for social factors. It pays its staff good salaries and keeps them motivated. Semcos policy is to maintain a work/life balance evidenced by initiatives such as Retire a little bit allowing employees to do what they want. Technlogical factors: Technoloical advancement is the need of time and organizations need to identify and discover new technologies to improve efficiency and effectiveness. Economic: Semco operates in the fastest growing South American economy. It is among the emerging economies that have shown revival signs. Growth is expected to be 5% in 2010 as per the Central Bank. GDP composition by sector is: Agriculture:Â  6.1% Industry:Â  25.4% Services:Â  68.5% (2009 est.) Environmental: Brazil is the 7th largest oil consumer in the world and 10th largest when it comes to electricity. This is largely because major part of economy is related to industry. This poses a threat to environment. http://www.semco.com.br/en/content.asp?content=2contentID=548 Political: Semco operates in a political environment where, in the past, the government has often changed monetary, fiscal, taxation and other policies to influence the course of Brazils economy. Such actions are beyond control and Semco cannot predict what measures or policies the Brazilian government may take to influence the economy. Legal: The legal structure in Brazil is one that welcomes foreign investment. There are no requirements for government approvals or minimum investments. http://www.lexmundi.com/images/lexmundi/PDF/guide_brazil.pdf Ethical: Ethics is a major issue of concern in Brazil. It ranked among the 15 most corrupt countries in the world. There have been cases of corruption in the public sector. http://www.brazzil.com/cvrmar97.htm STEEPLE provides an insight into the macro environment Semco operates in. It is also important to understand the phase that Semco is going through as an individual organization. The organization has taken a strategy of diversification by entering new markets and developing new products. This has been done by revolutionizing the current practices, regular reinvention and constant renewal. Semco operates in a complex environment although the environment provides plenty of opportunities that might match its strengths. Semco needs to adopt a strategy of global companionship and to partner with international, well-reputed organizations to achieve economies, compete effectively and lead the market. It has to build strong bonding between the sister concerns and develop strong networks within the group and with parties external to the group. It needs a leadership that promotes mergers, acquisitions and alliances in order to continue its long run of success. 3.2: Plan development of leadership according to future needs: Semco needs to develop leadership that has the ability to foresee the future requirements and have a strong sense of responsibility. Semco needs to make use of the corporate parent theory to productively apply the concept of diversification through mergers and acquisitions. Strong communication skills are an essential attribute that must be developed to avoid ambiguities. The leader must be able to network well with inter-related parties and command respect so that others may give to heed his ideas. The leader should have the strength to accept his mistakes and the humility to give credit where it is due. Semcos culture is the core competency that it has developed over the years. Its competitors have been unsuccessful at adopting the culture, either because of lack of resources or lack of conviction. 4: Produce a future leadership plan for Semco

The Historical Marginalization Of Underprivileged Students

The Historical Marginalization Of Underprivileged Students Despite the Brown v. Board of Education decision of the Supreme Court in 1954, a landmark case that entitled all children to equal educational opportunities in the United States, regardless of race, economic background, religion, and a host of other factors, many students continue to be marginalized both in and outside of school. Students of color, students with disabilities, students learning English, students from low income families, and other marginalized student groups continue to face inequitable opportunities in schools and the resulting disparate achievement (Frattura Capper, 2007). Addressing this continued marginalization and inequitable schooling is a key principle of the growing call for leadership for social justice (Grogan, 2002; Theoharis, 2007), where the principal serves as the moderator of the equitable interests of all within a school context (Hodgkinson, 1999). Knowing that school leadership is key to reforming schools (Fullan, 1993; Grogan 2002), scholars focused on better understanding social justice leadership have identified exemplar cases where school leaders committed to equity have taken action to create more just learning environments for marginalized students (Reister, Pursch Skrla, 2002; Scheurich, 1998; Theoharis, 2007). Although studies have examined schools that make a difference in the lives of marginalized children (Oakes, Quartz, Ryan Lipton, 2000; Reister, Pursch Skrla, 2002), there is an absence of literature regarding principals as the unit of analysis and the process of principals serving as leaders for social justice. Related to this is an absence of documented strategies that principals who are leading for equity and excellence use. The purpose of this study is to build upon the growing body of scholarship by the exploration of the relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). This study will also define systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalized. Finally, the study will identify the role professional development of school leaders plays in creating more socially just and excellent school. Significance of the study The historical marginalization of underprivileged students often results in a school culture that perpetuates the norm and ignores the social injustices that pervade our schools. The resulting and inevitable destiny for many of these students is continued school failure and social inequality. A school culture that does not accept the responsibility of answering to the needs of these students and their families simply propagates hegemony and leaves these students behind-without hope, without vision, and without equal access to the quality of education to which all children are entitled (Kose, 2005; Urban, 2009). Many years of stereotyped beliefs about the potential of marginalized populations of students has led to a deep-seated disparity between the majority and minority populations. Such differences allow the achievement gap to remain intact. These differences also result in a disproportionate number of students of color placed erroneously in special educational where resources are also inadequate to meet their needs. Despite reform efforts and increased awareness based on research the disparity between students continues to exist. Current research shows effective school leadership can influence overall student achievement in our schools (Leithwood et al., 2006; Marzano et al., 2005; Portin et al., 2003; Waters Cameron, 2006; Waters Grubb, 2004). In defining what leadership skills lead to effective school leadership, Marzano, Waters and McNulty (2005) and Waters and Cameron (2006) created 21 principal leadership responsibilities. The 21 leadership responsibilities developed from past educational research may be very similar to the leadership standards created by the Interstate School Leaders Licensure Consortium (The Council of Chief State School Officers, 2008). In order to define what are considered effective principal leadership skills, the Interstate School Leaders Licensure Consortium created six principal leadership standards based also on past educational research (The Council of Chief St ate School Officers, 2008). These leadership standards have been adopted by many state educational departments and in Maryland are incorporated in Marylands Leadership Framework (Maryland State Department of Education, 2005). While some schools have been recognized as being equitable and excellent, what remains unknown are the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). In other words, academics and school leaders are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all, accomplish? How do these leaders do that? What knowledge, skills and dispositions are required of this? Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which will be presented in this study. Purpose of the study This study advances conversation about what exemplary leadership of schools for social justice and academic achievement for all students means. The purpose of this study is to explore the relationship of K-5 elementary principals leadership behaviors to student achievement for marginalized students. Why do some Maryland elementary schools serving low-income or minority students score higher on the states assessments than other schools with very similar students? This study seeks answers to that question by surveying principals and teachers in Maryland elementary schools serving similar student populations and analyzing the results to determine which current K-5 leadership practices and policies are most strongly associated with higher levels of student achievement for Maryland State assessment sub-group populations. It also seeks to identify the systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalize d. Finally, the study will identify the role professional development plays in creating more socially just, successful school leaders. Failure to educate students has a three-tiered impact: (1) Global impact and effects on the American economy, (2) national implications of a perpetuation inequity among peoples of color or poverty and (3) personal implications reflected in a historically marginalized students quality of life and ability to contribute to society (Urban, ). Results from this study may lead to better leadership preparation for principals, as well as professional development for leaders based on leadership behaviors that ensure all students succeed. It will also provide research based strategies for organizing and structuring schools to better meet the needs of all learners. Research Questions The following research questions will be examined in this study: What is the relationship between K-5 elementary principals specific leadership behaviors to student achievement for historically marginalized students? What are the organizational structures and systems that are perceived to contribute to high student performance for historically marginalized students? What role does professional development play in creating more socially just, equitable and successful school leaders? Definitions, Limitations, and Delimitations: For the purpose of this study the following terms have been defined: Dependent Variable: Scores on fifth grade Reading Maryland State Assessments. Independent Variables: Students who belong to a subgroup population (%African American, %Hispanic, % of Students with Disabilities, and % of students of Free and Reduced meal status) with those students who are not. Achievement Equity: Having comparably high performance for all groups of learners when academic achievement data are disaggregated and analyzed. Achievement Gap: The achievement gap is a persistent, pervasive and significant disparity in educational achievement and attainment among groups of students as determined by a standardized measure. When analyzed according to race and ethnicity, achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis. AYP: Annual Yearly Progress (AYP) growth over three years of all subgroups. Cultural Frame of Reference: Reference that guides peoples behavior from their point of view of the given people (Ogbu, 1995). Culturally Relevant and Responsive Pedagogy: Instruction that takes into account and applies curriculum to students cultural, ethnic, language, and socioeconomic background (Banks, Cookson, Gay, Hawley, 2001). Deficit Thinking: Students who fail in school do so because of alleged internal deficiencies (such as cognitive and/or motivational limitations) or shortcomings socially linked to the youngster-such as familial deficits (Valencia, 1997). Educational Leadership Policy Standards: ISLLC 2008 (ISLLC 2008): Standards used to guide principal preparation programs and principal certification organizes the functions that help define strong school leadership under six standards. These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student. These six standards call for: 1. Setting a widely shared vision for learning; 2. Developing a school culture and instructional program conducive to student learning and staff professional growth; 3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; 4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; 5. Acting with integrity, fairness, and in an ethical manner; and 6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts. Hegemony: Racial and cultural domination (Spring, 2005). Leadership for Excellence and Equity: Schools in which all students achieve high levels of academic success, regardless of any students race, ethnicity, culture, neighborhood, income of parents, or home language (Scheurich Skrla, 2003, p.1). Schools in which principals advocate, lead and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. (Theoharis, 2004, p.3). Marginalized populations: groups of people in the United States marginalized by the majority culture (Kitzinger, 1996). In this study marginalized populations include children of marginalized communitiesin particular, poor children, and children of all ethnic backgrounds; and those with disabilitiesinvolves negotiating the hardships that are a product of a legacy of discrimination. Once these children enter the classroom they often are faced with a curriculum that can be irrelevant to their realities, ability grouping and a system of tracking that often excludes them from courses needed to pursue higher education (Potts, 2003; Smith, 2000). Maryland School Assessment (MSA): The MSA is a test of reading and math achievement that demonstrates how well students have mastered academic standards specified in the Voluntary State Curriculum. The test was developed to meet the reporting requirements of the No Child Left Behind Act. The test is administered in March to students in grades three through eight, and once in high school. No Child Left Behind Act of 2001 (NCLB): The NCLB Act of 2001 aims at ensuring both academic excellence and equity by providing new opportunities and challenges for states to advance the goal of closing the achievement gap. It relies on high stakes testing to ensure that schools make adequate yearly progress (AYP) toward the goal of 100% proficiency by 2014. Supporters of NCLB claim the legislation encourages accountability in public schools, offers parents greater educational options for their children, and helps close the achievement gap between minority and white students. NCLB aims to show achievement toward these goals through federally mandated standardized testing. NCLB seeks to narrow class and racial gaps in school performance by creating common expectations for all. It requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups. Opportunity to Learn equity: Equal access to a rigorous curriculum for all students. Professional Development: The National Staff Development Council defines the term professional development to mean a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in raising student achievement School Culture: Something reflected in the environment of the school. It is present in everyone and every environment consciously and unconsciously (Clarke Estes, 2002). School-Wide Instruction: Consistent implementation of instruction throughout the entire school. Social justice: Refers to the concept of a society that gives individuals and groups fair treatment and an equitable share of the benefits of society.   In this context, social justice is based on the concepts of human rights and equity.   Under social justice, all groups and individuals are entitled equally to important rights such as health protection and minimal standards of income.  Dantley and Tillmans (2006) position is that social justice ultimately changes inequities and marginalization. Bogtochs (2002) situates this social justice position within the context of school leadership. Theoharis (2007) definition of leadership for social justice leaders: advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. This definition centers on addressing and eliminating marginalization in schools. In doing so, inclusive school ing practices for students with disabilities, English language learners, and other students traditionally segregated in schools are also necessitated. Special Education: Services and supports designed to minimize the impact of disability and maximize opportunity to grow and learn (Hehir, 2007). Standards-Based Instruction: Use of curriculum and instruction that is aligned with the Standards determined by the school or state. Structure: Institutional mechanisms, policies, and procedures put in place by federal, state or district policy and legislation or widely accepted as the official structure of schools; not subject to change at the local school site (i.e., personnel policies, use of instructional time, program regulations). Student Achievement in Reading: Student achievement in reading will be measured by MSA reading scale scores. The State Board of Education set cut scores for performance standards on MSA testing. Performance standards determine cut scores for students performing at proficient and advanced levels. Students not performing at proficient or advanced levels are considered to be at the basic level. System: Coordinated and coherent use of resources (time, personnel, students, parents, funds, facilities, etc) constructed by the school site to ensure that school visions, missions and goals are met (i.e., professional development, teacher collaboration, use of time). Systemic Equity: The transformed ways in which systems and individuals habitually operate to ensure that every learner-in whatever learning environment that learner is found-has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence responsibility, and self-sufficiency for school and for life (Scott, 2001). Tracking: A way to organize or segregate students based on ability level. Limitations: One of the central limitations of this study is that excellence in selected schools will be defined solely by students attainment of a target score (AYP) on a standardized test. Another limitation will be the focus on a single school district. Delimitations External validity is impacted based on some delimitations. The use of purposeful sampling will be required to select the schools based on a list of criteria which will be identified by the researcher. Selection criteria will limit the ability to generalize since there will be a narrow set of criteria in place for the study. Small sampling and school location may limit the ability to generalize information to other schools and district. Chapter 2 REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK Introduction Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizensà ¢Ã¢â€š ¬Ã‚ ¦The role strategically placed to best accomplish this is the principalship. Michael Fullan, The Moral Imperative Of School Leadership This chapter focuses on the three concepts at the core of this study: social justice, leadership, and achievement for marginalized populations. Each topic will be examined in terms of its theories and concepts as well as supporting empirical evidence in research. Social justice, as the overarching topic of this research study, is reviewed first. Next, the history of leadership literature, proposed leadership models, and the relationship between leadership and social justice, is presented followed by a review of student achievement for all students, student achievement measures, dimensions and correlations to social justice and leadership. The chapter concludes with theoretically supported rationale for three hypotheses expressing positive relationships between social justice, and leadership behaviors and social justice and student achievement of marginalized students and leadership behaviors and student achievement of marginalized students. While the existing literature points to the deep impact that schools have on student learning what remains unknown is the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). Scholars and practitioners in the field of education are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all students, accomplish? How do these leaders do it? What knowledge, skills and dispositions are required? To address this gap in the literature, this particular study will be conducted to specifically explore the outcomes and dimensions of leadership behaviors and to identify relationships between these behaviors and student achievement for marginalized populations. Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which I intend to present in this study.

The Need For Universal Health Care Essay -- Medicine Medical Essays Ar

The Need For Universal Health Care Like many college students I have to pinch pennies to make it through school. Every last penny counts when budgeting my monetary supply. As a result of this I have found that I do not have enough to spare to pay for health insurance. Unlike most college students I am over the age of 23 and thus not covered by my parents insurance. Since I am only employed part time I am also not able to obtain it from work. This puts me in the company of the more than 42 million Americans who do not have health insurance. It is past time that the United States join the rest of the industrialized countries that have already decided to provide their citizens with health care. I believe a single payer health care system is necessary. A national health care system would provide a number of benefits. To begin with, it would cut the overall costs of health care. Secondly it would actually decrease bureaucracy by removing the many layers of insurance paper work patients and physicians are forced to go throu gh in our current system. Finally it would increase life expectancy by allowing more money conscious Americans to receive adequate prevention instead of waiting until an illness becomes worse. All of these reasons point towards a national health care program as being the solution we need. Some opponents of single payer sytems, mostly financed by insurance companies that stand to lose billions from such a plan, point to some of the other countries that have enacted such plans as an advisory against our following suit. However they fail to take into account some of the methods unique to those countries and overstate some of the problems while ignoring our own. Single payer health programs are set up so that all... ... that we, as a nation that considers ourselves civilized can make to ensure the health and safety of our populace. Works Cited Canham-Clyne, John, Woolhandler, Steffie, and Himmelstein, David. The Rational Option. For A National Health Program. Stony Creek, Connecticut: The Pamphleteers Press, 1995 Fisk, Milton. Toward a Healthy Society The Morality and Politics of American Health Care Reform. Lawrence Kansas: University Press of Kansas, 2000 Kuttner, Robert. ?The Efficiency of Universal Health Care.? Boston Globe. 12 February 2000. http://www.globe.com/dailyglobe2/044/oped/The_efficiency_of_ universal_health_careP.shtml Sheils, John F. and Haught, Randall A. Analysis of the Costs and Impact of Universal Health Care Models for the State of Maryland: The Single-Payer and Multi-Payer Models. 2 May 2000. http://www.healthcareforall.com/summary.html

Gretes Transformation in The Metamorphosis by Kafka Essay -- essays r

Kafka wrote "The Metamorphosis" in 1912, taking three weeks to compose the story. While he had expressed earlier satisfaction with the work, he later found it to be flawed, even calling the ending "unreadable." Whatever his own opinion may have been, the short story has become one of the most popularly read and analyzed works of twentieth-century literature. Isolation and alienation are at the heart of this surreal story of a man transformed overnight into a kind of beetle. In contrast to much of Kafka's fiction, "The Metamorphosis" has not a sense of incompleteness. It is formally structured into three Roman-numbered parts, with each section having its own climax. A number of themes run through the story, but at the center are the family relationships affected by the great change in the story's protagonist, Gregor Samsa. Grete,Gregor’s sister, undergoes a transformation parallel to her brother’s. The relationship between Gregor and his sister Grete is perhaps the most unique. It is Grete, after all, with whom the metamorphosed Gregor has any rapport, suggesting the Kafka intended to lend at least some significance to their relationship. Grete's significance is found in her changing relationship with her brother. It is Grete's changing actions, feelings, and speech toward her brother, coupled with her accession to womanhood that seems to parallel Gregor's own metamorphosis. This change represents her metamorphosis from adolescence into adulthood but at the same time it marks the final demise of Gregor. Thus, certain symmetry is to be found in "The Metamorphosis." While Gregor falls in the midst of despair, Grete ascends to a self-sufficient, sexual woman. It is Grete who initially tries conscientiously to d... ... express lost human reality better than dreams do of animal satisfactions (Thiher 44). Grete Samsa's changing actions, feelings, and speech toward her brother, coupled with her accession to womanhood, parallel Gregor's own metamorphosis. Works Cited Kafka, Franz. â€Å"The Metamorphosis.† Philadelphia: Chelsea House Publications, 1988. Nabokov, Vladimir. Lectures on Literature. Orlando: Harcourt Inc., 1980. Ryan, Michael P. â€Å"Samsa and Samsara: Suffering, Death, and Rebirth in ‘The Metamorphosis.’† The German Quarterly 72. No.2. 1999. Literature Resource Center. Gale Group Databases. Davis Schwartz Memorial Lib., Brookville, NY. 5 Dec.2006. . Thiher, Allen. Fiction Refracts Science: Modernist Writers From Proust to Borges. Columbia University of Missouri Press, 2005.

Identity and Belonging Context Essay Essay

A strong sense of identity & belonging are vital for personal happiness. Intro; Imagine youre a child on a playground who is bullied. You feel rejected and left out. At home with your family you are comforted and warm, and you are able to play games and do what you like, be yourself. Although you do not feel as though you belong at school, you feel as though you belong. This makes you happy. You can be yourself and your identity is not lost when you are at home. Some could argue that this is personal happiness. However it could be stated that because you have not got a strong sense of a identity in the outside world, it is difficult to understand your public identity, therefore perhaps not even have one. Some have multiple identities for different communites in their lives. Humans are not meant to belong to every group there is, our likes and dislikes form our identity and who were are. In saying this, it is important to have a strong sense of who you are and where you belong, regard less of who this is and where this person belongs. Belonging to multiple groups means sometimes changing your identity for these groups. You might be the confident coach of a soccer team, but also the quiet and demure listener of a book reading evry week. Identity is formed around what a person is like. gaga. To not understand oneself adds difficulty in finding where you belong. Perfect chinese children; ‘ Erica doesn’t speak to [her] for the rest of the day. Without knowing why, [she is] ashamed’. Vanessa is ashamed because Erica saw her as resembling the Australians more than an Asian, but she doesn’t understand when she is just as ridiculed as Erica is. This puts Vanessa in a confusing and upsetting place, not knowing who she is and who she belongs with. She doesn’t understand if she is Asian or aussie, and in her world those seem to be the only two places to fit in. If you don’t have an identity, how are you supposed to know where you belong? Youre identity is like a key to your own happiness. If you know who you are, and what you like or don’t like, you know where you belong. An identity crisis can cause you to feel lost and unknown

Leadership characteristics: Autocratic or democratic Essay

Leadership characteristics can be generalized as either autocratic or democratic. The autocratic leader tends to lead by authority and uses coercive power. Oppositely, the democratic leader will delegate authority and use expert and referent power to influence employees. One difference between a mechanistic structure and an organic structure in an organization is the chain of command. Similarly, a difference between an autocratic and a democratic leader is how decisions are made. At the one end of the spectrum, the autocratic side, the manager makes a decision and announces it. This is similar to the mechanistic organizational structure where there is a strict hierarchy of authority and the decision-making is centralized. At the other end of the spectrum, the democratic side, the manager defines limits but lets the group make the decision. This is similar to the organic organizational structure where the decision-making tends to be informal and decentralized within a relaxed hierarch y. After matching the autocratic style with a mechanistic structured organization and the democratic style with an organic structured organization, it is clear that an autocratic or a democratic leader may have difficulty functioning in the oppositely structured organization. Beginning with the autocratic leader working in an organic organization, one major challenge may be learning to work on a team. Organic organizations tend to have many teams and task forces. An autocratic leader is most comfortable with just making a decision and announcing it, however in a team structure they will most likely have to ‘sell’ their decision to the group in order to get any response or action. Learning how to communicate and work along with employees could be the largest adjustment an autocratic leader would have to make in an organically structured organization. At first, it seems easier for a democratic leader to adjust to working in a mechanistic organization. However the problem they will have to face is employees expecting direction and not getting a clear decision. In this case, the productivity is certain to go down because no one is making the decision. It may be hard for a democratic leader to get used to having to make decisions and then have to impose them on their employees. Even though a leader’s personality may be more autocratic or more democratic, ultimately leaders must adjust their style depending on the structure of the organization in which they work. Perhaps the best leader is the one that is able to adjust their style most timely and effectively.