The Treatment of Obsessiveâ€Compulsive Disorder

Leading Change Custom Research by Essay Writers

As the cutting edge business world turns out to be progressively mind boggling, so too do the things that are required for associations to rise as feasible rivals in the difficult global condition of the 21st century.â In his book â€Å"Leading Change†, John P. Kotter talks about the requirements of 21st century associations finally; through the course of his conversation, Kotter makes a few statements that compare legitimately to specific regions of education.â In this paper, two of these regions will be additionally examined. The Impact of Kotter’s Book on Educational Administration By and large expressed, from Kotter’s perspective, the associations and authoritative pioneers that will be best in the 21st century will be those that hold onto learning as a long lasting interest (Kotter, 1996), which obviously should prompt better initiative, dynamic and consequently more grounded associations. In light of this reason, the effect of Kotter’s hypotheses on instructive organization turns out to be much more clear; managers in the cutting edge instructive framework must not tragically view training as something that the individual seeks after in their previous years as a methods for beginning a vocation, yet should see training as an all encompassing procedure that is the shared factor in the life of an individual, considerably subsequent to beginning a lifelong way to overhaul abilities, become increasingly capable in present employment duties, and maybe to be elevated to higher positions where they can have to a greater degree a positive authoritative effect. The interest that will exist for deep rooted learning will shape the job of instructive directors into a kind of vocation mentor or grown-up coach, whereby they will counsel the drawn out student on the best instructive way to take; in addition, in light of the requests for specific educational plans, the manager will without a doubt be associated with the creation and usage of new courses to fulfill developing need. How Kotter’s Work Could Shape the Knowledge of Educators As an outcome of the directional difference in instructive managers, Kotter’s work could likewise shape the information on teachers in a few huge ways.â Kotter, in â€Å"Leading Change†, advances the way of thinking that without learning, no significant positive change can occur in an association, and in view of this end, the individuals from a given association should be urged to â€Å"learn how to proceed learning† and â€Å"learn how to lead† (Kotter, 1996). Consequently, similarly as the manager will assume a tutoring job in this new learning process, the instructors themselves will turn into the primary drivers of these new learning methodologies, in quest for the end result.â Educators will likewise need to reestablish a guarantee to long lasting learning, as they come back to the homeroom as understudies so as to become familiar with the sorts of material that they thusly will be required to instruct to the deep rooted student. Furthermore, their instructive way to deal with the understudy will doubtlessly change widely because of the way that they will be coordinating exercises toward a very different segment than expected, with various objectives and methods of holding material that is given to them.â Lastly, the instructors should remember that the grown-up student might be impervious to the instructive procedure, at any rate at first. Rundown John P. Kotter represents a test to pioneers, association individuals, and the instructive network in â€Å"Leading Change†.â This test comes as a source of inspiration that, whenever followed, will without a doubt advance the cutting edge association and change the substance of business for ages to come.â With business and training working pair, another unrest is not too far off that will give, alongside challenges, interminable chance and guarantee. References (Kotter, 1996) (Kotter John P 1996 Leading Change)Kotter, John P. (1996). Driving Change. Boston: Harvard Business School Press. Â

Can Long-Distance Relationships Work

Can Long-Distance Relationships Work Relationships Spouses & Partners Print Can Long-Distance Relationships Work? By Anabelle Bernard Fournier Updated on February 03, 2020  undrey/Getty Images   More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse In our increasingly mobile and connected world, we have opportunities to meet and learn from people from all over the world. And with these opportunities come more chances of finding love, sometimes thousands of miles away from home. Long-distance relationships (LDRs) used to be an anomaly, often happening later in an established couple. One member would have to move for studies, work, or military service, and the relationship had to adapt to this change. But nowadays, we can fall in love at a distance tooâ€"with the internet, its easier than ever to establish relationships, romantic or otherwise, even before seeing the other person in real life, or IRL. What challenges do LDRs have that typical relationships do not? How can people in an LDR ensure the success of their relationship? We will explore these questions in this article. Particular Challenges of Long-Distance Relationships Although every romantic relationship has challenges, studies show that long-distance relationships have a set of potential issues that are particular to the geographical distance between the members.?? Challenges may include: Financial strain related to travelNegotiating boundaries between local friends and the distance partnerHigh expectations around face-to-face meetings given how infrequent and short they areTrouble having a realistic view of the state of the relationshipHaving more extreme emotions related to the relationship Financial strain is an obvious factor that every person in a long-distance relationship has experienced. Whether its the high fuel costs of driving hundreds of miles, or the time and financial commitment of frequent airplane travel, couples on LDRs need to budget for travel costs just as they would other costs like a mortgage, food, and clothing. The boundary negotiation is a trickier element to manage. People in long-distance relationships can develop jealousy towards their partners local friends, often complaining that they spend too much time with them. There is also the risk of your partner developing an intimate relationship or falling in love with someone else while you are away. Establishing clear boundaries, being honest, and understanding that people need social interactions face-to-face will go a long in defusing these potential problems. Expectations vs. Reality When we spend time with our partner every day, or at least regularly, the interactions contain a lot of mundane, every day things like being sick, doing groceries, cleaning your teeth, or just sitting exhausted in front of the TV. However, in LDRs, the expectations that face-to-face meetings will be magical, full of amazing sex, and romantic often hit the wall of, well, how life actually works. These high expectations can often make partners disappointed and resentful that the time spent together was not like what they imagined. Its also very easy to dismiss or ignore growing relationship trouble because of distance. We assign it to stress, to the distance itself, to missing each other, rather than actual behavior of disengagement. Its more difficult to gauge whether our partner is really committed to the relationship because we do not see their behavior on a daily basis. Finally, research has shown that feelings of excitement, jealousy, love, and anger tend to be more extreme in people in LDRs.?? This means the potential for emotionally-fueled decisions, for unnecessary fights, and for piercing disappointment, as discussed above. Ensuring the Success of Long-Distance Relationships After these challenges, it seems almost impossible to be happy in LDRs. But this is far from being the case. Yes, LDRs have challenges and difficulties that do not arise in geographically close relationships, but it doesnt mean they cant work. Studies reveal that people in LDRs have equal or higher levels of satisfaction, strong communication, and intimacy.?? What does it depend on, then? Research looking at whether attitude impacted the likelihood of an LDS surviving shows that those with positive outlooks scored higher in how well they communicated with their partner, overall satisfaction, and other areas that might predict the likelihood that a relationship would survive.?? What does this mean? It means that maintaining positive feelings and interactions (Gottmans 5-to-1 ratio applies to LDRs too) and making partners feel secure, safe, and committed was just as important for LDRs as for same-city relationships. In other words, what you do in a geographically close relationship also applies to LDRs. In terms of communication, video or phone are better than emails and text. However, face-to-face contact was especially important and made a big difference for people in LDRs. In other words, LDRs worked the same way as same-city relationships as long as the two people met in person at least a few times a year. If you want to maintain a healthy LDR, save money for traveling and plan on meeting regularly. Otherwise, the same general rules for romantic relationships apply: communicate openly, make your expectations and needs clear, strive for intimacy and trust, and be trustworthy. It is important to keep your promises and maintain your commitments. If you plan on speaking on the phone once a day, for example, consider this an essential part of maintaining your relationship. It is not optional or only when you have time. Tips for a Healthy Long Distance Marriage A Word From Verywell Long-distance partners are still people. The distance tends to make them less personal to us, but by maintaining frequent and open lines of communication and by fostering trust and positive emotions, it is possible for an LDR to work, even long-term. In fact, as the research cited here suggests, LDRs work pretty much the same as geographically close relationships. Treat them the same way, and you should be able to make it work.

Learn About the Von Thunen Model

The Von Thunen model of agricultural land use (also called location theory) was created by the German farmer, landowner, and amateur economist Johann Heinrich Von Thunen (1783–1850). He presented it in 1826 in a book called The Isolated State, but it wasnt translated into English until 1966. Von Thunen created his model before industrialization and in it, he laid the foundation for what we know as the field of human geography. He strove to identify trends of peoples economic relationship with the landscape surrounding them. What Is the Von Thunen Model? The Von Thunen model is a theory which, after Von Thunens own observations and very meticulous mathematical calculations, predicts human behavior in terms of landscape and economy. Like any other scientific experiment or theory, it is based on a series of assumptions, that Von Thunen sums up in his concept of an Isolated State. Von Thunen was interested in ways people tend to use and would use the land around a city if the conditions were laboratory-like, as in his Isolated State. His premise is that if people have the freedom to organize the landscape around their cities as they wish, they will naturally set up their economy—growing and selling crops, livestock, timber, and produce— into what Von Thunen identified as Four Rings. Isolated State The following are the conditions Von Thunen noted as the basis for his model. These are laboratory-style conditions and dont necessarily exist in the real world. But they are a workable basis for his agricultural theory, which seemed to reflect how people actually organized their world and how some modern agricultural regions are still laid out. The city is located centrally within an Isolated State that is self-sufficient and has no external influences.The Isolated State is surrounded by an unoccupied wilderness.The land of the State is completely flat and has no rivers or mountains to interrupt the terrain.The soil quality and climate are consistent throughout the State.Farmers in the Isolated State transport their own goods to market via oxcart, across the land, directly to the central city. Therefore, there are no roads.Farmers act to maximize profits. The Four Rings In an Isolated State with the foregoing statements being true, Von Thunen hypothesized that a pattern of rings around the city would develop based on land cost and transportation cost.   Dairying and intensive farming occur in the ring closest to the city: Because vegetables, fruit, milk, and other dairy products must get to market quickly, they would be produced close to the city. (Remember, in the 19th century, people didnt have refrigerated oxcarts that would enable them to travel larger distances.) The first ring of land is also more expensive, so the agricultural products from that area would have to be highly valuable ones and the rate of return maximized.Timber and firewood: These would be produced for fuel and building materials in the second zone. Before industrialization (and coal power), wood was a very important fuel for heating and cooking, and thus comes in second in value after dairy and produce. Wood is also very heavy and difficult to transport, so it is located as close to the city as possible to minimize additional transportation costs.Crops: The third zone consists of extensive field crops such as grains for bread. Because grains last longer than dairy products and are much lighter than wood, reducing transport costs, they can be located farther from the city.Livestock: Ranching is located in the final ring surrounding the central city. Animals can be raised far from the city because they are self-transporting—they can walk to the central city for sale or for butchering. Beyond the fourth ring lies the unoccupied wilderness, which is too great a distance from the central city for any type of agricultural product because the amount earned for the product doesnt justify the expenses of producing it after transportation to the city is factored in. What the Model Can Tell Us Even though the Von Thunen model was created in a time before factories, highways, and even railroads, it is still an important model in geography. It is an excellent illustration of the balance between land cost and transportation costs. As one gets closer to a city, the price of land increases. The farmers of the Isolated State balance the cost of transportation, land, and profit and produce the most cost-effective product for the market. Of course, in the real world, things dont happen as they would in a model, but Von Thunens model gives us a good base to work from.

Ftv 106a Essay - 9564 Words

FTV 106A – Midterm Study Guide TA: Matthew Perkins 1A IDs – People to Know: †¢ Eadweard Muybridge (1830 – 1904) o Born in Britain, emigrated to US early in life, by the 1870s had become a very prominent photographer, mostly photographed nature and animals; very well known o 1872 – Leland Stanford (one of the richest in the state) questions whether or not a horse has all its feet off the ground when it gallops, hired Muybridge to take pictures of racehorses and prove or disprove this o 1877 – Muybridge built special track with a camera house with 12 electrically operated cameras, and a marked fence along the track to give precise measurements of a horse’s position in each shot → each camera fitted with an electromagnetic shutter that†¦show more content†¦Biograph ï‚ § Biograph had its own camera so it could survive—in 1901 Edison sued them for patent infringement and won his case, but it was then appealed ï‚ § Edison reapplied for new patent, but kept losing ï‚ § Biograph was not in a financial position to survive if Edison took his case all the way to the Supreme Court—even when he was wrong, he was too powerful to lose †¢ W.K.L. Dickson (1860 – 1935) o First hired by Edison to create a machine that would project motion pictures o beginning June 1889 to work on the motion picture camera; 35 mm film (Edison gives him plastic film) o Dec 1895: Dickson created his own motion picture company without Edison (furious)—called the American Biograph Company = Edison threatens to sue due to patents so Dickson is forced to make his film company as different from Edison’s as possible o Used 70 mm film (higher quality) which was larger than the film he used at Edison—â€Å"large film showing large pictures† o He also used a mutoscope film viewer which was based off of a flip book (more durable product—cards fan in front of you to create the illusion of movement) ï‚ § 1892-1901: filmed at the Black Maria (1st movie studio in NJ, shack-like); but

Max webber Free Essays

string(91) " found six dimensions of bureaucracy clustered around two overall higher-order dimensions\." This is a study of the bureaucratic characteristics of Turkish elementary and secondary schools Little is known about the organization and foundation of these schools. This study Is d beginning In an effort to develop d body of literature In these schools. Max Weber’s (in Gerth ; Mills, 1946) thinking and Hall’s (1961) operationalization of bureaucracy form the theoretical foundation for the study. We will write a custom essay sample on Max webber or any similar topic only for you Order Now Because the construct of alienation is the main construct that has been studied with relation to bureaucracy, this study also examines the relationships between ureaucracy and sense of power as a measure of alienation. Context Organizations surround us. Bureaucracy Is d blueprint for organlzlng human activities for a desired end. It is a sociological phenomenon that has evolved throughout the history ot clvlllzauon. As a sociological tool It has been used to bulld pyramids, to invade nations, to cure illnesses, to keep criminals incarcerated, to land on Mars, to massacre millions, to educate. nd so on. It Is the tool of power, an â€Å"effective† device to control and direct human effort and behavior. The bureaucratic theory of Max Weber has been a point of departure for the development and odification of organization structure to Influence the flow of Interrelationships within organizations (Hall, 1963). The degree of bureaucracy in an organization sets the boundaries tor hum an action. These boundaries that regulate people’s treedom have a by-product known as alienation. The construct of alienation has been studied with relation to bureaucracy. It has been demonstrated that people who work in bureaucracies have a limited â€Å"say† In what they do. For good or for evil, bureaucracy is the machinery to control human behavior. What matters is how to use this device without alienating people. chools are one of the forms of bureaucracy where a large portion of our lives is spent Schools prepare youth for bureaucracies. If the schools are the places that prepare people tor bureaucratized lite. hen, the teachers in them are the agents of bureaucracies. If teachers are alienated, society may also be alienated It is possible that certain problems ascribed to bureaucracies can be related to d certain degree of bureaucracy In organizations. All organizations are bureaucratic toa degree. Human lite, even before It begins and after It ends, is in contact with bureaucratic organizations. Organizations will ontinue to dominate and alienate our lives It is w orthwhile to understand what bureaucracy Is and what problems are associated with It. ureducracles surround The orlgln ot the Bureaucratic Theory Since translations of Max Weber’s works into the English language during the second part of the 1940s, a vast literature on organizations, In general, and on bureaucracy, 1 Of6 In partlcular, nas Deen generated. Max weDer (Ge in favor of bureaucratic organization: argued as Tollows The decisive reason for the advantage of bureaucratic organization has always been its purely technical superiority over any form of organization. The fully developed bureaucratic mechanism compares with other organizations exactly as does the machine with the non-mechanical modes of production. Precision, speed, unambiguity, knowledge of files, continuity, discretion, unity, strict subordination, reduction of friction, and of material and personal costs– these are raised to the optimum point in the strictly bureaucratic administration, and especially in its monocratic form. As compared with the collegiate, honorific, and avocation forms of administration, trained bureaucracy is superior on all these points. (p. 214) Max Weber (Etzioni, 1961) listed organizational attributes that when present, constitute the bureaucratic form of organization. 1 A continuous organization of official functions bound by rules. A specific sphere of competence. 3 The organization of offices follows the principal of hierarchy; that is, each lower office is under the control and supervision of a higher one. 4 The rules which regulate the conduct of an office may be technical rules or norms. 5 It is a matter of principle that members of the administrative staff should be completely separated from ownership of the means of production or administration. In order to enhance the organizational freedom, the resources of the organization have to be free of any outside control and the positions cannot be monopolized by any incumbent. 7 Administrative acts, decisions, and any rules are formulated and recorded in writing. (pp. 53-54) Based on the theory developed by Max Weber, researchers used bureaucratic theory as an analytical tool to examine organizational structure. Until the 1960s, case studies were used to assess bureaucratic characteristics of organizations. These studies were called unidimensional approach to the study of organization. Researchers who used the unidimensional approach believed that all characteristics of bureaucracy must be present to a high degree in an organization before it can be called a bureaucracy. During the late 1950s this approach was questioned. Researchers started to think that all characteristics of bureaucracy might not be present in an organization at the same time. Some characteristics can be stronger than others. Characteristics could be independent of each other. Bureaucratic characteristics or dimensions could create different configurations of bureaucracies. Since the 1960s, imensional approaches to study bureaucracy have been used. Hall (1961) was among the first to measure bureaucratic dimensions in organizations empirically. Hall (1961) was the first to develop a survey instrument to measure the degree of bureaucratization in organizations. After an extensive literature review, he identified six dimensions of bureaucracy: hierarchy of authority, division of labor, rules and regulations, procedural speclTlcatlons, Impersonallty, ana tecnnlcal competence. HIS instrument (Organizational Inventory) has 62 items. All dimensions have 10 items xcept for hierarchy of authority, which has 12 items. Modified versions of his instrument have been used in educational settings to assess school bureaucratization. Researchers have added more items to his instrument during modifications. Hall’s instrument was first modified by the Canadian researcher, MacKay (1964), to measure six dimensions of bureaucracy in educational settings. In Canada, Robinson (1966), Kolesar (1967) and Punch (1967) continued to use and refine the Mackay’s instrument. These Canadian researchers were followed by Anderson (1970), Isherwood ( 1971), and Sousa (1980) in the U. S. Researchers using modified versions of Hall’s instrument have consistently found six dimensions of bureaucracy clustered around two overall higher-order dimensions. You read "Max webber" in category "Papers" Hall (1961) warned that one of the six dimensions could be an abureaucratic dimension. He found that the technical 4 competence dimension was inversely correlated with three dimensions. Mackay (1964) and Robinson (1966) also found that the dimensions did not converge under a single overall dimension. Punch (1967) found that six dimensions formed two higher order dimensions. Hierarchy of authority, rules and regulations, procedural pecifications, and impersonality clustered together while division of labor and technical competence clustered together. The higher order dimension formed by the first set of dimensions is a measure of bureaucratization while the higher order dimension formed by the second set of dimensions is a partial measure of professionalism. Isherwood and Hoy (1973) confirmed that Hall’s six dimensions cluster under two separate second order dimensions. Purpose The purpose of this study is to explore the utility of Hall’s conceptualization of bureaucracy in analyzing the organizational structure of Turkish elementary and econdary schools. Research on educational organizations in Turkey is not as advanced as it is in the western countries. Turkey adopted its centralized ministry system from European nations. No empirical studies were found on structural characteristics of Turkish public schools. Researchers do not have an empirical base to help them understand how organizations function. It is hoped that this study will start a literature base on the subject and provide a tool to assess the organizational structure of schools that is desperately needed in Turkey. Also an empirical llustration from Turkey might provide a useful addition to the literature because the literature on school organizations in developing countries is very limited. Researchers know little about how school bureaucracy functions in other cultures. Questions How are the bureaucratic dimensions of Turkish elementary and secondary schools related? What are the relationships between the bureaucratic dimensions of Turkish elementary schools and the demographic variables? wnat are tne relatlonsnlps Detween tne Dureaucratlc Olmenslons 0T lur s elementary and secondary schools and teachers’ sense of power? 5 Definitions Major Variables A bureaucracy is an organizational form designed to accomplish large-scale administrative tasks by systematically coordinating the work of many individuals (Blau, 1956). Hierarchy of authority (HA) is â€Å"the extent to which the locus of decision making is prestructured by the organization†(Hall, 1968, p. 95). Division of labor or specialization (DL) is â€Å"the extent to which work tasks are subdivided by functional specialization within the organization† (Hall, 1968, p. 95). Rule enforcement or rules and regulations (RR) is â€Å"the degree to which the behaviors of organizational members re subject to organizational control† (Hall, 1968; p. 95). Procedural specification (PS) is â€Å"the extent to which organizational members must follow organizationally defined techniques in dealing with situations they encounter† (Hall, 1968, p. 95). Impersonality (IM) is â€Å"the extent to which both organizational members and outsiders are treated without regard to individual qualities†(Hall, 1968, p. 95). This dimension has two distinct factors. (1) Friendly climate (CLM) is the degree to which relations in the organization are friendly and warm. (2) Formality (FRM) is the degree to which nteractions among people are formal and free from emotions. The second factor was accepted as the measure of impersonality. The friendliness of the school climate is most likely to be an outcome variable rather than a structural variable. This variable was analyzed separately. Promotions based on technical competence (TC) is â€Å"the extent to which organizationally defined â€Å"universalistic† standards are utilized in the personnel selection and advancement (Hall, 1968, p. 95). Control is the degree to which bureaucratic authority is utilized to regulate teacher behaviors. Expertise is the degree to which professional authority is utilized to regulate teacher Sense of power (SP) is the extent to which a teacher believes he/she is able to influence the course of events in the school that holds significance for him/her (Moeller 1962). 6 Teacher’s friendship with school administrators was measured by responses to the statement, † I have a friendship with school administrators outside the school,† on a five-point Likert type scale ranging from 1 = definitely inaccurate to 5 = definitely accurate . Demographic Variables Name of city is the school district where the teacher works. It is operationalized as the name of the township: Karabuk (1), Safranbolu (2), Eflani (3), Eskipazar (4), Yenice (5), and Ovacik (6). Number of sessions is a two-category variable. Teachers were grouped into two categories ( ) teacners wno work at scnools tnat run one sesslon a cay ana teachers who work at schools that run two sessions a day. Level of the school refers to grades in the teacher’s school. Teachers in elementary school (K-5) were coded as one, teachers in middle schools (6-8) were coded as two, and teachers in high schools (9-11) were coded as three. Size variables are (1) the number of teachers who are on the payroll of the teacher’s school, (2) number of students enrolled in the teacher’s school, (3) student-teacher ratio in the teacher’s school, (4) number of classrooms in the teacher’s school, and (5) number of administrators in the teacher’s school. Age of the teacher’s school is the number of years passed since the foundation of the school. Urbanization is a three-level categorical variable: teachers who work in urban schools, teachers who work in suburban schools, and teachers who work in rural schools. Urban was coded as one, suburban was coded as two, and rural was coded s three. Occupation of principal’s father was a five-level categorical variable: teachers who work under principals whose fathers were farmers (coded 1), teachers who work under principals whose fathers were blue collar workers (coded 2), teachers who work under principals whose fathers were small business owners (coded 3), teachers who work under principals whose fathers were civil servants (coded 4), and teachers who work under principals whose fathers were professionals (code 5). 7 Sex is the gender of the teacher. Male teachers were coded as one while female teachers were coded two. Socio-economic status of teacher was measured by three variables (1) growing up location of teacher, (2) number of sisters and brothers of teacher, and (3) father’s occupation of teacher. The grown-up location of teacher was operationalized as rural (1), town (2), city (3), big city (4), and all (5). Father’s occupation was categorized as small business owner (1), civil servant (2), blue-collar worker (3), and farmer (4). Socio economic status of students (SES) is the teacher’s principal’s perception of students socioeconomic status measured on a five point likert type scale. Principals ere asked to rate students in their school on a five-point scale ranging from very poor (1) to very wealthy (5). Political ties of teachers were measured on a five-point Likert- type scale. Teachers were asked to respond to following statement: â€Å"l know influential people who can help me if I am in trouble in this school. † Response options ranged from definitely inaccurate (1) to definitely accurate (5). Experience of teacher was measured by four variables: (1) age of teacher, (2) total service years of teacher in teaching, (3) total years in administrative positions and (4) ork experience outside teaching. The last variable, the work experience outside teaching, was a categorical variable. Teachers who had work experience outside teaching were assigned one while teachers who did not have work experience outside teaching were assigned two. Overall alienation from work was utilized to cnec tne vallOl ty 0T sense 0T power scale. leacners were asKea to response to tne following question: â€Å"Do you wish your child to pursue a career in teaching? † Those who said â€Å"†yes† were assigned â€Å"two† and those who said â€Å"no† were assigned â€Å"one. † Teacher’s birthplace had two possible responses. Those who were born in the province, Karabuk, were assigned a â€Å"two. Those who were born outside the province were assigned a â€Å"one. † Training had three potential responses. Teachers who were not graduated from teacher colleges were assigned a â€Å"one,† teachers who were not graduated from teacher colleges but 8 earne d teaching certificate by attending extra training were assigned a â€Å"two,† and regular teachers who were graduated from teacher colleges were assigned a â€Å"three. † Experience of principals had three measures: (1) age of teacher’s principal, (2) total ears in administrative positions, and (3) total service years in education sector. These measures were obtained during school visitations. Percentage of male is the percentage of male teachers in teacher’s school. Organization of the Study The relevant literature is reviewed in the second chapter. The third chapter deals with instrumentation and methodology. The findings of the pilot study are reported in the fourth chapter. The findings of the research sample are in the fifth chapter. After discussions of findings, recommendations for further research are presented in the sixth chapter. How to cite Max webber, Papers

Negative Impact of Social Websites free essay sample

Social networking has greatly impacted society, especially when it comes down to common sites such as Facebook, My space, or even Twitter. It has been noticed to have both a negative and positive effect on society. Although social networks can have good and positive effect on people but unfortunately it has plenty of negative effects on students. Through reports its evaluated that social networking sites has formed a new kind of addiction which we call the social media addiction and it is quite true in using Facebook,twitter,hi5 etc. Are you addicted to Facebook? Twitter? hi5? (etc. Some students would say yes and some would say no. It depends on the level of cravings. But it was found that a lot of students are by now addicted to it, to the extent that their school performance is affected. Children who spend much of their time online find it harder to focus in class and have short attention span, Researchers have found it out through the samples that 7 out of 10 teachers said that t heir students are becoming addicted with social websites such as Facebook or twitter. We will write a custom essay sample on Negative Impact of Social Websites or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Their students tend to study while using Facebook or twitter and it shows that they got 20% lower grades. Social sites using students even perform study related task without completion for the reason that they spend more time looking on their updates about their friends and look up for their notifications rather than finishing their school tasks. Aside that Facebook affects student’s academic performance; it also has an effect on student’s emotional health. Students feel connected to others but study shows that they manifest depression through seeing their status updates. Some would utilize the site to express what they feel towards their rival in school or even outside the campus. They would blurt out through posting status that would target their opponent just to hurt their feelings. 1. Teenagers who use Facebook more often show more narcissistic tendencies while young adults who have a strong Facebook presence show more signs of other psychological disorders, including antisocial behaviors, mania and aggressive tendencies. 2. Daily overuse of media and technology has a negative effect on the health of all children, preteens and teenagers by making them more prone to depression, and other psychological disorders, as well as by making them more susceptible to future health problems. . Students mostly use slang words or shortened forms of words on social networking sites. They start relying on the computer grammar and spelling check features. This reduces their command over the language and their creative writing skills. 4. The student’s motivational level reduces due to the use of these social networking sites. They rely on the virtual environment inste ad of gaining practical knowledge from the real world. 5. The more time the students spend on these social media sites, the less time they will spend socializing in person with others. This reduces their communication skills. They will not be able to communicate and socialize effectively in person with others. The employers are getting more and more unsatisfied with the communication skills of the fresh graduates due to this reason. The effective communication skills are a key to success in the real world. 6. Facebook and other sites can be very distracting for students and can impact negatively on their learning, reports have proved that the students who check their Facebook or social account at least once is a study time of 15 minutes has scored lower grades in their studies. For sure there can be many other reasons for a student’s inattention in studies. But somehow social networks like Facebook, Orkut, and Twitter etc. have a negative impact on the education of some students. Facebook could make students vain for better or for worse and it is the parent’s and teacher’s duty to watch and guide their children to get the utmost good benefits from Social networking website. GOOD MIND ALWAYS GOOD FIND

How Hamlets Behavior in Theater Differed essays

How Hamlet's Behavior in Theater Differed essays William Shakespeares theater differed from ours in several respects, but most notably in the fact that womens parts were played by males, often younger boys. Shakespeare at times uses this fact to make additional double entendres in his comedies, while the convention that men play women has to be accepted and accommodated in a different way in the tragedies. In Hamlet, the two important female parts are Gertrude, Hamlets mother, and Ophelia, the girl everyone assumes is his love interest, though he treats her as if she were not much of the time. The way Laurence Olivier treated these two characters in his 1949 film of Hamlet is in keeping with much critical opinion on the play and the characters. Olivier creates an image of Denmark as a forbidding place pounded by nature and in turmoil because of the death of a king. This is not to say that this film is merely conventional in its approach, for instead, Olivier's version is highly inventive and daring. It makes use of both stage and film conventions at one and the same time. The fabricated sets make the film an interior experience like the set on a stage, and what exteriors there are have been shot on a soundstage where every element is controlled. This means the image that is presented is the image desired, with no necessary bow to reality. The sky is always dark and foreboding. Day or night is dark and gloomy. Hamlet wanders from one stage set to another, taking the audience with him as the camera moves through short hallways that seem painted rather than real. Olivier plays Hamlet himself as a volatile figure, internalized at one moment, leaping from a parapet onto a lower stage in another. Olivier treats the soliloquies as the internalized mental processes of the character they seem to be by having them spoken in voice-over while Hamlet's face and body language mirror his thoughts. Olivier uses the conventions of filmmaking in the way he ...

The Trump Effect in Schools

The Trump Effect in Schools A ten-day surge of hate crimes followed the election of Donald Trump in November 2016. Southern Poverty Law Center (SPLC) documented nearly 900 incidents of hate crimes and bias incidents, most committed in celebration of Trumps win, in the days following the election. These incidents occurred in public places, places of worship, and at private homes, but across the country, the largest proportion of incidents- more than a third- occurred in the nations schools. Zeroing in on the problem of Trump-related hate within U.S. schools, SPLC surveyed 10,000 educators from across the country in the days following the presidential election and found that the Trump Effect is a serious nationwide problem. The Trump Effect: Increased Hate and Bullying and Heightened Fear and Anxiety In their 2016 report titled The Trump Effect: The Impact of The 2016 Presidential Election on Our Nations Schools, SPLC reveals the findings of their nationwide survey. The survey found that the election of Trump had a negative effect on the climate within the vast majority of the nations schools. The research reveals that the negative aspects of the Trump Effect are two-fold. On the one hand, in most schools, students who are members of minority communities are experiencing heightened anxiety and fear for themselves and their families. On the other hand, in many schools across the nation, educators have observed a sharp uptick in verbal harassment, including the  use of slurs and hateful language directed at minority students, and have observed swastikas, Nazi salutes, and display of Confederate flags. Of those who responded to the survey, a quarter said that it was clear from the language students used that the incidents they observed were directly related to the election. In fact, according to a survey of 2,000 educators conducted in March 2016, the Trump Effect began during the primary campaign season. Educators who completed this survey identified Trump as an inspiration for bullying and a source of fear and anxiety among students. The increase in bias and bullying that educators documented in the spring skyrocketed in the aftermath of the election. According to reports by educators, it appears that this side of the Trump Effect is found primarily in schools in which the student population is majority white. In these schools, white students target  immigrants, Muslims, girls, LGBTQ students, disabled kids, and Clinton supporters with hateful and biased language. Attention to bullying in schools has increased in recent years, and some might wonder if what is being called the Trump Effect is simply run-of-the-mill behavior among todays students. However, educators across the country reported to SPLC that what they have observed during the primary campaign and since the election is new and alarming. According to educators, what they have witnessed in the schools where they work is an unleashing of a spirit of hatred they had not seen before. Some teachers reported hearing openly racist speech and seeing racially inspired harassment for the first time in careers of teaching that spanned multiple decades. Educators report that this behavior, inspired by the words of the president-elect, have exacerbated already existing class and racial divisions within schools. One educator reported witnessing more fights in 10 weeks than in the previous 10 years. Studying and Documenting the Trump Effect on Americas Schools The data compiled by SPLC were collected via an online survey that the organization disseminated through several groups for educators, including Teaching Tolerance,  Facing History and Ourselves, Teaching for Change, Not in Our Schools, the American Federation of Teachers, and Rethinking Schools. The survey included a mix of closed- and open-ended questions. The closed questions offered educators the opportunity to describe changes to the climate in their school after the election, while the open-ended ones gave them the opportunity to provide examples and descriptions of the kinds of behavior and interactions they had witnessed among students and how educators are handling the situation. The data gathered through this survey are both quantitative and qualitative in nature. Between the 9th and 23rd of November, they received responses from 10,000 educators from across the country who submitted more than 25,000 comments in response to the open-ended questions. SPLC points out that, because it used a purposive sampling technique to gather the data- sending it to selected groups of educators- it is not nationally representative in a scientific sense. However, with its large nationwide set of respondents, the data paint a rich and descriptive picture of what is happening in many of Americas schools following the 2016 election. The Trump Effect by the Numbers Its clear from the results of SPLCs survey that the Trump Effect is prevalent among the nations schools. Half of the educators surveyed reported that students in their schools were targeting each other based on which candidate they supported, but this goes beyond teasing. A full 40 percent reported hearing derogatory language directed at students of color, Muslim students, immigrants and those perceived as immigrants, and at students on the basis of their gender or sexual orientation. In other words, 40 percent reported witnessing incidents of hate in their schools. The same percentage believe that their schools are not equipped to deal with incidents of hate and bias that occur so regularly. The survey results show that it is​ an  anti-immigrant bias that is at the center of the Trump Effect on Americas schools. Of the more than 1,500 incidents that SPLC was able to categorize, 75 percent were anti-immigrant in nature. Of the remaining 25 percent, most were racially motivated and racist in nature. Types of incidents reported by respondents: 672 reported hearing threats of deportation476 reported hearing references to build the wall117 reported hearing the N-word used as a racial slur89 reported that Black students were told to go back to Africa54 reported presence of swastikas on campus40 reported references to the Ku Klux Klan  http://civilliberty.about.com/od/historyprofiles/tp/History-Ku-Klux-Klan-KKK.htm31 reported seeing the Confederate flag20 reported references to a return to slavery18 reported references to pussy (as in, grab her by)13 reported references to Nazi and/or use of the Nazi salute11 reported references to lynching and nooses How School Demographics Filter the Trump Effect The SPLC survey revealed that the Trump Effect is not present in all schools  and that in some, only one side of it manifests. According to educators, schools with majority-minority students populations are not seeing incidents of hate and bias. However, they report that their students are suffering from increased fear and anxiety over what the election of Trump means for them and their families. The Trump Effect on majority-minority schools is so severe that some educators report that the students in their schools appear to be suffering from ​a  trauma that hinders their ability to focus and learn. One educator wrote,  Their brains can literally handle a fraction of what students could learn in these same classes in the previous 16 years I have taught them. Some students at these schools have expressed suicidal ideation, and in general, educators report a loss of hope among students. It is in schools with racial diversity that both sides of the Trump Effect are present, and where racial and class tensions and divisions are now heightened. However, the survey revealed that there are two types of schools where the Trump Effect has not manifested: those with overwhelmingly white student populations, and in schools where educators have intentionally cultivated a climate of inclusion, empathy, and compassion, and that have established programs and practices in place for responding to divisive events that occur in society. That the Trump Effect is not present in majority-white schools but prevalent among those that are racially diverse or majority-minority suggests that race and racism are at the heart of the crisis. How Educators Can Respond Together with Teaching Tolerance, SPLC offers some informed recommendations for educators on how to manage and mitigate the Trump Effect in their schools. They point out that it is important for administrators to set a tone of inclusion and respect through school communications and everyday actions and language.Educators must acknowledge the warranted fear and anxiety that many students are experiencing, and develop and implement plans for responding to this particular form of trauma and make the school community aware that these resources exist.Raise awareness within the school community of bullying, harassment,  and bias, and reiterate school policies and expectations for student behavior.Encourage staff and students to speak up when they see or hear hate or bias directed at members of their community or themselves so that offenders are made aware that their behavior is unacceptable.Finally, SPLC warns educators that they must be prepared for a  crisis. Clear policies and procedures must be in place and all educators within the school community must know what they are and what their role is in carrying them out before a crisis oc curs. They recommend the guide, Responding to Hate and Bias at School.

History and politics of primary education Essay

History and politics of primary education - Essay Example The Butler Act, also known as the 1944 Education Act, aimed at providing education for all school going children between the ages of 5 and 14. The Act stipulated that secondary education start at 11-years-old. In addition, it created a framework by which a ministry managed school affairs but the schools themselves were managed by Local Education Authorities (LEAs). However, the duration of school days, term dates, and the syllabus stayed under local management (Freedman, Lipson & Hargreaves, 2008:29). The Butler Act also included requirements for Church Schools. The schools were to be incorporated into the state system using various arrangements, and the operating expenses of the Church Schools were to be borne by LEAs but remaining responsible for religious education in the syllabus. Although not stipulated by the Act, the consensus was that grammar schools were to be retained by the creation of a Tripartite framework in which students were to be enrolled in three variants of school s. Besides the grammar schools, there were to be secondary contemporary schools and technical schools. Grammar schools were to admit the most capable 20 percent of the students (determined using the 11-plus tests) and were better financed compared to other schools. In addition, most of the teachers held degrees (Gorard, 2009:105). Various LEAs employed different admission criteria, but majority implemented types of intelligence assessments – supposing that intelligence was uniform and estimable to the extent where an individual’s ability was known by the age of 11. However, numerous injustices soon became common. Grammar school slots were mainly fixed, implying that the challenges of admission to a grammar school deviated based on how many students were in a specific category. Comprehensive schools intended to offer education opportunities to children from all

Organization theory concepts Essay Example | Topics and Well Written Essays - 2000 words

Organization theory concepts - Essay Example The book under review is known as â€Å"Organization Theory; Challenges and Perspectives† by John McAuley, Joanne Duberly and Phil Johnson. The various chapters of the book are put into perspective in the subsequent paragraphs. Despite the few complex terms and concepts in this book, the book is generally informative and recommended to academics or students who needs to get in-depth knowledge on the issues surrounding organization theory. The primary goal for the establishment of the organizational theory is to allow managers to function effectively by leading all stakeholders of the organization towards attainment of the strategic goals and objectives of the organization. Each chapter of the book is discussed with the aim to identifying key concepts concerning organization theory as well as difficulties that exists in a bid to understand the paper. ... It is in order that simple terms are used so that the readers can fully comprehend the various concepts that are discussed in the chapter. Chapter 2 This chapter delves in describing the modernism, a key social movement within the organization theory. Modernism has great impact on the development of the various organization practices. Modernism avers that all the conflicts within the organization can be managed effectively through the various conflict resolution mechanisms that exist within the organization. Modernism champions for new ways of handling various concepts of the organization. It requires that organization should be managed in a dynamic way and each issue within the organization should be handled uniquely as opposed to having a rigid way of handling every issue within the organization (McAuley, Duberly and Johnson, 2007). Modernism requires that management adopts both a people centered approach and task centered approach in managing the affairs of the organization. Accor ding to modernist, an organization is a subsystem with various subsystems which when pieced together forms the organization. McAuley, Duberly and Johnson (2007) aver that for an organization to be run effectively, it is important that there is a clear structure, chain of command, and accountability. As such, it is important that bureaucracy be adopted in order to achieve efficiency within the organization. Besides pursuit of bureaucracy in handling the various issue of the organization, it is important that scientific concepts such as leadership or conflict resolution models be also incorporated. Difficulties It is worth noting that this chapter is exhaustive and various arguments have been well thought and discussed in simple terms for the benefit all readers who might find the chapters

Admissions Essay - My Long Route to Medical School -- Medicine College

Admissions Essay - My Long Route to Medical School    I have always loved science and had planned a science career from an early age. However, life circumstances required me to follow a longer, less traditional route toward my goal, learning useful skills and gaining valuable experience along the way.    From the time of my parents' divorce, when I was eleven, I have had heavy family responsibilities. Initially, these responsibilities included caring for my three younger brothers and sister, and maintaining our home, while my mother worked.    I began to work as soon as I was able, as my income was required to help support my family. I was fortunate to find work in a picture framing shop, where I was allowed the flexibility to schedule my nearly full-time work hours around my classes in high school, and later, in college.    In 1977, I entered Arizona State University with the goal of pursuing a career in veterinary medicine. However, I found it difficult to achieve good grades, work nearly full-time, and attend to my responsibilities at home. After two years, it wa... ...ese skills include performing tasks efficiently, managing my time well, coping with stressful situations, being flexible, and working hard for long hours. Evidence of this is my 3.84 GPA since returning to ASU in 1991, and achieved while maintaining a parenting role with my nephew and working as many as 70 hours per week. In addition, my years of meeting the public in the workplace have allowed me to develop good interpersonal skills. I believe that these qualities, along with my love of science, will enable me to become a competent and humane physician.

Compair and Contrast: Zombies vs. Teenagers

Danger: Zombies and Teenagers are Ahead Mindless and blood lusting bodies fill our streets. Dragging themselves around without purpose or progressive thoughts. One would think that they should close the doors and lock the windows. However its not just decaying zombies that I speak of, its our teens. The biggest difference is the plain fact that teenagers are alive and zombies are undead. While both teenagers and zombies are completely different looking on the outside, on the inside they are very similar. Both are dangerous when they roam in groups. They have no choice of who they are, but I would like to show you how to understand both of them by comparing them to each other. Even how to destroy them. Danger is something teenagers are always getting themselves into, and when zombies are around everything else is in danger as well. Danger can be described as being put in harms way or threatening harm to others. A teenager is dangerous to themselves and other teenagers. They are reckless and don't think before they act. Being reckless is a serious issue for teenagers because they think they are invincible. Believing nothing bad will happen to them. However because of this thought process, teenagers are the ones who get harmed, or in trouble more often then any other age group. The reason for this is because the people who watch out for them aren't around at the times when teens are making the important decisions, that hold weather they get good or bad consequences. As a child an adult is all ways there to hold their hand and watch their back. As an older adult after the college years, ones life has calmed down and the realization of mortality sinks in therefore they are more careful about what they do with there bodies and minds. Young adults and teens are new to a world full of wonders, they do much experimenting, to learn the cause and effect of the actions and decisions they make. For example a teenager is about to drive a car with many other teens in the vehicle. One teen turns the radio up and everyone is dancing in there seats, screaming and laughing. The driver is being put in a dangerous situation. With all the distractions, he could do serious damage to the car and everyone in it. Its true that sometimes the driver is fine and nothing bad happens but the situation is still dangerous because of the possibility of a harmful ending. Putting other people in danger is something that zombies do as well. Obviously zombies are dangerous to other people. They attack with no warning. They spread diseases, and don’t even have the thought process to care about who they are hurting. However what is not as obvious is that they are a danger to themselves. A zombie will walk right into danger without realizing they might die. The reason they don't realize this is because their is only one thing on their mind and that is BRAINS! A zombie will walk straight toward a crazy redneck with a shot gun and wont even flinch at a warning shot. A zombie with continue trying to eat a dog even after someone has chopped an arm or leg off of it. When a zombie wants something they will do anything to get it, and this puts themselves in a whole lot of danger. Similar to a zombie a teenager is dangerous to themselves and others, luckily this behavior of recklessness will change and they will mature as they get older. A zombie on the other hand will never be cured and most likely they will not live very long if they keep their recklessness up. Ever wonder why teens and zombies are never by themselves? Its because they want to protect themselves. Teens like to move in packs and the bigger the pack the better. They go to the movies in a group of three and they meet another group in line for popcorn and they have grown in size. Teens show up at the mall because they know that someone they know will be their. If a teen is somewhere public alone they could be mistaken as a loser, and that would be traumatic for their reputation. Therefore they always have at least four to five buddies with them. Just like teens zombies need to be with other zombies, however its not for the company. Zombies like to go in packs everywhere because if they outnumber people, then they are more likely to be successful at their initiative attack. They are considered much more dangerous when in groups larger then three. If one were to spot a zombie alone they would feel superior and have no problem taking them down. Therefore zombies travel in groups no less then one hundred-sixty-six other brain eating peers. Weather someone is a teenager or a zombie they really don’t have a choice on becoming what they are. Teenagers become teenagers through the lifecycle. Everyone wishes they could skip the hormonal, emotional, and awkward stage in their life, but they cant. Its part of being human. The reason teens are different then other age groups is the crazy thing that happen to their bodies. Which I wont go into because this is not a, â€Å"What is Happening To My Body† pamphlet. Everyone goes through being a teenager, but not everyone will be a zombie. However once someone is bitten they have no choice to becoming a zombie. Its a disease that travels through a violent contact. The only thing one can do to stop it is to not be bit, by fighting back. If you want to know how to destroy a zombie or even a teenager it is all very similar. Go for the brain. A teenagers mind is what keeps them going in life if you make them feel terrible, then they will be miserable. If one were to embarrass them or destroy their reputation then they will never be able to live it down and until their dying day they will have never forgotten about the day their life was destroyed. Harsh? However so is bashing a zombies scull. It is their mind that would need to take damage to be destroyed. This is also the same way zombies are killed. Destroy the brain. Even though zombies don't use their brains, their body is still dependent on it to be undead. the brain must be smashed or shot or in some way mutilated to make sure the zombie doesn't come back. Disconnecting the body from the head is not enough. The body will still wander around and the head will still try to bite. The mechanics of this biological phenomenon are not completely understood by scientist yet. However the important thing is that if you kill the brain then you kill the zombie. The mind is a powerful organ for zombies and teens, and if you can take it out then you will succeed in destroying teenagers and zombies. While teenagers and zombies are on different levels of status, they are surprisingly similar to each other in many ways. Being dangerous and stupid are things that are not very positive to their attributes. However they can outnumber any other group. What they must go through is difficult on both of them as well. A teenager goes through body changes and is very sensitive and can be taken down easily through hurtful words. A zombie goes through a disease where they body decays and every one is trying to kill them. It seems like they are on the same boat. I wouldn't want to meet either one in a dark alley.

The 11 Most Impressive Bird Nests