Hamlets Denial Of The Truth - Free Essay Example

Sample details Pages: 2 Words: 484 Downloads: 3 Date added: 2019/04/05 Category Literature Essay Level High school Topics: Hamlet Essay William Shakespeare Essay Did you like this example? We as people have issues coping with things, especially the loss of loved ones. Our emotions are what build us and tear us down, hamlet is an amazing representation of that, heres why. The spirit of Hamlets father who was murdered in cold blood appears to hamlet in the darkness. The ghost speaks to Hamlet and claims to be his father. He tells Hamlet, avenge my death, a foul and most unnatural murder (I.V. 25). Hamlet tells himself that it cant be his father and cant be true out of fear that he has to go on without his father. Now devastated he begins to live in denial and search for whoever killed his father. He also pledges to recall and obey the ghost ultimately bringing out his demise. Changing his attitude from a depressed man to a confused person causing him to make questionable decisions. Leading him to the idea of sham madness to find his fathers killer. Don’t waste time! Our writers will create an original "Hamlets Denial Of The Truth" essay for you Create order Hamlet begins to suspect claudius has killed his father yet he doesnt know for sure, it is revealed to him that his father has really been murdered and it devastates him. The spirit of his father comes to visit him once again to tell him, as i was asleep in the garden someone came and poured poison into my ear, he who had done so is he who wears the crown. As it turns out, his uncle claudius murdered his father so that he could claim the throne. he then cried out, oh my prophetic soul! (I.V.40). Crying out Hamlet had a scene of insight after finding out his uncle murdered his father. Acting out Hamlet finds the king praying in his closet, but refuses to kill him, because his soul would go to heaven. In the story it also says Hamlet decides to wait, resolving to kill Claudius when the king is sinning when he is either drunk, angry, or lustful. He leaves. Claudius rises and declares that he has been unable to pray sincerely: My words fly up, my thoughts remain below (III.III.96). Stating Hamlet wants a sufficient revenge and does not want claudius to go to heaven. Devastated by the death of his father, and the fact it was a relative who took his father from him would be too much for Hamlet to deal with. He lived in denial of the truth and did everything he could to convince himself it wasnt true and avenge the man who raised him. Hamlet would rather die than deal with the pain of losing his beloved father. Therefore he gave up on his own life to avenge his father, which ultimately led to an untimely death. All in all this stories show how fragile the minds of human beings are and how we struggle to cope with things. No matter how big or small the issue, we live in denial of them.

Employee Drug Testing Fair and Effective Essay - 1648 Words

Annually in America, billions of taxpayer dollars are spent to pay for the unnecessary expenses caused by drug-impaired employees. Workers whose performances are negatively altered by drug use contribute to losses in business productivity and assist in lowering workplace safety. On average, according to the Community Anti-Drug Coalitions of America (CADCA), $100 billion is lost per year due to accidents, decreases in productivity, and other related expenses caused by incompetent, drug abusing employees (â€Å"Coalitions†). However, through a thoughtful system, businesses can be protected against the harms presented by deleterious contraband abusers. In an effort to curb staff member drug trends and to protect employee health, public safety,†¦show more content†¦The presence of drugged workers dramatically reduces safety levels at work (DuPont, 124). According to G. John Tysse and Garen E. Dodge, those who consume illegal drugs are more likely to cause or be part of a work related accident than employees who do not use drugs (112). Companies trapped in such situations rapidly lose productivity (Tysse, 111), and quickly find themselves footing the bill to pay for the consequent expenses. However, most agree that these trends can be countered by establishing effective, lawful drug screening programs. As unfavorable as productivity loss, increased expense, and decreased safety are, there are some who are against workplace drug inspection. These opponents claim the testing procedures violate personal privacy and are therefore unconstitutional (Cantrell). In Drug Tests and Polygraphs, it is expressed that drug tests are invasive of privacy because employers do not hold the right to examine the bodily fluids of employees by means of urinalysis (Jussim, 15). Furthermore, adversaries argue that mandatory examinations allow employers to monitor off the job drug use behavior (DuPont, 126). Opponents further the argument against testing by asserting drug testing to be inaccurate (Berrien, 122-123). These critics have cited lab and test errors as the source of inaccuracy (Jussim, 31). Fortunately, the aforementioned concerns and deficiencies can be conquered by putting into effect carefully controlled drug screeningShow MoreRelatedWritten Analysis : Law And Ethics1659 Words   |   7 Pageslaw by terminating an employee, based on off-premises use of medical marijuana after Paul Curry (Plaintiff) tested positive for Marijuana. The Plaintiff suffered from hepatitis C, osteoarthritis, and pain. The Plaintiff obtained a license from the State of Colorado for the use of medical marijuana. The Plaintiff alleged he used the marijuana within the limits of the license under the state constitutional and statutory provisions and never sued it on company property. Testing positive for marijuanaRead MoreDo Drug Tests Violate Employees’ Rights to Privacy?1654 Words   |  7 PagesIn this essay contained is an investigation, discussed and, which is within scope of this essay, in the provision of answers to this question Do drugs tests violate employees’ right to privacy?’ The answers are given by the presentation and the analyzing different views evident in literature so as to build an argumentative case against or in support of, lastly drawing the concl usions set. This is made possible concentrating on a scope which considers the ethics existent in normative theories. ItRead MoreThe For Terminally Ill Cancer Patients1635 Words   |  7 Pagesexperimental drugs first through a clinical trial and then through compassionate access gave her four more years with her children after standard treatment failed. Stories like Broom’s raise the question of whether cancer patients should be able to use drugs that have not finished testing. According to the Food and Drug Administration’s website use of an experimental drug outside of clinical trials is called expanded (or compassionate access) and is possible if a company agrees to provide the drug, a doctorRead MoreEssay on Making Drug Testing Mandatory for Welfare1381 Words   |  6 Pagesfor welfare, the reasons people had for turning to government aid, and furthermore, people were beginning to wonder what exactly their tax money was funding. As more citizens began to ques tion, the fear that their money was being stolen for illicit drug use, rather than given to secure the social and economic structure of the country the way the program had intended resulted in anger and further investigation of the possibility. An instance where welfare fraud was committed was in Nesquehoning,Read MoreEssay on C234 Task 11708 Words   |  7 PagesTask 1: Workforce Planning, Recruitment, amp; Selection Course Code: 234 Student Name: Jared Oldenkamp Student ID: 000248696 Date: 4/30/16 Student Mentor Name: Sarah Bizzaro Labor Demand and Labor Supply A1. According to the memo on proposed employee referral plan, the average age of the current officer is 45 years. A large majority of current officers will be retiring in the near future and need to be replaced. Another demand affecting the labor pool is internal promotions. One quarter ofRead MoreHuman Resource Management : A Meta- Analysis On Strategies, Testing And, And Developmental Stages1655 Words   |  7 PagesAnalysis on Strategies, Testing and Developmental Stages in the Canadian Business Setting. Joanny Belgica Vautour and Jules Verc Chomsky Cornell University Abstract: In the recent years, studies which focus on the Canadian perspective in terms of strategies and redefining testing methods used in many businesses were still inadequate to provide a better understanding as well as solution towards Effective Human Resources ManagementRead MoreUsing Selection Processes for Selecting Potential Employees to Maintain Efficiency and Staffing Quotas815 Words   |  4 Pagesefficiency and staffing quotas. The structured interview is valid, reliable, and would be effective for the selection needs of this company. A great deal of empirical research has examined the perceived fairness of selection interviews. These data indicate that interviews are generally perceived to be fair (Kravitz et al., 1996). Characteristics of the structured interview that make it an effective and reliable selection system are: Consistency of administration, interpersonal effectivenessRead More Drug Testing in the Workplace Essay3750 Words   |  15 Pages   Ã‚  Ã‚  Ã‚  Ã‚  Drug testing has become a very big issue for many companies. Approximately eighty-one percent of companies in the United States administer drug testing to their employees. Of these, seventy-seven percent of companies test employees prior to employment. Even with the commonality of drug testing, it is still a practice that is generally limited to larger corporations which have the financial stability, as well as the human resources to effectively carry out a drug testing program. In the UnitedRead MoreEssay about The Arguments for and Against Drug Testing in the Work Place2159 Words   |  9 PagesThe Arguments for 1 Running head: THE ARGUMENTS FOR AND AGAINST The Arguments For and Against Drug Testing in the Work Place Becky M. Kanipe Orientation to Doctoral Learning in Psychology The Arguments For 2 Abstract The issues of whether society should permit the business sector to test for the presence of illegal drug use by the employees, is one in which seemingly convincing arguments can be proposed to support it, as well as equally convincingRead MoreVarious Types Of Occupational Fraud962 Words   |  4 Pagesacfe.com). Occupational fraud is any scheme that involves employees taking cash, resources, or misapplies assets of the business for their personal gain (www.smartceo.com). Type I: Corruption Corruption is an intentional, dishonest act where an employee abuses their position in the company for personal gain (www.curtin.edu.au). It can take many forms. Bribery is a form of corruption. This is receiving or paying for illegal advantages. An example of bribery is a company official paying a public

Persuasive Essay About Helicopter Parenting - 1151 Words

My parents gave me a choice, I could be free to experience and explore the internet, or I would be monitored and protected from everything I saw. As in my parents see what I see, and I see what they want me to see. Instinctively I took this as an insult, did they not trust me, was my mother trying to smother me? Truthfully, they were just trying to look out for me and try helicopter parenting, opposing from their usually lenient style of parenting. As we had a discussion on my presence on the internet, I began to be creeped out about the idea my parents were spying on me, so I told them they had nothing to worry about and that I would still be open to the idea of monitoring. After my talk with my parents, I wondered did other teens have†¦show more content†¦It certainly isn t required for good child learning. And to the extent that we do manage to solve all of our children’s problems–or keep those problems from ever even popping up–we are doing rhwem a disservice. Not a fatal one that will stunt our children forever. But still, we are steering them away from the real source of confidence and independence, which comes comes from navigating the world and its surprises. Especially the unpleasant ones (Skenazy 92).† For this reason many parents should advocate raising self-reliant and responsible kids that learn from their mistakes and grow from them. Mistakes are wrong, but good for developing mindsets. In order to learn we must reflect on our mistakes which means always moving forward to bigger and better things, with this mindset we are driven to achieve. In this case, when parents let kids have more online privileges they are destined to fail one way or another which prepares them for the real world. This mentality lets kids have room for improvement when it comes to their online presence, they catch themselves doing the wrong thing and make a habit of doing the right thing. In her article, â€Å"Trapped by Helicopter Parents†, Danah Boyd maintains that: â€Å"Rather than helping teens develop strategies for negotiating public life and the potential risks of interacting with others, fearful parents have focused on tracking, monitoring and blocking. These tactics don’t help teens develop the skills they need to manageShow MoreRelatedStrategy Safari by Mintzberg71628 Words   |  287 Pagesthe references and permissions, plus lots more, working across countries, authors, and problems with remarkable skill. At one point, she wrote in an e-mail, I think it s pretty awesome that I am communicating with a Franco-Anglo-Canadian in India about a book being published in the U.S. and Europe Ahhh, modern life. Particularly wise and helpful were comments on the manuscript provided by Joelle Meiic. Thanks also go to the doctoral students of Henry s colloquium in Montreal, who made a numberRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesEnvi ronment 22 †¢ Improving Ethical Behavior 22 Coming Attractions: Developing an OB Model 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women† 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect Organizational Practices? 30 Point/Counterpoint Lost

INDIVIDUAL ASSESSMENT Essay Example For Students

INDIVIDUAL ASSESSMENT Essay 1. What are you focusing on?In the research Business research design, we focus on discover the understanding about customer behavior against domestic and imported cars in Vietnam. Particularly, basing on investigating the imported cars situation as well as the consumed cars one in Vietnam, the research aims to figure out the reasons why Vietnamese car users are not really favorable of domestic cars in comparison with the imported ones.This is considered as a crucial study because although the research result may not help to boost the Vietnamese automobile industry, it will point out the weaknesses of the industry and from that improve them in favor of customer demand as much as possible. Actually, this will be crucial in the next few years because with TPP (Trans-Pacific Partnership), tariff for all goods in general and for automobile in particular will go down to 0 percent, this leads to the fact that the imported cars price will decrease steadily and it might be lower than the dome stic cars price. The research will give the appropriate answers for these questions. The paper would make the comparison between imported and domestic produced cars as well as conduct the research methods to acknowledge consumption habits, perceptions and opinions of purchasing for cars. Particularly, the Business Model Canvas (BMC) the business model has been introduced in class is applied to address these problems. For developing new or documenting existing business models, BMC will be used as a strategic management and lean startup pattern since this model will support firms in arranging their activities by demonstrating their potential tradeoffs. BMC is a visual chart consisting of a firms or products value proposition, infrastructure, customers and finances. The business model is described with 9 building blocks including customer segments, value propositions, distribution channels, customer relationships, revenue streams, key activities, key resources, key partnerships and cost structure. Therefore with this model, we could give understanding, discussion, creativity and analysis supporting for the research. 2. Sketch your CLN teams progressFor CLN teams progress, we considered the T-shape to get an understanding and appreciation of the research problem in two characteristic dimensions including breadth of knowledge and depth of knowledge. The vertical stroke of the T is the depth of skill that allows a person to contribute deep disciplinary expertise to the creative process. The horizontal stroke of the T is the broader passions and disposition for collaboration across disciplines. At first, our team focused on brainstorming the main outline of the research. This step seems so easy but this is the one taking lots of time as well as creating intensive debates within our group since each of us gave the different opinion on it and each of them fight against to another. However, after listening the ideas from each other and discussing together, we could agree with the final outline and continued develop it in details. In the next step, we concentrated on investigating the information related to customer behavior toward domestic as well as imported cars in Vietnam. From our point of view, this is really important because it will form the strong cornerstone for us to further discover the main purpose of the research or find out the answer for research question. When deeply understanding about the circumstance of customer behavior toward automobile industry, we continued to take an overview on the literature review associated to this topic. Obviously, consulting the p revious related researches will give us the right direction for the conducting study. In this step, we had to find out a variety of articles related to the research topic and then refilled them to find out the best ones and then concentrated to investigated these researches as the significant fundamental for further study the research in the next steps. One of the main step of this research is to compare between domestic produced and imported cars in terms of design, price, design, technology and feature to clarify the differences between them and from that theoretically point out why the domestic customers prefer the imported ones. Besides that, quantitative (including intercept interviews and online survey) and qualitative (including focus group), data analysis method, ethical research also conduct to clarify the research questions. 3. What worked and what did not?As mentioned above, to investigate the research topic, a wide range of research method employed including quantitative (intercept interviews and online survey), qualitative (focus group), data analysis method and ethical research with a questionnaire consisting of there parts including personal information, their current cars and opinions in local manufactured car versus imported cars. Art vs Government Essay5. What will you do next?Due to the limitations for the time of the research, our team could not give the best questionnaire for the research to bring the most satisfied outcome. However, in the future with the application of the aforementioned improvements combined with the experience gaining from this first research, I will spend more time to further deeply understand the situation of producing car industry in Vietnam as well as the imported car demand of Vietnamese customers and continue to update the information on these in the future. Besides that, I will try to further investigate the articles and papers related to the customer behavior toward domestic and imported cars in Vietnam to deeply understand on this topic. Business Model Canvas will still to be the best business model employed to help me discover this research topic. This is because for me this business model will create the favorable conditions for me to do so. In the future, by doing these t hings, I will continue to follow this topic, analyzing it in the context of globalization in general and integration into the region and the world of Vietnam in particularly. The situation of Vietnam participating in ASEAN Economic Community and TPP(Trans-Pacific Partnership) will contribute to enhance the distance between the domestic and imported cars since with these events the imported cars will be easier in pervading in Vietnamese automobile market. Therefore the customer preferences will be more different than the current situation. The research topic, thus, will be needed to further discover to adapt the market demand for automobile industry. For Vietnamese domestic car, the researches related to this topic, therefore, will be more important because understanding deeply the facing obstacles, the industry can be easier in making plans to improve and than further develop the industry in the future. In conclusion, it is significant to conduct this research in supporting for the development of Vietnamese automobile industry. Furthermore, the continuous research related to this topic is considered as the important thing to further assist the automobile growth in the future with the trend of globalization around the world as well as the upcoming integration of Vietnam in economic sector. What workedWhat did notA fair, open and empowering environment was created so that everyone could share ideas comfortably and contribute the best. There was no official team leader or coordinator of the whole teamwork process. This made the communication among team members really weak after class, making the cooperation and preparation for the proposal not as good as it could be. The content of the proposal was put under thorough discussion among the whole team to ensure everyone understand the total picture, not just one single part of their own. Even if the editor made any change in the final version, the task owner was also informed and well explained with the reason behind. There was no planning and clear schedule of what to be done. Everyone made assumption that everyone well understood and could complete the best proposal independently with her parts. Then it turned out to be not and the final editor had to bear a very heavy job due to time constraints.

Working with Animation and Imagination Essay Example For Students

Working with Animation and Imagination Essay For my art project the main theme, idea and focus I want to explore is Animation and imaginary fantasy. Being heavily interested in it, I want to explore more concepts of animation, fantasy and any possibilities of what I can do within animation and fantasy. This area of art is something I’m mainly focused on because it matters to me not just because it’s for a school gallery but because it means something to me in life and I will always cherish it. I want to explore animation characters but also the scenery for example fantasy skies or anything fantasy in general. We will write a custom essay on Working with Animation and Imagination specifically for you for only $16.38 $13.9/page Order now I’ve always had an interest in this type of art. The issue of animation and fantasy characters is that animation could be easy to draw or just thinking about it but if you want to add in a lot more detail it could be more than original animation characters where as fantasy is very detailed in every way which might be a lot more harder but one issue I will explore is the amount of detail that is appropriate for the work. Anime drawing can range from simple outline drawing of characters to the highly detailed and expressive work in some fantasy art. How detailed I go will depend on the type of art materials I trial, art forms I explore and final display requirements, I am happy to try new things and experiences, to see what goes with what and which type of art or materials I should be using. Inspiration for this focus came from when I was younger, I’ve just always been into animation and fantasy because I grew up watching anime shows and just their movement and how everything works and it has just become an important part of my life and who I am today. I also drew a few sketches for my Potential Solutions in year 11 Studio Arts and the process of that were draw, scan and Photoshop/edit. I didn’t print it out because my teacher just wanted me to get everything done and put up on a website called ‘Weebly. ’ It is hard to pick any particular artist because their were too many I have liked over the year and you just couldn’t remember them all but a couple of artists that do stand out are Masashi Kishimoto who is the creator of an anime called ‘Naruto’ and Akira Toriyama who is the creator of ‘Dragon Ball. ’ They were the main and most popular creators of anime. Last year in Studio Arts I explored different materials and the processes to complete Anime artwork. I actually tried painting and it wasn’t perfect but I’m also not so bad it’s in between and I would try it again to get the hang of it and for more experience in painting because I’ve always loved people and artists who could paint that’s why I always wished I could but I like trying new things so we’ll see how it goes. I intend to explore the possibilities of combining drawing, scanning, photo shopping, editing then printing it out and maybe draw over it and creating something different and more original. I will explore a wide range of materials and techniques to find what suits my chosen subject best. I might also trial printing photoshopped work onto a range of papers – photo paper; ordinary drawing paper and onto fabric paper and use digital transfer printing processes to get my work onto different papers and maybe even canvas. I want to develop my skills and understanding of these skills and techniques to proceed further. My chosen art forms are drawing, scanning, photo shop/edit and printing. I will combine all of those art forms to explore different ways to present my work. For instance I like the idea of making small books with just pictures of my own, a story without any authoring just pictures that says and means everything. .u62e8c73907c9aa2052a1ecb1939d888c , .u62e8c73907c9aa2052a1ecb1939d888c .postImageUrl , .u62e8c73907c9aa2052a1ecb1939d888c .centered-text-area { min-height: 80px; position: relative; } .u62e8c73907c9aa2052a1ecb1939d888c , .u62e8c73907c9aa2052a1ecb1939d888c:hover , .u62e8c73907c9aa2052a1ecb1939d888c:visited , .u62e8c73907c9aa2052a1ecb1939d888c:active { border:0!important; } .u62e8c73907c9aa2052a1ecb1939d888c .clearfix:after { content: ""; display: table; clear: both; } .u62e8c73907c9aa2052a1ecb1939d888c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u62e8c73907c9aa2052a1ecb1939d888c:active , .u62e8c73907c9aa2052a1ecb1939d888c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u62e8c73907c9aa2052a1ecb1939d888c .centered-text-area { width: 100%; position: relative ; } .u62e8c73907c9aa2052a1ecb1939d888c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u62e8c73907c9aa2052a1ecb1939d888c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u62e8c73907c9aa2052a1ecb1939d888c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u62e8c73907c9aa2052a1ecb1939d888c:hover .ctaButton { background-color: #34495E!important; } .u62e8c73907c9aa2052a1ecb1939d888c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u62e8c73907c9aa2052a1ecb1939d888c .u62e8c73907c9aa2052a1ecb1939d888c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u62e8c73907c9aa2052a1ecb1939d888c:after { content: ""; display: block; clear: both; } READ: History Of Computer Animation EssayIf I have time I would like to make gifs of moving animation using my book drawings or create drawing or paintings to present on the gallery walls. I want to keep the option to think of something else while I’m at it. For instance line and shape are very important in anime style drawing, which usually have quite clearly defined outlines and stylized (simplified) shapes. Tone texture and color are elements that are important to create the expressive moods you see in fantasy art, which is sometimes more detailed and layered than straight character anime, shading and texture is used more that in the flatter style of some character dra wings. The elements that will be most important to express my ideas will be line, tone, color, and texture because the elements will be explored by using an original and different kind of style, in order to create fantasy looking animations I will have to go through lots of experimenting to get it to the way I want it to be even if it takes long I’m willing to do it and complete it so I feel like I’ve actually accomplished something I’m proud of doing. The way I want people to look at my art project is that it’s a story even if there’s no authoring or writing of any type. It’s still a story even if it’s illustrated because a drawing or painting or any type of art could actually mean so much even if it were a piece of simple art. It could be mean the world to someone or an artists that worked so hard to accomplish something to get it into a gallery but when people see it they could they walk by like it doesn’t mean a thing or doesn’t look so good, but I’m just here to say and want people to feel appreciated about an artwork doesn’t always need a caption or a writing you can just tell from the way the artwork looks and it should give people a kind of feeling.

Managing a School Effectively Essays

Managing a School Effectively Essays Managing a School Effectively Essay Managing a School Effectively Essay The techno century’s Leadership From Principals to CEO (Chief Education Officer) Abstract The techno century’s principalship From Principals to CEO (Chief Education Officer) The role of the principal is multi-faceted. The techno century’s principalship in its epitomized role is about ensuring the relevance of aims, content, practices, and outcomes of formal education to digital generation. In accepting this coveted role, individual and organisational capability will be imperative, as will the development of individuals and communities to create and ‘walk’ the new paradigms. Modern school leadership also includes networking. School leaders will have to work together and share, rather than compete in their augmented roles. It will be essential that principals can not only advocate, but also implement, a win-win style of leadership, so that all give their absolute best. Principals must be involved in the design of curriculum and instruction. Principals must also take an active role in assessing the teaching that occurs in the school and, where needed, provide opportunity for teachers to improve their standards. Principals need to be able to lead in a less authoritarian style. They will need to develop within their schools a profound sense of social interest. Thus, if a principal is collegial, with a shared vision, yet still able to make the hard decisions, students and teachers will succeed and schools will become places of learning for all. The techno century’s principalship – From Principals to CEO (Chief Education Officer) You can accomplish anything in life, provided that you do not mind who gets the credit. ’ -Harry S. Truman The role of school principal has always been very unambiguous to everybody- the principal and also to teachers, students and parents of the school. Writing in Creating the Future School, Beare concluded an uplifting chapter, about those who will head the school of the futur e, with these words: ‘This terrain is not for the immature, the shallow, the unworthy, the unformed, or the uninformed, and society needs to be very careful about what people it commissions for this task’. Beare, 2001). The principal is appointed by management to lead the school and to be eventually liable for everything that takes place at the school. When things go well, the principal receives the plaudits and basks in the reflected glory of the achievements. When the school’s reputation is high, the principal is given the credit. The other side of that coin, of course, is that, when the school is doing badly, the principal is in the front line of criticism. It is expected by teachers, students and parents that school principals will be visible at all times at several places at once, that they will personally deal with every serious situation that arises as well as many that are much less serious, that they will know by name most of the students and their parents, attend all school sports matches, activities and functions, and that they will be the public faces of their schools with the rest of the world. Principals used to try to do all need to be done in school by themselves and usually (with a few noble exceptions) failed, generally losing their sense of priorities along the way. Things have gotten tougher in today’s scenario. The techno century’s educational scenario possesses the following characteristics: Students’ identities and providences are fluid; Schools are culturally heterogeneous; Education is proposed to be lifelong, formal and informal; Education is gradually getting unimpeded by time and place; Roles are imprecise and overlapping; Schools and teachers are embedded in multifaceted, interconnected networks; and, Education is even more user-centric. What type of leadership style will be the most suitable for this techno century? For techno century’s educational scenario, we need school leaders who empower both educators and students to lead, and who are prepared to help develop leadership in other schools. These shall be leaders having a strong moral purpose and commitment to working to help all schools improve performance. This view that, in the techno century the days of the self contained, stand-alone school will be superseded, is also argued by the eminent Australian educationalist Hedley Beare: ‘The best schools are part of a living ecology of learning localities and sites, and can access learning modules from almost anywhere. The school, therefore, acts not as a sole and exclusive provider of programs for students enrolled, and does not assume its own curriculum offerings are confined to its own campus. Rather, it acts as a learning broker to find, contract in, and then manage what is available on its web of contacts. ’ The opportunities for leadership within this model are immense. The walls of the school are removed and educators of all levels can contribute to the development of individuals, groups, schools, and networks both national and international. The challenge for each nation is to develop the culture and the capacity for the new style of leadership. Now as effective leadership is recognised as a key feature of successful schools, however, is the style of leadership needed in the techno century the same as what was required in the 20th century? We can use examples from industry and business to help us understand leadership for the techno century. Jim Collins has a five-level hierarchy of leadership: Level V: Executive. Builds enduring magnitude through a paradoxical blend of personal humility and professional will. Level IV: Effective Leader. Catalyses dedication to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards. Level III: Competent Manager. Organises people and resources towards the efficient and effective pursuit of predetermined objectives. Level II: Contributing Team Affiliate. Contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting. Level I: Highly competent Individual. Makes productive contributions through talent, knowledge, skills and good work habits. It is possible to argue that we have educational leaders at Level 4, are we in a position to say that we have leaders at Level 5. It is strongly asserted that in the techno century we should be striving to have all educational leaders operating at level 4 as a baseline, and aspiring for Level 5. Here if we twist the jar gon a bit the Principals achieving the Level 5 or the CEO level can be named as Chief Education Officers. Fullan has developed his own levels of leadership, but, unlike Collins, these are based on moral purpose – ‘revamping the principal’s role as part and parcel of changing the context within which teachers and students learn. ’ Fullan’s four levels are: Level 4: Societal. ‘Societal developments will be a by-product of profound implementation at the other three levels. ’ Level 3: Regional. ‘School leaders working with a strong sense of purpose and interacting with other school leaders regionally will enlarge the scope of their thinking in a way that benefits society. Level 2: School. ‘All students and teachers benefit in terms of identified desirable goals, that the gap between high and low performers becomes less as the bar for all is raised, that ever-deeper educational goals are pursued, and that the culture of the school becomes so transformed that continuous improvement relative to the previous three components becomes b uilt in. ’ Level 1: Individual. ‘Principals are committed to making a positive difference in the lives of individual students and teachers. The 4th Level here as well corresponds to the Level 5 of Collins’ model again paralleling principalship to CEO†¦ where the position is not just about managing the school but managing a system at different levels. The following is a short point form review of the four main school leadership styles. By addressing the style, the purpose and the outcome of each, we may be able to glean an understanding of the qualities required for leading our schools into the future. Traditional (authoritarian) leadership Style Under traditional leadership, it is understood that principals will: Expect teachers to expect their students to learn, rather than enthuse and encourage them to understand what they are learning; Expect learning to be based on training from a textbook, rather than learning to think, explore, and solve problems; Expect all teacher in-servicing to done outside the school, not encouraging teachers to share the knowledge gained at this professional development; Encourage teachers to maintain a closed door regime; and, Keep teachers very busy. Purpose When teachers are too busy, they can only communicate on a superficial level and are less likely to challenge the authority of the principal; To ensure that teachers do not work collegially because discussion is perceived as gossip and gossip is seen as a challenge to authority; and, Out of school professional development is non-threatening to the principal and can be blamed for lack of change/ improvement in student standards. Outcomes The parents approve because it is the system they know; A higher number of students pass external examinations; The administration team is either follower of same power style or are ineffective; Few graduating students pass university or are successful in business until much later in life, when they have acquired thinking, organisational and co-operative skills; Students develop poor sportsmanship tendencies; Students tend not to develop good organisational skills; Students tend to act in a spoilt manner and cannot stand up for themselves, except through violence; and, Bullying is a constant problem. Conclusions The traditional model worked when students were expected to learn by rote and where the outcome was training, rather than learning. However, with the complexity of learning and thinking that is required in today’s educational system, a more inclusive approach is required. Instructional leadership Under instructional leadership, it is understood that: Th e principal will be the active force behind staff development; The principal will appear to be less authoritarian than under Traditional Leadership, although the hierarchical approach will be actively pursued; The principal will be totally responsible for the school culture; Teachers will encourage students to do what they are told, but not to think; The principal will be up-to-date with current professional development and will encourage teachers to participate; however, no sharing of in-service information occurs; The principal works on the need to know basis, thus they are the only ones with the whole school picture; The principal encourages teaching standards to be left up to the individual teacher The principal insists that student assessment is based on examination results; and, Staff is kept busy with administration of information and extra curricula activities. Purpose To ensure that all power is in the hands of the principal; To ensure that the administration t eam are of the same type/style as principal; To ensure that the school culture is the one within which the principal wants to work To keep students under tight control; allow teachers to flounder on their own or, alternatively, become dogmatic, in that their way is the only way; To keep teachers individualised and make them feel all powerful within the classroom; To give some semblance of cohesive teaching; and, To ensure that teachers have little time to compare notes or voice dissatisfaction. Outcomes Students are at the bottom of the hierarchy; The principal is all powerful; The school culture stifles those students who wish to develop their thinking skills; Parents understand the system and see the results of training; Students may become disciplinary problems because they do not have the venue to explore their thinking processes; Aggressive sports are often an outlet for frustration; Bullying is a regular problem; Few graduating students pass university or are suc cessful in business until much later in life when they have acquired thinking, organisational and co-operative skills Conclusion Teachers and students always have to ask permission, and thus their problem-solving skills are stifled. Collaborative leadership In collaborative schools, it is understood that the principal will: Work with the staff for the benefit of the students and the school; Encourage teachers to contribute their opinions and to develop their skills; Be a member of the changing community; Be responsible for the future vision for the school; Allow the staff to participate in all discussion but be responsible for all practical solutions; and, Ensure that student progress is valued and individual differences are catered for. Purpose To stay in touch with the points of view of the staff; To provide a forum through which teachers feel they have some influence; To allow students some sense of involvement in their learning; To provide teachers/students and parents with a vision; and, To provide forums for principal-led change. Outcomes Staff/parents feel they have some influence; The schoo l community is basically open to change that is agreed to by the principal; When the principal changes schools, the vision is lost; and, The staff look to the principal to solve their problems, rather than becoming problem solvers. Collegial leadership with a vision In schools where collegial leadership with a vision is practised, it is understood that the principal will: Have a sound vision for the future direction for the school; Will be prepared to develop a clear understanding of the process required to attain that vision; Have the sensitivity and skill to include the total staff in the staff development programme; Encourage positive change for the benefit of the standard of learning; Be able to ensure that the negative emotions that often accompany change are dealt with at a professional level; and, Have the capacity to facilitate and empower teachers by providing an environment and the technology required to pursue a common ideal. Purpose To ensure that students, teachers, staff and parents feel, and are supported within, the community; To improve the standard of teaching; To ensure that all in-servicing information is disseminated throughout the school, even if it challenges existing practice; To support those who feel threatened by change; and To increase the level of respectful behaviour. Outcomes Students, teachers, parents and the principal work together for the benefit of the school, and thus each other; A board that includes representatives from students, teachers and parents has the power; Where student safety and welfare is concerned, the principal has the responsibility of ensuring that only the highest of ethical standards are followed; Sport becomes a venue for excellence and personal growth; Bullying is reduced; Teachers become mentor for a small number of individual students; Students become responsible for their actions, including learning Pastoral care is inclusive of all staff and students; Positive change is valued; Staff, students, parents and the principal become problem-solvers; A positive work ethic is established; More students pass external examinations and are successful post-school; Although common standards are set within the curriculum, individual needs are catered for ; Teachers opinions and suggestions are respected and valued and, where practicable, implemented for the benefit of the school; and, A contemporary view is that leadership in a complex organisation, such as a school, requires the energy, commitment and contributions of all who work there (Crowther et al. , 2002; Duignan et al. SOLR Project 2003; Mulford and Silins, 2002, 2003). School leadership today, therefore, should be viewed as a shared communal phenomenon emanating from the interactions and relationships of individuals and groups as they go about the construction and reconstruction of the reality of living productively and compassionately together each day. Leadership is not the property of any one individual (the principal) or group (executive team). In its most potent form, it grows out of the shared vision, beliefs and efforts of a committed group of staff, students, and parents, who have a sense of belonging, and an appreciation of being valued members of their school c ommunity. A major challenge for principals, therefore, is to develop and foster the growth of shared leadership in their schools. The key emphasis is about learning together, sharing and creating processes and conditions that encourage everyone in the school community to learn, grow, and be creative together, developing shared mental models and meanings that bind them together as a community. It is time to take a fresh look at how shared leadership capability is generated in schools. There is a need to distribute leadership responsibilities among teachers and other key stakeholders, in order to create a seamless relationship between learning, pedagogy, teaching and leadership. Thus, sharing leadership with others requires a rethinking of what constitutes leadership in a school and consideration of how best to enable all school personnel, especially teachers, to feel a deep sense of commitment and belonging. Principals who utilise and value distributive and teacher leadership (Systems and middle level leadership in a corporate jargon) are seen to have an important role to play, but they do not play the role of THE leader. Rather, they recognise themselves as people wise enough to know their own strengths and weaknesses, but able to function in their school communities because they work from a values base that enables others with the appropriate passion, skills and abilities to provide leadership as CEO. For such inclusive leadership to flourish in learning communities, people must be able to freely make their contribution, speaking without fear and with openness because of the trust established among the members of the community. The principal is the catalyst that sets the tone for building relationships within the community of learners. The role of the principal is multi-faceted, but a description of a good principal must include elements of the following: The ability to identify, analyse and solve problems; Outstanding communication skills, both oral and written, with parents, students, teachers, vendors, management, other principals; The ability to work directly with the staff; Excellent problem-solving skills; Have a broad understanding of the wider world and what is expected from the students who graduate from the school; Know how to encourage all interested parties to work for the benefit of the school; Know the strengths and weakness of themselves, the school and their staff; The ability to work in stressful surroundings while keeping calm; Encourage professional staff development through collegial activities, rather power control; Encourage change by continually challenging staff beliefs and values about teaching; Take the time to ensure the they have/learn the skills and processes within the environment which they work, so as to ensure that the expectations within a school are based on the culture or deliberate change of culture of that specific school, and not some generalisation of ideas; The ability to treat parents, students and teachers in a genuine and authentic manner; Be of high moral standing; Practise the social ethics of society; Show no favouritism; Behave respectfully towards parents, students, teachers and others; Command respect from others by their supportive and honest actions; Have the astuteness to employ good teachers; Work with others in a non-judgemental way; The ability to create a school climate in which lea rning is valued because, unless learning is valued, collegiality may be perceived as an intrusion rather than a support; and, The willingness to be a creative risk taker, who can reflect and act on a given situation; The ability to keep staff moving towards the school vision; The ability to maintain a clear, positive and consistent vision for the school, as well as a clear understanding of the process required to attain that vision; Be aware of the expectations of the community for the graduating students. In the future it will be essential that principals can not only advocate, but also implement, a win-win style of leadership, so that all parties are prepared to give their absolute best (a parallel to positive human resource engineering and employee motivation). Principals must be involved in the design of curriculum and instruction (organizational planning and implementation). Principals must also take an active role in assessing the teaching that occurs in the school and, where needed, provide opportunity for teachers to improve their standards (TQM or Total Quality Management). By developing this win-win CEO style of leadership: Teachers/staff will become flexible, resilient and sufficiently secure in their own self and accomplishments to aim for self-actualised behaviour for the benefit of he students and school; Staff will develop behaviours that support mutual trust with each other and with students; Staff will feel empowered and confident to co-operate with colleagues, in b oth the curriculum and social development of the school; and, Personal accountability is based on competency, not authority. This results in a shared vision for the school and staff working towards that mission by the setting of mutual goals and action (Company Goals). With a good structure of distributed leadership in place, a principal can consider the balance between different responsibilities and between the time that can be allocated within school and outside (Time and Resource Management). In modern school leadership, also includes networking with other schools. It is now widely recognised that school improvement is accelerated through active participation in networks with other schools (Relationship Management and Marketing). At some point, principals today may also act as consultants to other schools, either within their partnership or elsewhere. They may act as ‘school improvement partners’, holding one or more other principals to account through the ‘single conversation’. If future educational policy is to be informed by educational values and rooted in successful innovative practice, then we may need to begin to redefine our understanding of leadership, so that it includes the ability to work, with confidence, beyond the school. Such leadership will have all the existing knowledge, skills and qualities but will also need the following characteristics: The ability to create powerful and multi-layered networks; Recognition of the importance of creating knowledge from practice, theory and research; The capacity to influence and persuade in the broader context; Personal resilience based in hope and optimism; and, Willingness to take risks Principals turned CEO will need to be able to lead in a less authoritarian style manner than the one being practised in many schools today. They will need to develop within their schools a profound sense of social interest within the teachers and, by implication, the students. School leaders will have to work together and share, rather than compete in their augmented roles. David Miliband has articulated the following vision: ‘the best must lead the rest, whether in relation to the advance of transformational leadership, the spread of best practice, the modernisation of the school workforce, or the development of partnerships with the wider community. ’ The evolution of educational social scenario is now so fast that the same leaders live through the transition and actively have to manage it. In essence, the role of the Principal turned CEO can be viewed as encompassing five functions: 1. Visioning by which the developmental work of the school is linked to an inspiring image of a preferred future. In this way, the linkages between an innovation and the notion of creating our own future can be made obvious. 2. Identity generation or Brand management through which cultural meaning is created. Two important purposes are served. First, communities are enabled to view their schools as distinctive (or ‘differentiated’) and to regard themselves as instrumental in the creation of a distinctive culture and system of meaning. Second, a benchmark is set whereby members of both the school and the broader community determine whether the envisaged future is consistent with their values. If not, they can consider ways to change it. 3. Alignment of organisational elements in which the implementation of school-based innovations is approached holistically. Where the rationale for an innovation is aligned with the school’s vision, where a school-wide approach to pedagogy has been generated, where school infrastructures (encompassing time, space, curricula and technologies) have been modified to facilitate implementation, and where the professional community has a shared understanding of, and commitment to, the essential features of the innovation in question, a strong basis exists for successful implementation. 4. Distribution of power and leadership whereby teachers (and community members) are encouraged to view themselves as critically important in shaping the school s direction and values and in exercising influence beyond the school. 5. External alliances and networking through which schools collaborate with other schools and with elements of the broader community, while keeping for themselves the activities that reflect their distinctive competencies. Examples are consortia, in which schools pool their resources to gain a benefit that they could not acquire alone; joint ventures, in which several schools pursue an opportunity that requires a special capacity from each one of them; and value-chain partnerships, in which organisations in different industries say education and tourism with different but complementary skills link their capabilities to create value for ultimate users. Taken together, these five functions provide a sound basis for Principals turned CEOs aspiring to lead their schools in the years ahead and are captured in Barth’s words (2001): ‘The most powerful reason for principals to be learners as well as leaders comes from the extraordinary influence of modelling behaviour. In many schools, the more important you are, the further you are removed from learning. But when the leader is learner, when the principal’s learning is continuous, sustained, and visible and exciting, a crucial and very different message is telegraphed to the community: this school is a community of learners; learning is its most important characteristic; the principal is a first-class citizen of the community of learners, the head learner. ’ It is essential that all members of a school community can express themselves without fear of retribution; that all students can learn from their mistakes in a supportive environment; and that the school climate is both challenging and respectful. Thus, if a CEO is collegial, with a shared vision, yet still able to make the hard decisions, students and teachers will succeed and schools will become places of learning for all. Collaboratively, school leaders will redefine themselves as learning organisations offering individuals liberation and empowerment to maximise their full potential as innovative, intelligent workers (Fenwick, 1995). They will need to grow ‘a culture in which individual development is a priority, outmoded and erroneous ways of thinking are actively identified and corrected, and the purpose and vision of the organization are clearly understood and supported by all its members’ (Cullen, 1999). All schools require a CEO who can organise and co-ordinate the work life of a school, as well as shape the school environment for the benefit of students. A positive and affirming attitude within a school improves student’s levels of achievement and the attitudes they have towards that achievement. It is impossible to isolate the skills or leadership style that best suits each school from the environment that empowers its teachers. Each CEO’s leadership style is unique and no one style appears to be totally effective. However, if we accept that the role of the CEO is to lead the school, and the role of the school is to educate its students, then it may be said that the role of the CEO is to lead that school into providing the best education for its students. It is often expected that the principal would have anagerial expertise well it is sort of an imperative now they have to adorn the roles and responsibilities of a CEO well in corporate jargon and will be not just be ‘people developers’ but also successful visionaries, and management gurus. Thus, the techno century principalship in its richest role is abou t ensuring the relevance of aims, content, practices, and outcomes of school education which is gradually evolving in a corporate structure for future generations. In accepting this coveted role, the principal will need to be capable in guiding new education agendas and developing new generations of community. Individual and organisational capability will be imperative, as will the development of individuals and communities to create and ‘walk’ these new paradigms of CEOship.

Ethical Issues of the Holy War essays

Ethical Issues of the Holy War essays The issue of a jihad, or holy war is a term brought from the bible to give bearing to the conquest of the land of one by the request of God. If and what relevance does this term have to the world as we know it today? The ongoing conflict in the Middle East is a prime example that it is still an issue and probably always will be. This ethical problem deeply affects three of the most prominent influences on the way each culture in the world operates. First is the political aspect. The Israeli possession of Palestine, treatment of the Palestinian people, and the habitation of the West Bank all make us vulnerable when taking either side. Meaning we put ourselves in a situation where we automatically make an enemy. This brings the second point into perspective. How should we act in warfare? Should we be participants or just object and watch, because how do we know if God is on the same side we are and what the consequences of the actions will be. The third point is that with the above in mind, how does this affect our view on the character of a God who can judge a group and be fair to each of us individually. There are two basic ethical decisions when deciding upon where to stand on the view of a holy war. Is it right or is it wrong? The view that holy war is moral and right comes from the term Graded Absolutism. This states that killing is clearly against God's law, but God exempted Israel from breaking these to satisfy higher laws (Geisler 27, 115-118). The other is Unqualified Absolutism. This states just the opposite, that it is wrong no matter what, and that God's law against killing is a moral absolute that must not be broken. (Geisler 27). What were the reasons for the rise of a holy war? From my reading I have found four distinct events that led to the start of each war. First, each followed an outcry against a nation that practiced extreme, widespread violence and cruelty. Also, each was preceded by extensive exposure to...