Excessive Police force In america Research Paper

Excessive Police force In america - Research Paper Example When the officer was being tried for killing, the jury was told to consider the following verdicts: second degree or involuntary manslaughter. The juror decided to charge him with involuntary manslaughter even after substantial evidence was provided. This kind of judgments also contributes a lot to police officers become brutal to their citizens. Even after congress had passed Violent Control and Law Enforcement Act, they have neglected their responsibility to continuously provide the necessary funds for its enactment. There is no need for the police to keep and criminal records since the legislations can handle this matter. It is quite unfortunate that the legislation department does not hold police officers responsible for their criminal acts and the violation of human rights. When police officers murder innocent citizens in America, they are most of the time charged with involuntary manslaughter. The definition of this term in legal terms is the unlawful killing of person that was done unintentionally (Alexander, 2005). May states in the world do not even have the proper definition of this term, thus many people go unpunished for the criminal act they have committed. Many people who are brutally murdered by the police officers rarely get justice. Even after a police officer is found guilty, his sentence is reduced. Some p olice officers are even released on parole when current fracas reduces and people have forgotten about the incident. When the court does not hold police officers accountable of his actions after committing a crime, citizens start demonstrating. The same police officers mishandle the citizens by arresting them in large numbers even if they are holding peaceful demonstrations. The citizens are disconnected to the police officers because of being handled heavily and brutally (Alexander, 2005). Families that are not served with justice after one of them is murdered are

Violence in the past Essay Example for Free

Violence in the past Essay Abigail has been the victim of violence in the past. In the play she tells the girls: I saw Indians smash my dear parents heads on the pillow next to mine, and I have seen some reddish work done at night. This experience influences her actions later on in the play. She seeks vengeance in everything she does and she corrupts the characters in the play because she knows their weaknesses. Her actions are significant in this scene because it shows that she seeks vengeance in order to gain more power. Abigails actions are representative of the actions of government during the 1950s. Both the government and Abigail seek to manipulate the system to gain power (through Witch trials/McCarthy trials). Miller shows what power can do in the wrong hands and the way the government perverts the course of justice. Proctor opposes Abigail during the trial; he refuses to believe her lies and knows that she is being hypocritical. Proctor has considerable influence over the common man in Salem. His reputation is important to him and his dramatic confession how do you call heaven! Whore! Whore! is completely unexpected. This provokes sympathy from the audience. Proctor is now a known lecher and he tries to explain a man will not cast away his good name. This shows that Proctors reputation is important to him and he must protect it. Miller shows his own morals and ethics in Proctors character where Proctor sacrifices his good name. The implication is that Proctor did the right thing by confessing. It is also a dramatic turning point because he has effectively committed social suicide and this becomes the main focus in the trial. Miller wants the audience to understand that John Proctor has been tackling his conscience since his affair with Abigail. After his confession in Act Three he is overwhelmed by guilt and shame because he has disappointed his friends. Miller shows the audience the hardships faced by an individual to stand up to the rest of society. This idea comes from the way Miller stood up against McCarthyism and was scrutinised for it. Elizabeth Proctor is another character in the play that faces a moral dilemma. Upon entering the courtroom she is unaware of the events that precede her arrival. She is confused and this is noticeable from the faint way in which she speaks to Danforth. Both Abigail and Proctor are made to face their backs towards her so they cannot influence her testimony. This is a very tense moment in the play because the audience arent sure how Elizabeth will react under pressure. Throughout the play Elizabeth does not speak to Abigail but it is at this moment that the audience can feel her dislike and anger. When Danforth first questions Elizabeth about Abigail, she knows that John has been accused of lechery. Elizabeth doesnt know whether to choose to save her husbands reputation or to tell the court he has committed lechery and to live with the consequence. not knowing what to say, sensing a situation she begins to stall for time. As a Christian woman, Elizabeth believes that God condemns liars and if she lies her reputation will be tainted. Abigail has corrupted Elizabeth to the extent that she is now powerless and either choice she makes she will lose. The audience expects her response to be the truth and is shocked when she lies. She felt a great importance in telling the truth but she was overcome by emotion for Proctor and didnt want to see him get hurt. She has never committed a big sin in her life so when she lies, she knows that the guilt will follow her for the rest of her life Elizabeth is put under the most pressure in this scene and she is one of the victims of Abigails corruption. Miller wanted the audience to recognise that tragedies happen to good people and that the wicked can often escape their punishment. He shows that when a person has to decide between faith and love, human instinct can often overpower belief. Although Elizabeth wrestled with her conscience before making her decision but she felt that Johns life was more important. Her behaviour is significant in this scene because it is the first time in the play she shows how much she loves John. Reverend John Hale is an outsider and his judgment is not tainted by vengeance or personal responsibilities to the other villagers, he set out to find the devil in Salem. As a priest his duty is to council Christians to stay on the right path but his role in Salem changes. When he first arrives in Salem, he believes that the devil had taken over and he was sent to save them by using his books here is all the invisible world, caught, defined and calculated. In these books the devil stands stripped of all his brute disguises. As an educated man Hale is able to quickly judge a good person from a bad person which is illustrated when Hale first meets Rebecca Nurse. By Act Three Hale sees the truth about Salem and that it is not about witches but of vengeful girls. He learns that you cannot dictate human nature and the answer to the hysteria of the town lay in the people and not in his books. When Elizabeth comes into court and commits perjury he cannot take it anymore. He tells Danforth it is a natural lie to tell because he sympathises with Elizabeth and Proctor and he feels a bond with them. He explains that the trials were about private vengeance and not the devil but the court chooses to be ignorant. In anger he leaves the court I denounce these proceedings! I quit this court because he feels that there is nothing he can do. He is referred to as Pontius Pilate (Proctor-Act Two) because he washes his hands of logic and chooses to side with the court. In Act Three Hales conscience takes control of him because he cant accept Abigails treachery and corruption which caused the deaths of innocent people. I may shut my conscience to this no more he also feels partly responsible for what happened to the villagers. On page 91 Hale has a dramatic change and he makes his intentions clear for the first time in the play. His behaviour is significant in Act Three because he recognises changes in himself and other characters. He understood that Abigail was manipulating everyone around her and he saw her thirst for power. Millers purpose for creating Reverend Hale was to show an individual standing up to society and Miller saw his own attributes in Hale as he was asked to give names of communist sympathisers he had met at meetings. Miller couldnt do tell the courts the name of any communists because his conscience wouldnt allow it. Miller stood up to the injustices created by the government as Hale stands up to Danforth. It is argued that Arthur Millers purpose for writing The Crucible was to show a person status and the impact they made on society. It teaches that an individuals voice can influence others around them. In my opinion this scene is dramatically successful because it forces the audience to contemplate their own standing in society. It is also makes people aware of other injustices that are in any society, which makes the play intellectually stimulating. In Act Three, Millers intentions become clear by his use of language. A courtroom is the appropriate setting to play out Proctors confession because of the way it heightens the drama. The courtroom is parallel to Millers trial with the American government and he stood up to them and wasnt bullied by the authorities and these beliefs and morals are echoed into Proctors character. Proctor believes that the law and the government is unjust so he disagrees with Danforth and Hathorne it is hard to give a lie to dogs because he cannot forgive them for causing the death of his friends. Miller wants the audience to consider the roles the characters played in Salem and to ask themselves whether they would do the same allowing the audience to empathise with the characters. He wants them to question whether there are people like that in todays society and to make them question the world around them. The Crucible shows an awful chapter in human history which still has an impact on the world today. It shows that witches and communists could be equated because they were both victims of the government. Miller wanted to show that society hadnt learnt anything from the events that occurred in Salem and that what is manifestly parallel was the guilt, two centuries apart, of holding illicit, suppressed feelings of alienation and hostility . The government will stop anyone who poses a threat to the state (like Abigail). Including censorship of the Arts e. g. songs by artists like Eminem, whose lyrics scrutinise the actions of government. In response the government brands this behaviour as unpatriotic. The play therefore teaches us that people will always be used as scapegoats by the government because they will always be able to find victims. It shows us the reality of alienation and the power of paranoia, particularly in the way it clouds logic. We learn that as individuals we should avoid becoming the victim and should stand up for what we believe as both Proctor and Miller have done.

Jess Martin The Theme Of The Outsiders :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Outsiders, an enthralling tale by S.E. Hinton, is an excellent story about the hardships and triumphs experienced by the Greasers and the Socs, two rival gangs. This novel suggests the stories ¹ content because the Greasers are a gang of social outcasts and misfits. This novel ¹s theme is very specific; people, no matter what their social background, strive for the same goals and experience the same disappointments. This novel shows this theme throughout a detailed story line.   Ã‚  Ã‚  Ã‚  Ã‚  The fictional novel is set in a moderate-size city, possibly near Texas, in the late 1960 ¹s. Ponyboy, the main character, lives with his brothers as a greaser. One day Ponyboy and Johnny, Ponyboy ¹s best friend, get jumped by a group of Socs. The Socs start to drown Ponyboy in a fountain. Johnny, realizing they might kill Ponyboy, kills Bob, one of the Socs with his switchblade. Johnny and Ponyboy run to a fellow Greaser, Dally, who is always in trouble with the law. Dally helps them by giving them some money, a gun, and a place to hide. They hide in a church outside of town for a week until Dally says it ¹s okay to come out. They go out to eat and when they get back to the church they find it burning. When they see that there are kids inside and the fire could have been started by their cigarettes, they run inside to save the kids. Johnny and Dally are hurt in the fire and taken to the hospital. They are hailed as heroes in the local paper. Dally breaks out of the hospital to fight in a rumble against the Socs. While the Greasers beat the Socs, Johnny dies in the hospital. When Dally finds out he goes out and robs a grocery store. When the cops pull up he pulls out an empty gun so the cops shoot him.   Ã‚  Ã‚  Ã‚  Ã‚  The theme of this novel is that all people are set back at times and they all want the same basic things. This theme is expressed in the novel several times. Disappointments are shown when Bob dies and the Socs grieve for him, when Ponyboy ¹s parents die and they are upset, and when Johnny dies and it disturbs the Greasers. It is shown that the Greasers and Socs strive for the same goals when Darry, Ponyboy ¹s older brother, tells him that he should succeed in school and make something of himself, and

LINDA TRIPP: I’m you. . . I’m just like you. Really Linda? I don’t think so! :: Essays Papers

LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! Linda Tripp, due to her key role in the Impeachment Scandal has become one of the most controversial figures in current politics. Is she a villain or is she a hero? Looking at Tripp’s actions before, during, and after the Impeachment Scandal the question arises; were these actions legitimate or were they improper? An important factor in answering this question is the audience’s reaction to Tripp’s behavior along with an analyzation and critique of her actions. "Psychological criticism" is the method that will be used to evaluate Linda Tripp. This "attempts to analyze the effects of the rhetorician’s character, intelligence, and sincerity as perceived by the audience." (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 29) One must look at how Tripp portrays her image to the audience, how Tripp attempts to put herself in a favorable light, how Tripp blames her opponents, how Tripp creates an impression of sincerity, how Tripp identifies herself with the "experiences, values and attitudes of his [her] audience" (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 30) and the way in which Tripp discounts personal biases and interests. Based on these questions and the opinions of the audience one can judge Tripp’s role in the Impeachment Scandal. Tripp portrays her image to the public by identifying herself as the normal, average, American citizen. When speaking with the press on July 29, 1998 Tripp repeats the statement, "I am you" in four slightly different forms. Tripp speaks about how she ended up in her current predicament and her response is, "I’m you." This is immediately followed by, "I’m just like you. . . I never asked to be placed in this position. Because I am just like you." At the end of her statement she says, "I am no different than you" (Text of Linda Tripp’s Remarks, July 29, 1998, Washington Post, pg. 1&3) This technique removes Tripp for the spotlight for a moment. It asks the audience to relate her to the "girl next door" or in her case just your, "everyday single mom trying to do the right thing." The taping of the phone conversations amongst her Lewinsky can easily be explained by Tripp. "I [even] thought of it as my patriotic duty." (NBC, Today Show, "Linda Tripp Speaks About her Motives in Recording Monica Lewinsky’s Phone Conversations" February 12, 1999) LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! :: Essays Papers LINDA TRIPP: "I’m you. . . I’m just like you." Really Linda? I don’t think so! Linda Tripp, due to her key role in the Impeachment Scandal has become one of the most controversial figures in current politics. Is she a villain or is she a hero? Looking at Tripp’s actions before, during, and after the Impeachment Scandal the question arises; were these actions legitimate or were they improper? An important factor in answering this question is the audience’s reaction to Tripp’s behavior along with an analyzation and critique of her actions. "Psychological criticism" is the method that will be used to evaluate Linda Tripp. This "attempts to analyze the effects of the rhetorician’s character, intelligence, and sincerity as perceived by the audience." (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 29) One must look at how Tripp portrays her image to the audience, how Tripp attempts to put herself in a favorable light, how Tripp blames her opponents, how Tripp creates an impression of sincerity, how Tripp identifies herself with the "experiences, values and attitudes of his [her] audience" (Campbell, Critiques of Contemporary Rhetoric. 1972, pg. 30) and the way in which Tripp discounts personal biases and interests. Based on these questions and the opinions of the audience one can judge Tripp’s role in the Impeachment Scandal. Tripp portrays her image to the public by identifying herself as the normal, average, American citizen. When speaking with the press on July 29, 1998 Tripp repeats the statement, "I am you" in four slightly different forms. Tripp speaks about how she ended up in her current predicament and her response is, "I’m you." This is immediately followed by, "I’m just like you. . . I never asked to be placed in this position. Because I am just like you." At the end of her statement she says, "I am no different than you" (Text of Linda Tripp’s Remarks, July 29, 1998, Washington Post, pg. 1&3) This technique removes Tripp for the spotlight for a moment. It asks the audience to relate her to the "girl next door" or in her case just your, "everyday single mom trying to do the right thing." The taping of the phone conversations amongst her Lewinsky can easily be explained by Tripp. "I [even] thought of it as my patriotic duty." (NBC, Today Show, "Linda Tripp Speaks About her Motives in Recording Monica Lewinsky’s Phone Conversations" February 12, 1999)

Dolphin 1984

In 1984, he co-founded and led the spin-off company Pain Capital, a highly profitable private equity investment firm that became one of the largest of its kind in the nation. Economy, everyone might wonder what mitt will do and he believes in free enterprise, hard work, and innovation. His plan consist of reduce taxes, spending, regulation, and government programs. Mitt's plan to help The United States of America, is to increase the number in Jobs. Rooney plans to increase trade, energy production, human capital, and labor flexibility. With Rooney in the house, Obama care would be out. Roomers view on healthcare consist of the following: wouldn't affect seniors or those near retirement, would not raise taxes, and support to help the pupil choose between traditional Medicare or private plans.This â€Å"Health Care† Rooney speaks of will provide the same are and medicine like Medicare, but to a coverage. Mitt Rooney is pro-life. He believes that all Americans have a voice, that should not be take away from them. People from whatever background know that millions and millions of abortions happen every year. Rooney would like to go to the Supreme Court and overturn Roe v. Wade. With this in mind, Rooney will have each and every state have their own abortion laws. Rooney will protect the Doctors, nurse, etc. Of Hospitals. Meaning Saint Catherine for example, will not be giving abortions. Rooney will have Judges that know the choice between personal opinion and the law.Rooney believes this statement.. † Why are we taking the lives of the most innocent among Marriage is between one woman and one man, or so believes Mitt Rooney. Rooney says he wants to support traditional marriage. Rooney would like to propose a Federal Marriage Amendment to the Constitution defining marriage as between one man and one woman. Paul Ryan Bio Ryan was born in Janesville,Wisconsin. He was the youngest child in his family of four. His mother Elizabeth and his father Paul Murray Ryan who was a lawyer. Paul is a fifth generation. Ryan attended SST. Marry Catholic in Janesville, where he was elected president of his Junior class, and then became prom king.As class president Ryan was a representative of the student body on the school board. Following his sophomore year, Ryan took a Job working the grill at McDonald's. He was on his Nicholls ski,track,and varsity soccer teams and played basketball in a Catholic recreational league. He also participated in several academic and social clubs including the Model United Nations. When he was 16, Ryan found his 55 year old father lying dead in bed off heart attack. ISSUES: Mitt Rooney Taxes Reducing and stabilizing federal spending is essential, but breathing life into the resent anemic recovery will also require fixing the nation's tax code to focus on Jobs and growth.To repair the nation's tax code, marginal rates must be brought down to stimulate entrepreneurship, Job creation, and investment, while still raising the revenue needed to fund a smaller, smarter, simpler government. The principle of fairness must be preserved in federal tax and spending policy. Individual Taxes America's individual tax code applies relatively high marginal tax rates on a narrow tax base. Those high rates discourage work and entrepreneurship, as well as savings ND investment. With 54 percent of private sector workers employed outside of corporations, individual rates also define the incentives for Job-creating businesses. Lower marginal tax rates secure for all Americans the economic gains from tax reform. Make permanent, across-the-board 20 percent cut in marginal rates * Maintain current tax rates on interest, dividends, and capital gains * Eliminate taxes for taxpayers with GAG below $200,000 on interest, dividends, and capital gains * Eliminate the Death Tax * Repeal the Alternative Minimum Tax (MAT) Corporate Taxes The U. S. Economy's 35 percent corporate tax rate is among the highest in the industrial world , reducing the ability of our nation's businesses to compete in the global economy and to invest and create Jobs at home. By limiting investment and growth, the high rate of corporate tax also hurts U. S. Wages. * Cut the corporate rate to 25 percent * Strengthen and make permanent the R&D tax credit * Switch to a territorial tax system * Repeal the corporate Alternative Minimum Tax (AM Rooney Immigration Rooney tends to emphasize border security and an immigration system that will benefit the economy.To secure the borders, Rooney wants to complete the construction of a high-tech fence along the Southern border with Mexico. He says he wants enough officers for border security, but does not specify if more, or how many, officers might be needed. Additionally, he wants to improve the â€Å"exit verification† system to make sure that immigrants do not overstay their temporary visas. To retain skilled workers, Rooney proposes offering permanent residency status to foreign student s who obtain an advanced degree in math, science or engineering at a U. S. University. For industries that need and use temporary workers from outside the United States, Rooney wants to reform the temporary worker visa system by removing requirements that slow the process of obtaining the visa.To discourage immigrants from entering the country, or staying in the country, without proper documentation, Rooney would like to develop an improved employment verification system for employers to ensure that they are not hiring unauthorized immigrants. During the race for the Republican nomination, Rooney argued that there would be no need to increase deportations of unauthorized immigrants because implementing a functional employment verification system would make it difficult for them to find a bob and they would â€Å"self deport. † Rooney also opposes â€Å"magnets,† or benefits, for unauthorized immigrants that he believes encourages immigrants to enter the country without authorization. When he was governor of Massachusetts, he vetoed a bill that would allow in-state tuition for unauthorized immigrants and opposed driver's licenses for illegal immigrants.

Free Essays on Holes

HOLES The setting took place at Camp Green Lake, during the present time and summer season. Stanley Yelnats's family has a history of bad luck, thanks to their no-good-dirty-rotten-pig- stealing-great-great-grandfather! So Stanley isn't too surprised when he is sent to an all boys juvenile detention center, Camp Green Lake. The lake has been dried up for over a hundred years and used to be the largest lake in Texas. As punishment, the boys must each dig a hole a day, five feet deep and five feet across. There is only one rule at the camp and that is if you don’t bother the snakes and scorpions, then they won’t bother you. The worst thing is to be bitten by a yellow spotted lizard because you will die a slow painful death. At Camp Green Lake it is believed that if you take a bad boy and make him dig a hole every day in the hot sun, it will turn him into a good boy. Ms. Walker, who is the owner of the lake, claims that this pointless labor builds character, but she is really using the boys to dig for loot buried by the Wild West outlaw Kissin’ Kate Barlow. The main characters in this story are Stanley, Hector, Ms. Walker, Mr. sir, Mr. Pendanski and Ms. Morengo. Stanley is the boy who is found responsible for a crime that he didn’t commit. Hector is Stanley’s new best friend at Camp Green Lake. Ms. Walker is the owner of the lake. Mr. sir and Mr. Pendanski are the two helpers at the camp. Ms. Morengo is a patent attorney trying to prove that Stanley is innocent. The problems in this story were that nobody believed that Stanley is innocent. Also, everyone at the Camp thought that Hector was stupid just because he was a different race. All the boys hated Stanley and Hector because they were best friends. When Stanley realizes that the boys may not just be digging to build character, he realizes that in fact that Ms. Walker is seeking something specific. Stanley then goes and tries to find out what is really going on. Whil... Free Essays on Holes Free Essays on Holes HOLES The setting took place at Camp Green Lake, during the present time and summer season. Stanley Yelnats's family has a history of bad luck, thanks to their no-good-dirty-rotten-pig- stealing-great-great-grandfather! So Stanley isn't too surprised when he is sent to an all boys juvenile detention center, Camp Green Lake. The lake has been dried up for over a hundred years and used to be the largest lake in Texas. As punishment, the boys must each dig a hole a day, five feet deep and five feet across. There is only one rule at the camp and that is if you don’t bother the snakes and scorpions, then they won’t bother you. The worst thing is to be bitten by a yellow spotted lizard because you will die a slow painful death. At Camp Green Lake it is believed that if you take a bad boy and make him dig a hole every day in the hot sun, it will turn him into a good boy. Ms. Walker, who is the owner of the lake, claims that this pointless labor builds character, but she is really using the boys to dig for loot buried by the Wild West outlaw Kissin’ Kate Barlow. The main characters in this story are Stanley, Hector, Ms. Walker, Mr. sir, Mr. Pendanski and Ms. Morengo. Stanley is the boy who is found responsible for a crime that he didn’t commit. Hector is Stanley’s new best friend at Camp Green Lake. Ms. Walker is the owner of the lake. Mr. sir and Mr. Pendanski are the two helpers at the camp. Ms. Morengo is a patent attorney trying to prove that Stanley is innocent. The problems in this story were that nobody believed that Stanley is innocent. Also, everyone at the Camp thought that Hector was stupid just because he was a different race. All the boys hated Stanley and Hector because they were best friends. When Stanley realizes that the boys may not just be digging to build character, he realizes that in fact that Ms. Walker is seeking something specific. Stanley then goes and tries to find out what is really going on. Whil...

Marxism is Dead essays

Marxism is Dead essays After class I go home to check my e-mail. A concept such as e-mail would have seemed absurd to Karl Marx and Max Weber. It is accepted as just another part of life in our high-technology society, however. Max Weber and Karl Marx had a difference of opinion over what was the driving force behind changes in society. Marx vs. Weber, Social Conflict vs. Rational Thought. In a 12 round decision its Webers rationalization of society over socialism. The essential difference in these two theories is what drives a society towards its advancements. Marx believed that the inequality between the haves and have-nots would lead to a revolt from the proletariat. (The proletariat are easily described as the workers who are employed by the capitalists.) According to Marx, the proletariat and capitalists were class descendants of masters and slaves, and nobles and serfs. When the Industrial Revolution came to western Europe in the mid 1840s, Marx saw that the capitalists who owned the factories, and the workers who filled them, were growing further and further apart in class standing. The very rich could afford great luxuries, while the lower class worked full weeks to feed their families. He summed up that an eventual revolution was the next logical step. When the proletariat gained "class consciousness," a recognition of their strength in unity, they would overthrow the shackles of the capitalists, and eventually capitalism its elf. And what of the capitalists? The capitalists vast wealth, protected by the institutions of society, made them strong, indeed. Marx believed they would be slow to band together like the proletariat. He summarized that capitalists were afraid of competition from other capitalists, out of a desire for personal gain. Furthermore, he reasoned, because the capitalists kept employee wages low, the workers drive to turn against them would be all the greater, contributing to the capitalists dow...

Comparing Essays by Amy Tan and Adrienne Rich to My Own Experience †English Essay

Comparing Essays by Amy Tan and Adrienne Rich to My Own Experience – English Essay Free Online Research Papers Comparing Essays by Amy Tan and Adrienne Rich to My Own Experience English Essay Having immigrated from Malaysia, I find myself sometimes embarrassed of my Asian heritage. I would have moments like where I would be uncomfortable by my mother’s imperfect or â€Å"broken† (Tan, 261) English. This is similar to Amy Tan. In her essay, â€Å"Mother Tongue,† describes this discomfort vividly as she grew up. Being born in America but having immigrant parents from China, she showed scenes where she felt isolated by the cultural gulf that existed between them especially in their differing skill levels of the English language. Adrienne Rich, although having no such language barrier between her parents, faced her own similar problem. In her essay, â€Å"Split at the Root: An essay on Jewish Identity,† she illustrates her confusion at being half-Jewish and half-gentile. She did not completely belong in either circle and even showed scenes in which she denied both of her backgrounds. Eventually however, both authors found some semblance of peace in their cultures and embraced them. It was only with time and the experiences that came along with it, that the authors accepted their cultural backgrounds as an identity. In her childhood, Amy Tan was ashamed of her mother’s language. To her, her mother’s English â€Å"reflected the quality of what she had to say. That is because she expressed them imperfectly her thoughts were imperfect† (Tan, 262). Tan reiterates this point by showing general examples of the backlashes of her mother’s bad English, â€Å"(it was the reason) that people in department stores, at banks, and at restaurants did not take her seriously, did not giver her good service, pretended not to understand her, or even acted as if they did not hear her† (Tan, 262). However, later on in her life, Tan realizes she had perceived her mother wrong. She understands the English language more so than her speech might let on, â€Å"you should know that my mother’s expressive command of English belies how much she actually understands. She reads the Forbes report, listens to Wall Street Week, converses daily with her stockbroker, reads all of Shirley M aclaine’s books with ease † (Tan, 261- 262). Although humiliated earlier on in her life by her mother’s speech which she judged to be a sign of her stupidity, a keener observation by Tan revealed an intelligent, literate person despite her dialogue. This ability to see beyond the superficial passing of judgment by an immediate sense of hearing and truly grasping a person’s persona by her actions came only with age, evidenced by the contrasting views that Tan held during childhood and adulthood. Therefore, it was time that allowed the author to accept her mother’s speech. Similarly, Adrienne Rich found it difficult understanding and accepting her parents’ deficiencies. As a child, she had the part of Portia in the play The Merchants of Venice. When she spoke her lines to her father she was told to convey her lines with â€Å"more scorn and contempt with the word Jew†¦ I was encouraged to pretend to be a non-Jewish child acting a non-Jewish character who has to speak the word Jew emphatically. Such a child would not have had trouble with the part† (Rich, 209). Rich, whose father was Jewish, did not understand his reactions even stating her similarity with her character, â€Å"As a Jewish child who was also a female, I loved Portia† (Rich, 209). She however did notice â€Å"a kind of terrible, bitter bravado about my father’s way of handling this† (Rich, 209). It wasn’t until after her freshman year in college that she discovered answers about his feelings towards his own background. When questioned by R ich, her father replied, â€Å"I have never denied being a Jew† (Rich, 212). Despite this statement however, he still showed signs of bitterness towards his own religion evidenced by his anticipation and eventual frustration on not obtaining a promotion in his workplace, Johns Hopkins, â€Å"the appointment was delayed for years, no Jew ever having held a professional chair in that medical school. And he wanted it badly. It must have been a bitter time for him, since he had believed so greatly in the redeeming power of excellence†¦ with enough excellence, you could presumably make it stop mattering that you were Jewish† (Rich, 212-213). Rich’s initial confusion later evolved into an understanding of her father’s struggles of being Jewish. She recognized the reasons for his bitterness and scorn for his and ultimately her own background. Similar to Tan, it was only with age that she was able to acquire such insight. Therefore, only time aided in unders tanding and accepting her father. Where Amy Tan and Adrienne Rich differ is their stance on the role stereotypical assimilation has played in their personal identity. Amy Tan believed the stereotype of all Chinese being involved in science and math related careers fueled her to a career with English. Growing up, Tan scored higher on her math achievement tests than her English, â€Å"While my English skills were never judged as poor, compared to math, English skills were never considered my strong suits† (Tan, 263). She admits to the fact that the Chinese students have test results similar to hers â€Å"Asian students, as a whole, always do significantly better on math achievement tests than in English. And this makes me think that there are other Asian-American students who English spoken in the home might also be described as â€Å"broken† or â€Å"limited† (Tan, 263). This, however, did not stop Tan in pursuing a writing career and with time she became more strongly associated with her eventua l career, â€Å"I became an English major in my first year in college, after being rolled in pre-med. I started writing non-fiction as a freelancer the week after I was told by my former boss that writing was my worst skill and I should hone my talents toward account management† (Tan, 204). Although Tan’s tests showed a different variety of skills than the ones her career she eventually sought required, which were stereotypical for her race, she did chose to ignore them. She did not embrace the stereotype; different from embracing her culture. To have accepted her stereotype would have meant assimilating more into what the American society viewed the Chinese should have been doing, â€Å"Teachers†¦ steer (the Chinese) away from writing and into math and science† (Tan, 264). With age, she moved further away from the stereotype, being fueled by them at the same time. As a result of this time, she became a unique Chinese woman accepting her Chinese culture but not accepting her stereotype. Rich, in contrast, seemed to have been lost in her assimilation throughout her life. In her freshman year, she blatantly denied her Jewish culture to an immigrant Jewish weaver when asked about her background due to the â€Å"eighteen years of training in assimilation (that) sprang into†¦ reflex† (Rich, 211). This trend of denial due to her assimilation continues when she recounts a letter her mother had sent her which stated that Jewish woman were â€Å"fascinating† (Rich, 213). Although Rich agrees with her statement, she becomes conscious of the possible consequences of identifying with them, â€Å"I wonder if that isn’t one message of assimilation – of America – that the unlucky or the unachieving want to pull you backward, that to identity with them is to count downward mobility, lose the precious chance of passing, of token existence† (Rich, 213). Her assumptions of assimilation come to a head in the conclusion of her essay where s he states, â€Å"I feel the history of denial within me like an injury, a scar. For assimilation has affected my perceptions; those early lapses in meaning, those blanks, are with me still† (Rich, 215). This last statement, which states her admittance of the negative outcomes of her assimilation, still shows her realization of the denial of her culture after years of living through it. She states, after that statement that the essay is not a conclusion but â€Å"another beginning for me†¦ it’s a moving into accountability, enlarging the range of accountability† (Rich, 215-216). Therefore, although her assimilation had prompted her to deny her Jewish heritage, time had allowed her to realize this fault and rectify her mistakes. In both essays, the writers start out ashamed and afraid to let the world know about the backgrounds. For Amy Tan, it was her mother’s imperfect English. For Adrienne Rich, it was her Jewish background. Both writers matured later own and accepted who they are. I too had a situation similar to the writers. Today I no longer care about hiding my mother’s English. I accept that her English is not perfect and no longer do I feel ashamed when she is in front of my friends. As time passes, I think everyone matures and accepts their identities. 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Commentary for Plato,s allegory of the cave Essay

Commentary for Plato,s allegory of the cave - Essay Example Being a Greek philosopher of his era, Plato adopts a common way to narrate the story through series of conversations between Socrates – his mentor, and Glaucon – a student. In the dialogue, Socrates instructs his student to imagine a cave, where prisoners are held. They are all chained and immobile. They can only see in front of them where there is a wall. There is a fire behind the prisoners which they cant see. There is also a passage where they can walk. The prisoners carry objects with different shapes and figures. They are like puppeteers, behind a window-dressing, because they can see the flickering reflection of the object they carry on the wall and believe that they are real. However the shadowy representations are not the real image. The plot offers a twist. Socrates is to free one of the prisoners from his chains, so that he can turn around and see that the images which his fellow prisoners believe to be true are only reflections produced from the fire behind them. The liberated prisoner will also be allowed to exit the cave. The light of the sun to which his eyes are not accustomed may blind him. Now in the outside world, he can see different dimensions like the reflection of his image in the water. The prisoner now learns how wrong his fellow cave companions were. However, even if the enlightened attempts to explain the true nature of the shadowy images and the real ones, the other prisoners will not believe him, because they dont hold any other perceptions of the world in order to compare the two. One of Platos predominant ideas (and of Socrates too) is that of the form of things. This is explained in the allegory with the help of reflections. The world consists of forms – ideal and perfect, however people can only filter them as reflections through their eyes. Thus, human beings can grasp half images of these reflections

In what ways, if any, were women better off in 1901 than they had been Essay

In what ways, if any, were women better off in 1901 than they had been in 1837 - Essay Example The ideology of separate spheres was a cultural philosophy of the separation of female and male roles. The line of demarcation was relatively simple. The public sphere was the domain of men and the domestic sphere was the domain of women. While this separation was not absolute, women had to contend with the cultural implications as well as the legal ramifications of having no real legal standing within the public sector. This meant without a male representative who could stand in her place to support her cause, and without that male having standing over her person, she was at the mercy of society and without much recourse to right wrongs committed against her. This ideology was not conducive to the needs of women as change began to roll through a variety of aspects of life. These changes begin to emerge during the reign of Queen Victoria and mark her reign with the advancement of society within Britain. In 1837 Queen Victoria became queen of England when her uncle, King William IV di ed. Queen Victoria was eighteen at the time of his death meaning that she was eligible to take the throne without a regent, which put her in the role as sovereign at a very young age. Her reign lasted for 63 years and seven months, during which time the world changed dramatically. A great number of advances occurred in industry, science, society, and military areas which helped civilization to move forward into a time of betterment for the citizens of England. However, it was the women’s movement that caused some of the larges changes during her reign than any other, despite the slow simmer that it held in the background of all of the other advancements. Women moved from being merely extensions of the males in their lives to full legal entities, capable of creating change within their personal circumstances through legal action. A woman became a full individual, no longer the possession of her husband, but the embodiment of her own ownership. During the early part of the 19th century, English women took up the cause of the abolishment of slavery, their voices ringing with American voices in the cause to free all men and women from ownership. During the course of this movement, a metaphor for female oppression began to emerge through the cause of slavery (Hall, Rendall, and McClelland 2000, p. 123). Eventually, the metaphor dropped away, leaving a women’s suffrage movement that was active in trying to gain roads towards allowing women the legal standing within society that would allow women to have more than the good graces of the males in their life through which to support their lives. Hall, Rendall, and McClelland (2000), state that â€Å"it was not†¦the drudgery of hard labour for women which constituted slavery for women, but the effects of long standing patriarchal oppression and its shaping of the submissive - or slavish - character of women† (p. 124). In 1846, the Westminster Review published an article that discussed the †˜fictions’ about the way in which literature was

MANAGEMENT ACCOUNTING Essay Example | Topics and Well Written Essays - 2500 words

MANAGEMENT ACCOUNTING - Essay Example external and internal factors. These factors have redefined how management practices or functions are performed across business organizations. In the writings by Burgstahler et al. (2007), they stated that the transformations have largely affected the decision making process since there is a change in the management structure, which has integrated new roles as well as position holders. In addition, technology is also been increasingly applied in performing management functions. Despite the continuous transformation in the field of management, the constant variable has been the fact that accounting figures have consistently played a key role in the decision making process or rather they have consistently been used to decide the direction that the company should take. The strong reliance on accounting figures to perform management functions has led to the development of management accounting or control systems that were specifically designed to help the management of business organizat ions in the process of control, product costing and evaluation of management’s performance. However, in a seminal article, published by Johnson and Kaplan (1987) they both argued that management accounting systems had lost their relevance since they were inadequate for the modern accounting environment. In particular, they succinctly summarized the inadequacy of management account systems to cope with the demands of modern management by stating the information they generated was â€Å"too late, too aggregated, and too distorted to be relevant for managers’ planning and control decisions (Ezzamel et al. 1990). This present study mainly seeks to discuss the above statement in relation to today’s environment. It will begin with a literature review of the main topic of discussion and even a review on Johnson and Kaplan’s criticisms. Secondly, it will state the methodology that was applied in collected secondary data that were used in this study. In the third part before concluding, the study will conduct a critical analysis on the Johnson and Kaplan’s argument. 2.0 Literature review 2.1 Accounting With reference to the writings by Alkaraan and Northcott (2006), they stated that accounting as a practice focuses on recording, measuring, and communicating financial facts to concerned parties who use the facts for varying reasons. Roslender and Hart (2003) noted that in the present business environment, accounting largely focuses on the preparation of accounting reports and less on bookkeeping, which has been reduced to fairly a routine process because of the increased computerization and introduction of more effective systems of internal control. The users and uses of

Long-Term Impact of the Slave Trade on the Atlantic World Essay

Long-Term Impact of the Slave Trade on the Atlantic World - Essay Example It is known as the triangular slave trade as it involved three continents, Africa, America, and Europe. There were two significant parts of this slave trade. The first was the voyage of Europeans from England to Africa with their own goods such as rum for trade with manufactured goods. In West Africa, there existed a form of barter trade where these goods were exchanged with slaves. Consequently, these slaves were gathered together in ships and transported to the new world in West Indies where they were forced to work in sugar plantations. However, most of them died on the way due to diseases, mistreatment, and harsh conditions. After slaves were sold in the region, the profit from the transaction was used to buy sugar, molasses, and other commodities and these were shipped back to England. In this trade Ships were used to carry slaves, rum, sugar, molasses, tobacco, and other type of crops, which maintained this trade (Rawley & Behrendt,2005, p.189-190). This paper seeks to discuss the long-term impact of slave trade on the Atlantic world. The Atlantic slave trade had its impact on the Atlantic region. These regions were Africa, Europe, and America (new world). These long-term effects were either positive or negative. The impact of Atlantic slave trade had detrimental effect on Africa’s demographics. ... This caused a decline in population of West African states for a long time such as upper guinea. Population growth stagnated in the first in the second decades of the 19th century. Additionally, social unrest started due to intertribal warfare and capturing of slaves for the new market from the Europeans. This fuelled major disasters such as famine and drought as people shifted their efforts from economic activities to fights and slave trade. This was complicated further as there were fewer people to produce for the society and this led to further decline of the population. Moreover, the continued mix of different people at this time led to spread of diseases and further decline of population especially in the state of Angola (Thornton, 1998, p. 326-329). Additionally, Atlantic trade had an impact on African economy. There was a profound social and political change, which had a significant role in underdevelopment of Africa economy as well as ethnic fictionalization and disruption of effective states. It is worth noting that most of the slaves were taken from weaker states. The trade led to taking away of skilled and strong labor force that could have played a role in the progress of African region. Consequently, the only population that remained in most of these regions was old and could not do anything meaningful in economic development leading to stagnation and regression of the African states. Many communities relocated to other regions far away from the trade routes, which led to decline in their technological and economic development and most of the energy was dedicated to their security. In addition, relations between kingdoms, ethnic groups, and religious functions were changed. Actually, the present religious, ethnic,

Define your concept of a college education, and what a college Essay

Define your concept of a college education, and what a college education means to you - Essay Example This paper will attempt to explore the importance of college education in an individual’s life and why is it worth the amount of time, hard work and money that students invests on their college education. Tamara Draut in her article ‘Whats a Diploma Worth, Anyway?’ quotes, â€Å"Getting a bachelors degree is the required ticket for entry into the middle class today, but the security once implied in that status is gone. In addition to the exigencies now felt by middle-class Americans of all ages -- rising health care costs, soaring home prices and flat or falling incomes -- todays new generation of college grads bear an added vulnerability of massive debt† (Draut, 203). Personally speaking, nothing is further from truth. College education serves a more profound purpose than providing a promising for a prosperous life. Several evidences points to this very fact. First, not all people, who graduate from elite branded colleges, end up successful and neither all the graduates of mediocre schools stay unsuccessful all their lives. On the contrary, everyone hear rags-to-riches stories about people who attended mediocre colleges or did not go to one at all and did great. Examples include Bill Gates, the founder of Windows and Steve Jobs, the creator and owner of Apple. In addition, there are evidences of graduates of Harvard, Stanford, and Cambridge working at mediocre companies and living an average life. Thus, there is no black and white rule that promises successful prospects after college education. The question now arises, why go to college if a dropout can achieve so much more without a degree? How is it prudent to invest so much money and time in a venture, which is not even remotely reassuring of a good future? The answer lies in under the covers of salary, degree, and fame. The college education serves the purpose of character building. It deepens the attitude and dampens the soul of those who take it seriously. When one studies the

Long-Term Impact of the Slave Trade on the Atlantic World Essay

Long-Term Impact of the Slave Trade on the Atlantic World - Essay Example It is known as the triangular slave trade as it involved three continents, Africa, America, and Europe. There were two significant parts of this slave trade. The first was the voyage of Europeans from England to Africa with their own goods such as rum for trade with manufactured goods. In West Africa, there existed a form of barter trade where these goods were exchanged with slaves. Consequently, these slaves were gathered together in ships and transported to the new world in West Indies where they were forced to work in sugar plantations. However, most of them died on the way due to diseases, mistreatment, and harsh conditions. After slaves were sold in the region, the profit from the transaction was used to buy sugar, molasses, and other commodities and these were shipped back to England. In this trade Ships were used to carry slaves, rum, sugar, molasses, tobacco, and other type of crops, which maintained this trade (Rawley & Behrendt,2005, p.189-190). This paper seeks to discuss the long-term impact of slave trade on the Atlantic world. The Atlantic slave trade had its impact on the Atlantic region. These regions were Africa, Europe, and America (new world). These long-term effects were either positive or negative. The impact of Atlantic slave trade had detrimental effect on Africa’s demographics. ... This caused a decline in population of West African states for a long time such as upper guinea. Population growth stagnated in the first in the second decades of the 19th century. Additionally, social unrest started due to intertribal warfare and capturing of slaves for the new market from the Europeans. This fuelled major disasters such as famine and drought as people shifted their efforts from economic activities to fights and slave trade. This was complicated further as there were fewer people to produce for the society and this led to further decline of the population. Moreover, the continued mix of different people at this time led to spread of diseases and further decline of population especially in the state of Angola (Thornton, 1998, p. 326-329). Additionally, Atlantic trade had an impact on African economy. There was a profound social and political change, which had a significant role in underdevelopment of Africa economy as well as ethnic fictionalization and disruption of effective states. It is worth noting that most of the slaves were taken from weaker states. The trade led to taking away of skilled and strong labor force that could have played a role in the progress of African region. Consequently, the only population that remained in most of these regions was old and could not do anything meaningful in economic development leading to stagnation and regression of the African states. Many communities relocated to other regions far away from the trade routes, which led to decline in their technological and economic development and most of the energy was dedicated to their security. In addition, relations between kingdoms, ethnic groups, and religious functions were changed. Actually, the present religious, ethnic,

Erasmus Essay Example | Topics and Well Written Essays - 500 words

Erasmus - Essay Example In order to meet his financial obligation he started working as a tutor and later in 1499 he went on a tour to Europe where he made friends who were with him throughout his life. Later he went to Italy where he obtained his doctorate in the subject of theology. After Italy, he returned to England where he was appointed as Price Charles’ adviser and started living an independent life (Nauert 1). From here on his life experienced immense controversies as he created a revised version of the New Testament and his work recognized as the Discourse of Free Will was even welcomed with heavy criticism. After his death all he works was stored in an area which was not allowed to be accessed by others. Throughout his life he developed various pieces of literature and these pieces of literature were based on different subject including philosophy of education, politics, language and cynicism. The most important works of Erasmus includes the literature pieces of The Method Of Study, The Education of Children as well as the Method of True Theology (Rummel 24). These pieces of literature exhibited his philosophy regarding education. His literature recognized as The Education of A Christian Price is work that has been dedicated to his thoughts regarding politics (Erasmus(a) VIII). Another piece of his work called the On The Abundance Of Style is a pure depiction of his thoughts regarding language (Rhetoric.byu.edu 1). Erasmus’ educational philosophy contradicted with the educational philosophy that was been followed during his era. He believed that more focus needed to be provided to subjects including history language as well as philosophy of morals and at that time the focus was more on logic. He believed that education should not simply focus on helping students develop certain necessary skills and their intellectual ability (Erasmus.vic.edu.au 1). He believed that education should even promote civility and morals. He believed that education is a way through which human

Malaysia Airlines Essay Example for Free

Malaysia Airlines Essay Malaysia airlines:   what they did in real life and outcome performance after their adjustment and solution? Malaysia Airlines reduces fuel costs Malaysia Airlines reduces fuel costs on 40 aircrafts, including their A380 fleet, with SITA’s FMS Wind Uplink service. Flight Management System (FMS) calculations are constantly updated by the new service, therefore the airline can adjust flight plans easily owing to adjusting wind and weather conditions. The system also let the aircraft using fuel more cost effectively. From trials results, Wind Uplink saved of up to 600 kilograms of fuel within one flight. Captain Izham Ismail, Director of Operations for Malaysia Airlines, said: â€Å"This new service from SITA delivers savings straight away. We have already trialed SITA Wind Uplink with great success in reducing our fuel costs. It has also helped improve our final fuel on board predictions and made our estimated time of arrival predictions more accurate. We are experiencing real business benefits following introduction of this service at Malaysia Airlines.† Katrina Korzenowski, Director, Aircraft Services, Asia Pacific, SITA, said: â€Å"Wind Uplink enables airlines to take advantage of beneficial changes in weather so crews can bring flights in on time and on budget, reducing fuel costs whenever possible. Due to high fuel prices, we anticipate increased demand for Wind Uplink in the future and are already in discussions with many other potential customers. In addition, because Wind Uplink is packaged as a single service, it can be up and running in just a few hours for SITA Flight Briefing Service and AIRCOM Datalink customers—without any capital expenses.† Resources http://www.sita.aero/content/malaysia-airlines-reduce-fuel-costs-with-sita-s-wind-and-weather-service Etihad presents solution to MAS Etihad developed a track record of partnership and investing with MAS. The reason is MAS would provide Etihad a stronger offline network in Southeast Asia. Etihad put its code on Garuda-operated flights in five offline Indonesian destinations from Jakarta to Singapore. MAS can also provide Etihad connection to Indonesia. Indonesia is the second largest international market for MAS. During the limited code share, Kuala Lumpur-Bali is also one of seven MAS-operated routes covered. http://centreforaviation.com/analysis/malaysia-airlines-considers-tie-up-with-etihad-as-restructuring-process-slowly-begins-172934

The Effectiveness Of Technology

The Effectiveness Of Technology Over the years, technology has played a vital role in educational innovation, providing both teachers and students with more options and flexibility in their teaching and learning practices. With the internet and computer technology availability, technology becomes increasingly indispensable in the field of education. In todays schools, multimedia software, content based CD-ROMs, online resources and many other technologies provide students and teachers with many new research tools, limitless wealth of information, shared professional practices, communication tools, and new modes of learning (keane, 2002) in (Eunjoo Russell, 2002). Availability of internet in schools enables both the teachers and students to have a variety of opportunities to expand the curriculum. Todays school continue to be challenged by the increased visibility, roles and cost of instructional technology tools. Considering current trends in education, a modern classroom would not be complete without computers, software, internet connections, projectors and a variety of other high-tech device (Keane, 2002). According to Hasselbring, Barron Risko, (2000), schools will be equipped with the best hardware and software in the near future, but it is unlikely that teachers and students will use them effectively if teachers are not trained. The success of technology infusion in schools depends on training teachers. In the digital age, schools will require teachers to have competent technology skills and be able to effectively implement the use of instructional technology in classrooms. Therefore, it is logical to require teachers to be trained to handle such technologically equipped classrooms. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik Redmann, 2005; Bauer Kenton, 2005; Judson, 2006; Zhao, 2007; Gulbahar, 2007; Anderson Maninger, 2007; Abbit Klett, 2007; and Wood Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. It could also be an effective teaching tool when used to engage all students in the learning process. During the last few years, technology has been adopted in many areas such as business, entertainment, government and education. The global adoption of technology has been the landmark on the educational scene for the last few years (Albirini, 2006). Harvey (1983) envisages that the effectiveness of the use of computers in education may be an important factor in determining which countries will succe ed in the future. In recent years, educational technology has been to a large extent incorporated into teaching and learning practice in many educational institutions across the globe. This phenomenon has taken place as a response to economic, social and pedagogical pressures (Organisation for Economic Co-operation and Development, 2001). From the economic rationale, it is believed that knowledge and competence in technology will enhance graduates opportunity to be professionally employed (Thornburg, 2002). Indeed, it is argued that the measured level of employability will strengthen the economy of a nation (Mutula Bakel, 2007). The social rationale sees competence in the use of technology as a necessary skill for graduate to participate in community development (OECD, 2001). This can aid students to lead the society to meet the challenges of the global information. As regarding the pedagogical rationale, the integration of technology in education claimed to facilitate a transformation of teaching an d learning process from being highly teacher centered to student centered (Trucano, 2005). The student-centered environment is argued to be more favourable than the teacher-centered environment because it gives learners the opportunity to actively participate in knowledge construction (Roblyer, Edward Havriluv, 2004). Teachers are managers of learning experience. As managers, they are meant to ensure that the environment is structured in a way that learners are given the opportunity to engage in a deep and meaningful learning process. A way through which this role can be accomplished is for teachers to assume the responsibility of an educational technologist, i.e., a professional who embarks on the study of theories and practices associated with the use of technology in instruction. According to Seels (2004), in Westergaad (2008), there are general roles that educational technologists must take. First is the regulation and reinforcement of selected media to promote learning, second is to educate teachers and stake holders about the use of media and the third is critique and lobby policies that influence media utilization. Among the three roles, the first is expected from teachers in the classroom. The fact that a lot of factors are responsible for students underachievement is not new to researcher s but amongst those factors could be teachers perception of the effectiveness of technology. Perception refers the way one think about something and ones idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However teachers perception of the effectiveness of technology is in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning. Technology has had a significant impact on teaching and learning in schools (Cuttance, 2001). Reviews of several research projects have substantiated the potential of educational technology to enhance learning environments (Sivin-Kachala Bialo, 1994) and improve student learning outcomes (Hativa Becker, 1994) through active student engagement, collaborative learning, frequent and immediate feedback and real-world contexts for learning (Roschelle, Pea, Hoadley, Gordin Means, 2000). In addition, ICT enhances higher order thinking (Educational Testing Service, 1989), and impacts on student attitudes, motivation, self esteem, social competencies and enjoyment of learning (Joiner, 1996: Rowe, 1993: Tiernay, 1996; Wellburn, 1996). However, the extent to which ICT facilitates and enhance teaching, learning and the learning environment is dependent in part on the adequacy of teachers skills and knowledge (Wenglinsky, 1998). Technology integration into teaching and learning process is an effective way to widen educational opportunities, but this is yet to be fully utilized by teachers as an instructional delivery system. Bauer Kenton (2005) in their research found that some teachers were highly educated and skilled with using technology, but are not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. Technology integration is not a one size fits all (Wepner, Tao, Ziomek, 2006) where teachers do the same thing for their students or where teachers possess the same specific skills to be competent technology users. Teachers need to know how and why to use technology in meaningful ways in the learning process for technology integration t o work. Like many educational reform efforts, the introduction of technology in schools has been less than successful. Over the last century there were several waves of massive investment in technology to improve education, but none has had significant lasting impact on education (Cuban, 1986). Implementation of technology is a complex process that depends on characteristics of technology, workers, environment, and subtle interactions among these components (Bayer and Melone 1989; Yetton, Sharma Southon 1999; Wolfe, 1994). Questions have been asked in studies about many failed educational innovations. In Fullan (1991) a question was raised that Why technology isnt used more in schools? Also in Tyack Cuban (1995) a question was also raised that Why cant innovations that seem to hold great promises be adopted by schools in spite of great efforts? Many researchers have been searching for solutions to this persistent puzzle. In this study, the search continues by the examination of teachers perception of the effectiveness of technology in enhancing teaching and learning. But it is not intend to simply repeat previous research but to search for new factors that may affect technology uses in schools because it is believed that previous research have identified most, if not all, factors that may have an effect on technology integration in schools. What is needed is an integrating framework that can provide new directions for research and specific suggestions for policy and practice. Thus it is taken as a res ponsibility to extend existing research by investigating the relationships among the long list of factors that have already been identified to be related to school technology uses. In particular, teachers perception of the effectiveness of technology to theoretically integrate and organize sets of factors that affect implementation of technology. It is also hoped that this framework will help in better understanding of other educational innovations, since technology, is a special case of innovation. Statement of Problem Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria which include; Adeyemi (2005), Balduf (2009), Chukwu (2009), Patric (2010), Obomanu (2011) and Anakwe (2011) have conducted series of research to investigate what could be responsible for the problem. In their studies, factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on the integration of instructional technology into teaching. Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching in Lagos state. As indicated by Byers (2000), Cope (2002), and also Kahveci (2011) the perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment. Purpose of the Study The purpose of this study is to examine teachers perception of the effectiveness of technology and the rate at which they adopt technology into classroom teaching. Research Question The following questions will guide this study; How do teachers perceptions of the effectiveness of technology affect the rate at which they integrate it in their teaching process? Does the demographic characteristic of teachers such as gender, age, years of teaching experience, grade level taught, content area, and educational level affect the rate at which they integrate instructional technology? Statement of Hypothesis There will be no significant effect of teachers perception of the effectiveness of technology on the rate at which they integrate it in their teaching process. Significance of Study Mode of teaching and instructional tools employed in the teaching process is of a major importance in determining the achievement of students. This study will create in the students, teachers and curriculum builders the awareness of technology, its integration, effect and benefits. These will also help the teachers in knowing there level of technological competency and also factors that might be militating against the integration of these technologies in teaching. It will also highlight the need for teachers to combat deficit thinking. Because only by this will teachers develop positive attitude towards instructional technology utilization in teaching process. This study will also clarify to the teachers the need to use technology as a catalyst for change and improvement in the practice of teaching. Further, it will clarify to the teachers the need to integrate technology into teaching so as to facilitate the constructivist method of teaching which can be used to enhance student lear ning of specific subject matter. For the school administrators and curriculum builders this study will assist in their planning by suggesting specific strategies and procedures that can make technology integration easy and achievable. It will also give empirical support for a need to upgrade and increase the level of instructional technology integration in the classroom in a manner that will enhances student learning. It will also show them the need to orientate teachers on the need for technology integration in their teaching practices. If the findings of this study are adequately applied, the learning facilities available to the students will be enriched in technology by school administrators and this will in turn enhance the students performance and better their achievement. Scope of Study and Delimitation This is a study into the effect of teachers perception of the effectiveness of instructional technology integration in enhancing teaching in selected tertiary institution in Lagos state. CHAPTER 2 REVIEW OF RELATED LITERATURE In this literature, teachers perception of technology integration and factors affecting their level of technology integration will be discussed. This chapter therefore reviews related literature based on the purpose of the study. The literature of this study is derived from researches from 1999 to 2012. Outline of Literature Review Introduction Difference between Technology Integration and Technology Use Impact of Technology Integration on Teachers and students Factors Affecting Teachers Level of Technology Integration Teachers Perceptions of Technology Integration and Gender Differences Barriers Technology Integration 2.1 Introduction The use of technology in education has emerged to become an increasingly indispensible part of higher and professional education (Almekhlafi, 2006a). Technology, in addition to giving learners the opportunity to control their own learning process, also makes available for them ready access to a large amount of information over which the teacher has no control (Lam Lawrence, 2002). Literacy is defined as the ability to read and write, but currently, the definition of literacy has gone beyond this. A new type of literacy is developing as our society makes new technological developments. Teachers are now faced in addition to their preparing students to read and write with the task of educating students to be technologically literate. Definition of literacy according to Mullen and Wedwick (2008) in Catherine (2011) is no longer the traditional definition which is being able to read and write, the definition is now expanding to computer and technology literacy. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share. The main goal of literacy, no matter what type, is to be able to communicate effectively. Digital literacy, computer literacy or technological literacy all enhance a persons ability to communicate by adding another dimension to the arsenal of skills a literate person already possesses (Jones-Kavalier Flannigan, 2008) in (Catherine, 2011). The each day growing complexity of education, the rise of the information to learn, the need for qualified and modern education require the use of computers as a tool in education. The use of technology in education will provide that the education will be carried out in accordance with the needs of the era as well as that the highest appropriate yield will be received from education (Kayri, Genà §oglu and Kayri , 2012). The computer which is one of the technological capabilities and a basic element of culture in our century, has become a tool which its use is rapidly spreading (Arslan, 2003 Odabasi, 2006) in (Kayri, Genà §oglu and Kayri, 2012). 2.2 Difference between Technology Integration and Technology Use When using technology in the classroom, it is important to distinguish between technology use and technology integration. Technology use is just the use of technology; it means much more to integrate technology (Catherine, 2011). The difference between technology use and technology integration for learning is that integration implies full-time, daily operation within lessons. Integration involves daily use of technology in reforming the everyday classroom routines (Gorder, 2008). Technology integration is not about the availability of technology, but more about the teachers effective use of technology that makes a difference in reforming the classroom. The teacher is the most important ingredient for success when using and integrating technology (Mandell, Sorge, Russell, 2002). Beckett, Wetzel, Chishlom, Zambo, Buss, Padgett, Williams and Odom (2003) in Gorder, (2008) said teachers are central to the creation of a technology-integrated environment that is learner-centered and motiva ting. Therefore, without teachers who can integrate technology, students exposure to technology remains limited and inequitable. Ozel, Yetkiner and Capraro (2008) in (Catherin, 2011) claim that there are five phases for properly integrating technology. These five phases employ the following questions: Why should I use a technology-based method? How will I know students have learned? What teaching strategies and activities will work best? Are adequate hardware, software and technical support available? What worked well and what could be improved? By examining each of these questions, a teacher is not just using technology, the teacher is thoughtfully planning how technology can be used in the lesson in order to best suit the needs of the students which is integration. 2.3 Impact of Technology Integration on Teachers and students Technology is appealing to teachers because it addresses the need of learners with visual styles as well as of learners with special needs. Moreover, technology exposes learners to a world of information. It has also enabled some teachers to implement new teaching techniques learned through computer (U.S congress of Technology Assessment, 1995) in (Almekhafi, 2004). There are numerous researchers who have explored the area of technology integration worldwide and have came up with reports indicating its positive impact on teaching and learning for teachers using technology. These studies include; Guha, 2000; Manzo, 2001; Shelly, Bilig, Jesse Acosta (2001); Zorfass and Rivero, 2005; Almekhlafi, 2006. Guha (2000) conducted a study to investigate the personal experience of elementary school teachers using computers in the classroom. He investigated their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. He came up with findings which reported positive correlations and significant differences between the previous training, computer usage in the classroom and comfort level of teachers and their present computer training, level of comfort, and computer usage in the classroom. Manzo (2001) also carried out a study on technology integration in an Art class. He found out that most of the students, who are enrolled in the Electronic Arts Class prior to enrolment, were not able to compete effectively in most of their other classes. But after experiencing the effect of technology utilization, they began to appreciate the importance of doing well in all subjects. Also, Shelly et al. (2001) in their study examine a project titled the WEB Project. The findings of their survey suggest that teachers should as they integrate technology into different areas in the academic content, emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning. Almekhlafi, A.G. (2006a) in his study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students improvement in English as a foreign language (EFL). Results from the study show evidence of the effect of CALL on learning English as a foreign language. It was discovered that a positive attitude was experienced toward CALL, it was also perceived its utility for helping them learn EFL, and the students had a strong intention to use it in the future. The literatures, both in theory and practice, supports the idea that students learning in a community of learners environment using technology as a tool for learning, are able to build on prior knowledge, feel success and grow to their fullest potential. It seems evident that a constructivist-learning environment allows students to experience success with the integration of technology. However, researchers caution us to recognize that technology alone cannot bring about all the needed changes in todays classrooms. 2.4 Factors Affecting Teachers Level of Technology Integration Numerous studies have been carried out as a result of the attention of many researchers drawn to the integration of technology at schools and factors influencing such integration. In a study on teachers who used computer technology in their instruction conducted by Bauer Kenton (2005), to investigate how much they used technology, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. It was observed that the teachers were who are highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues that were noted are; their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were outdated hardware, lack of appropriate software, technical difficulties, and student skill levels. Kotrlik Redmann (2005) examined the extent of technology integration in instruction by adult basic education teachers. The teachers used for this study are in the early stage of technology integration thereby more active in the area of exploration. The findings from the study reveals that that teachers feel some anxiety when it comes to technology integration, they perceived that they are effective in using technology regardless of whether they have integrated technology, and they are encountering barriers. As teachers perceive an increase in barriers, their integration of technology decreases; also, as the availability and increase of ICT tools, such as computers with Internet connection in the classroom and/or lab increases their level of technology integration. In a study conducted by Gulbahar (2007), investigating both student and teachers perception to illustrate how technology planning process was carried out in a private school in Turkey. Findings from the study indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; still, they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Zhao (2007) conducted a qualitative research to investigate the perspectives and experiences of teachers following technology integration training. The findings of his study indicated that teachers view towards technology integration is diverse, and this has an influence on their use of technology in the classroom. It further reveals that; willingness to use technology and positive experiences were related to teachers increased use of technology and to more creative use of technology, because most teachers who are willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. But this did not ensure that teachers would replace their teaching with technology. 2.5 Teachers Perceptions of Technology Integration and Gender Differences The perspective of teachers of their understanding of technology, their utilization of instructional technology, and feelings about the support structure associated with this equipment have been examined with the findings suggesting that teachers believe technology is an integral part of the process of educating their students Almekhlafi Almeqdadi 2010. There are different literatures relating to gender differences in the technology integration. Of these studies include; Hong Koh, 2002; Kian Chee, 2002; Zhou Xu, 2007; Aremu Fasan, 2011; Hon Alison, 2012). Gender discrepancy was studied in both classroom access and use by Hong and Koh (2002), it was found that male teachers were less anxious when compared with the female teachers toward hardware. They also found that there is no significant difference in the overall level of computer anxiety of male teachers was not significantly different from the anxiety levels of female teachers. Only for the hardware anxiety domain was significant differences detected between male and female teachers. Zhou Xu (2007) conducted a study which was aimed at exploring how gender affects the process of technology adoption in post-secondary teaching. Findings from this study suggest that females had lower confidence and less experience in the use of computers in teaching. Also, they tended to learn how to use technology from others, unlike the males who were more likely to learn from their own experience. Also, in a study by Aremu Fasan (2011) which was aimed at investigating factors that could affect technology use and by teachers analysis from the study showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers. Hon Alison (2012) conducted a study which was used to examining the effect of gender difference regarding confidence toward using technology for learning in higher educational institutions. The findings of this study confirmed that male have more confidence in using technology for learning than do females because gender imbalances in computing are socially constructed and not related to a learners innate ability. 2.6 Barriers Technology Integration There are numerous researches that have documented a number of barriers which hinder the integration of technology. Out of these include ; Earle, 2002; Flores, 2002, Brinkerhof, 2006 and Almekhlafi Almeqdadi, 2010. In the study by Robert Ferries (1994) cited by Almekhlafi Almeqdadi, (2010), it was stated that barriers to technology integration included lack of knowledge of the available technological resources, time commitment, the risk associated with the use of technology and also the view of technology as an ever changing thing. According to Earle (2002), in her study, she classified the factors that affect technology integration in the classroom into two. These are extrinsic and intrinsic. These factors are defined as restraining force to the teachers. The extrinsic factors are identified as access, available resources, support, time, and training of teachers while the restraining factors that are intrinsic are identified as teachers attitudes, beliefs, practices, and resistan ce. In the study of Flores (2002), it was identified that in the attempt of teachers to integrate technology in their teaching activity, they were faced by many obstacle. In addition to administrative support and time scheduling for the use of technology, equity is another important issue. The introduction of technology is particularly hard when there are few resources. This is supported by Almekhlafi Almeqdadi, (2010) where he cited Brinkerhof (2006) who grouped the restraining into four (4) main categories: administrative and institutional resources and support, attitudinal or personality factors, and experience and training. CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter highlights how the field work will be carried out. It describes the design, nature of population, sample, instruments used and how the instrument will be administered as well as analyzed. Research Design This study is a descriptive study which will be conducted to investigate the effect of teachers perception of instructional technology and the level at which they integrate these technologies in the process of teaching and learning. Area of Study The study was carried out in Lagos state. Population of Study The population for this study will consists of all lecturers in the tertiary institution in Lagos state with special reference to the lecturers of selected tertiary institutions in Lagos state. Sample and Sampling Technique The tertiary institution in comprises of Colleges of Education, Poly-techniques, and Universities. In Lagos state, there are ____ Colleges of Education, ____ Poly Techniques, and ____ Universities out of which one will be randomly selected from each as a representative sample. In each of the selected schools, 60 lecturers will be selected using a purposeful random selection The sample of this study will be lecturers who will be selected using a purposefully random sampling technique. This will be the sample the questionnaire will be administered to. Instrumentation The instrument that will be used in this study is; The Mills Tincher Technology Integration Standards Configuration Matrix (TISCM). This is a model for determining technology integration by teachers (Mills Tincher, 2003). This instrument will consist of two sections as follows; Section A: Demographic data Section B: 18 Survey questions Validation of Instrument The instruments will be critically examined, scrutinized and amended by my supervisor and experts who are experienced in area of research to ensure the validity its of. Data Collection To answer the research questions in this study, a research tool (Technology Integration Standards Configuration Matrix (TISCM)) which was developed by Dr. Steven Mills, will be used to investigate teachers perception of technology and how they integrated technology on a daily basis. This tool will consist of a number of subthemes that will investigated teachers perceptions of their technology competencies and usage, determined how teachers integrate and use technology. Data Analysis Data gathered from questionnaire items will be analyzed using SPSS 17.0. Descriptive statistics, a multivariate analysis, and analysis of variance (ANOVA) will be used. In addition, items will be analysed using Item Analysis method in order to get a deep understanding of the results from the questionnaire.

The Destruction of Female Possession in The English Patient Essay

In Michael Ondaatje’s The English Patient we see a world completely ravaged by war. The land itself is damaged, sometimes beyond recognition as it is torn apart by bombs. Just as these human-made structures have faced the damage of imperialism, so have female bodies in the novel. Ondaatje creates several parallels between man’s attempt to â€Å"own† the land around him and his â€Å"ownership† of the female body. As we see in the novel, this attempt at ownership almost always ends in destruction, â€Å"war,† and often, death. What I believe Ondaatje is trying to present to us is the impossibility of â€Å"owning† something that should ultimately be free, such as the female body (or any body, for that matter.) Though some feminist theorists such as Lilijana Burcar have claimed Ondaatje’s novel perpetuates the idea of male ownership of female bodies, I believe we see several examples of female empowerment hidden throughout th e novel; examples of females outwardly rejecting such â€Å"ownership,† as Hanna refuses to be seen as a sexual object by Carravagio, and even changes her appearance to â€Å"defeminize† herself. We even see gender-roles reverse. The â€Å"male gaze† seems to apply not only to males, but to females as well as Hanna views the sapper, Kip, in a â€Å"feminized† and often â€Å"sexual† way. Most striking of all, however, is Ondaatje’s representation of the character Katharine as an almost voiceless physical body which is undoubtedly â€Å"owned† and consumed by Almasy’s desire. As we see, this â€Å"ownership† leads to what is arguably the biggest destruction in the novel: the destruction of both Katharine and Almasy altogether. Before focusing on the most extreme example of male ownership that is Almasy’s ownership of Katharine, I want to first exa... ...vere gender-divide that is only normally present in same-sex relationships. This along with Hana’s appreciation for her own body and sexuality show readers a new type of relationship. In this way, I feel Ondaatje’s novel is progressive and reflects several feminist values and ideals, though they are often hidden just below the surface. Works Cited Burcar, Lilijana. â€Å"Mapping the Woman’s Body in Ondaatje’s The English Patient† Postcolonialweb.org Bordo, S. 1993. "Feminism, Foucault, and the Politics of the Body." In C. Ramazanoglu, (Ed.): Up Against Foucault. Explorations of some Tensions between Foucault and Feminism. London and New York: Routledge.181 -202. Butler, J. 1990. Gender Trouble. Feminism and the Subversion of Identity. London and New York: Routledge. Suleri, Sara. The Rhetoric of English India. Chicago: University of Chicago Press, 1992.

Jewish persecution :: essays research papers

Jewish Persecution The Jewish Persecution began during 1933. The Jews were faced with the terrorist group called the National Socialist German Workers party (Nazi) hate this happened when Hitler came into power. He devised labor camps where he would send individuals who opposed his ideas, and Jews. The conditions in these camps were so bad that it is hard to describe them. The prisoners were treated very badly. In this time, the Nazi government continued to deprive Jews of their rights and possessions. In 1938 Jewish homes and schools are looted or destroyed. Jews could not sit on park benches or swim in public pools. The government seized Jewish businesses as well as personal property. Jews were beaten, more than 90 are killed, and 30,000 Jewish people were sent to concentration camps. They beat Jews in the streets and attacked them in their homes. Jews had to sell their businesses and other property to the government at unnaturally low prices. The night became known as Kristallnacht, a German word meaning Crystal Night. In 1939, 300,000 Jews had been eliminated from the German community. Millions more Jews came under German control. Jews in Poland are forced to wear a yellow Star of David on their chests or a blue-and-white Star of David armband. By the end of the war, the Nazis had killed about 6 million Jewish men, women, and children that’s more than two-thirds of the Jews in Europe. Many of the Holocaust victims were killed in specially constructed gas chambers, and their bodies were then burned. The Nazis also moved many Jews from towns and villages into city ghettos. During 1942-1943 German government officials discuss the "Final Solution," their plan to kill all Jews in Europe. This policy called for the murder of every Jewish man, woman, and child under German rule. Jews are deported from Nazi-occupied countries throughout Europe to ghettos, concentration camps and killing centers in Poland. In the early 1940's, several new camps were established, with specially constructed gas chambers disguised as showers. The Nazis herded the Jews into railroad freight cars to be taken to the camps. As many as 2,000 prisoners were sent into the gas chambers at one time. The guards shaved the heads of the corpses and removed any gold teeth from their mouths. Then they burned the bodies in crematoriums or open pits. The well prisoners had their heads shaved and

Leadership orientation

Nowadays, there is a number pf psychological tests, intended to measure leadership-related abilities as well as managerial style and orientation. In the present paper I would like to describe my own results of the following surveys: the Willingness-to-Communicate Scale; the Leadership Style Preferences Inventory; the McGregor Theory X and Y Surveys; the Followership Questionnaire, the Leadership Grid Survey and the Least Preferred Coworker Scale. The Willingness-to-Communicate Scale The Willingness-to-Communicate Scale was developed in order to determine the aspects of communication in which the individuals less competent or more suspicious, as in different environments individuals tend to express themselves in dissimilar ways. This survey first appeared to me strange, as it was difficult to recollect how often I wish to establish contact or communicate in certain situations. The survey suggests that I am willing to interact with others in group discussions and during meetings, interpersonal conversations (the highest score) and when it is necessary to communicate with a friend, whereas I am probably a bit shy or insufficiently self-confident to speak on public, moreover, the results suggest that I almost never wish to converse with strangers. In the context of leadership, this test would probably indicate that it the work in HRM sphere would require of me additional adaptation, as sometimes I do not wish to establish rapport with strangers. On the contrary, I am a team player, who can maintain friendly relations and symmetric communication with trustworthy and reliable colleagues/inferiors. The Leadership Style Preferences Inventory The Leadership Style Preferences Inventory demonstrates that I am bale to maximize human potential and encourage or motivate others, in addition, I often use empowerment and active listening as my tools. Confidence and ability to innovate are less notable, but also represented in my personality, whereas I am not always capable of inspiring others – this means, I can provide psychological incentive to an individual, but not always invent new ways of inspiring, whereas the survey suggest that I will become a truly resourceful leader if I will view and analyze the related cases (as a component of my current studies) and try to generate alternatives to the decisions, made in the scenarios. My overall ability to lead is higher than medium, so it is natural for everyone to have weak points to reinforce. The McGregor Theory X and Y Surveys The McGregor Theory X and Y Surveys are in my opinion quite outdated, as this approach divides managers into merely two categories:   the category X managers are generally less ‘mature’ and ‘wise’ than those belonging to the latter group. As for me, the results suggest that I have more Y-characteristics, comparing to those attributed to X-managers. This means, I am motivated first and foremost by higher psychological and cognitive needs like self-actualization and am more likely to motivate my inferiors rather than punishing or threatening them. In addition, the test shows that my negotiation strategies are based upon constructive discourse and attention to the opposing party’s interests. In addition, my approach to management if rather ‘futurological’, i.e. I seek to predict the long-term consequences, brought by my decisions and then find alternatives and options, which allow avoiding concrete negative outcomes. Nevertheless, the test can be widely criticized, as the students, who attend leadership classes are likely to have already learned (cognitively, but not always in behavioral dimension) the patterns of performance, required of a ‘successful manager’ and simply put these patterns as their true leadership style. The Followership Questionnaire The Followership Questionnaire is primary aimed at measuring the person’s critical and independent thinking and the ability to engage actively into the superiors’ assignments and team discussions, as the authors believe they are the major prerequisites to effective followership. In my opinion, the ability to follow is to great extent an art, similarly to managerial talents and capacities. My results suggest that I am an ‘exemplary follower, but due to the fact that I am often ‘consumed’ by my critical thinking, I might occasionally behave   like ‘alienated follower’. Positive followership   is an easy path to effective leadership, as independent followers, who contribute to group dynamics, are likely to ‘grow’ into confident leaders, who will be able to unite their team. The Leadership Grid Survey The results describe me as a ‘Middle of Road Manager’, who focuses on balancing between positive relationships and the accomplishment of certain organizational goals. This style often characterize inexperienced leaders, so I believe, after learning new skills, I will be able to avoid the possible ‘side effects’, related to the aforementioned ‘double policy’. Furthermore, the results probably demonstrate that I am not confident enough, – in fact, the problems lies not in my ‘shyness’, but rather in my poor experience in managing people and controlling their commitment and performance – this means, I still haven’t clearly imagined management and leadership ‘in action’. Least Preferred Coworker Scale This survey is the most interesting, as it involves projective techniques. The results suggest that my orientations to relationships and tasks are almost equivalent, but the former aspect demonstrates 3-point higher result.   Thus, as a leader, I tend to take into consideration multiple factors and dimensions (although they are more than 2) of the same issue or problem and reasonably preserve positive relationships with my team, but conform only in those decisions, which seem rational and sound. Nevertheless, as a leader, I accept that humans are irrational creatures, who should be approached with basically positive cognitive constructs about them. Conclusion The above presented results characterize me as a flexible leader, who can find balance between tasks and relationships, opposing interests and confronting viewpoints. On the other hand, my flexibility if limited, since I don’t tend lose the ability to think critically and independently. On the other hand, my emotiveness is not enough to inspire my hypothetical team immediately, therefore I need to invent alternative means of empowerment.