The Woman Warrior- Silence (Theme) free essay sample

Silence (finding one’s own personal voice) Kingston gives a voice to many of the voiceless women in the book, resulting in them discovering their identities as individuals. The theme of finding one’s own personal voice is a major theme in Kingston’s memoir. She makes various references to the physical and emotional struggle throughout the text by seeing the silence of the women in her family and Chinese culture. By adding her experience as a Chinese-American woman she tries to discover her voice. For Kingston, silence basically equals to a lack of voice, which she associates with the loss of identity as a woman. In No Name Woman, you can see that Kingston fears that if she stays silent and doesn’t find her own voice, she would risks becoming a substitute for her nameless aunt, who remained silent her entire life. When writing No Name Woman, Kingston reacts against the family imposed silence and tells everyone of her aunt. We will write a custom essay sample on The Woman Warrior- Silence (Theme) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Her aunt’s silence, by refusing to name the father of her child, protects the man and simultaneously oppresses her, â€Å"She may have gone to pigsty as a last act of responsibility: she would protect the child as she had protected its father,† (Kingston, 15). Kingston gives a voice to the silent woman by writing the aunt s story and theorizing how her aunt became pregnant. In doing this, she removes her aunt’s guilt and solidifies her identity as a Chinese-American woman. Kingston says, â€Å"My aunt could not have been the lone romantic who gave up everything for sex†¦Some man had commanded her to lie with him and be his secret evil,† (Kingston, 6). I think Kingston feels that to remain silent about her aunt would be the same as rejecting her own sense of self. The theme of silence in the book is also linked to the cultural problems that Kingston comes across throughout her own life. Kingston notes that â€Å"The Chinese I know hide their names; sojourners take new names when their lives change and guard their real names with silence,† (Kingston, 5). The mention of silence not only refers to the hiding of names but also to the confusion of Chinese culture to first-generation Chinese-Americans. For example, in the chapter White Tigers, the legend of the Chinese woman warrior Fa Mu Lan is a constant reminder to Kingston that women can exceed socially enforced limitations. Kingston discusses how as a child, she imagined herself to be like Fa Mu Lan, who saves not only her family but also her community, â€Å"the villagers would make a legend about my perfect filiality,† (Kingston, 45). In this chapter we see how, even as a child, Kingston dreamt of going past a life of insignificance. Brave Orchid’s story of the woman warrior proves how stories and legends of tradition Chinese culture can create alternative, and almost a destructive voice for women who otherwise would spend their life in silence due to the dominance of a patriarchal society. The voicelessness of Chinese woman living in a patriarchal society is shown when Moon Orchid unwillingly confronts her Americanized husband and is unable to voice her years of rage and grief in At the Western Palace. Moon Orchid relays the tale of a woman, deserted by her husband, who has completely submitted to the patriarchal view that woman should always remain silent and never question male authority. When Moon Orchid goes to confront her husband, â€Å"†¦all she did was open and shut her mouth without any words coming out,† (Kingston, 152). Her loss of speech is the deciding factor in her husband’s decision that she has no place in his American life, â€Å"I have important American guests who come inside my house to eat. You can’t talk to them. You can barely talk to me,† (Kinston 153). However, by Kingston writing Moon Orchid s story in her memoir, she is also providing Moon Orchid with an individual voice. Kingston does this by almost making us look at her in a negative way. Moon Orchid comes across timid and almost incapable to do simple tasks. She couldn’t fit into America- and she doesn’t even try. In conclusion, Kingston’s different voices in the book culminated to show the dominance of her voice against all the others and to show her identity, which she finally gets. When Kingston gives a final look to her past, she tells the story of the poet Ts ai Yen to represent the possibilities of the two cultures that have surrounded her, her entire life coming together. Kingston sees them both as women warriors symbolically fighting to link the cultural gap between America and China. This last story helps Kingston find her true voice and identity.

Succes from Lady Macbeth essays

Succes from Lady Macbeth essays Macbeth is an honest man who is serving his king as loyal as he can. He takes pride in what he does. He does not want anything else in life except to be honored as a noble man. All of this changes when Lady Macbeth enters the play she changes Macbeths whole life. She convinces Macbeth to kill Duncan. She gets Duncans guards drunk so they cannot protect him, and she also hides Macbeths insanity. Without the influence of Lady Macbeth, Macbeth would have never become king. In the beginning of the play, Macbeth receives a prophecy from the witches that he will become king. He does not act on it right away, but he is curious about it. It remains curiosity until Lady Macbeth pursues the prophecy for Macbeth. While Lady Macbeth tries to convince Macbeth to kill Duncan he refuses to, but she attacks his manhood. She says, What beast wast then that made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would be so much more the man. (1.7.54-58). After hearing this, Macbeth is hurt by the words spoken by his wife. He proves to her that he is a man. He kills Duncan to prove that he is a man. He does whatever it takes to make his wife happy. Besides just telling Macbeth what to do, Lady Macbeth also takes things into her own hands. While Duncan is at Macbeths castle, he has guards that watch over him while he sleeps. Lady Macbeth realizes that he has guards and puts it on herself to get rid of them for Macbeth. When Duncan is asleep his two chamberlains will I with wine and wassail so convince that memory, the warder of the brain, shall be a fume, and the receipt of reason a limbeck only. (1.7.71-78). Lady Macbeth does what she intends to do and gets the chamberlains drunk and they pass out. While they are asleep, Macbeth passes by them and murders the king. In order for the king to be murdered, the guards would have to be t...

Problem Solving Strategies

Problem Solving Strategies The type of problem solving strategy you use depends, in part, on the type of situation you are facing. For instance, finding the answer to a mathematical equation requires different skills than writing an essay on the differences between two philosophers views on religion. Problem solving is considered to be the process of finding solutions to difficult issues.  The type of  problem solving  strategy you use depends, in part, on the type of situation you are facing. For instance, finding the answer to a mathematical equation requires different skills than writing an essay on the differences between two philosophers views on religion. One has a fixed, set answer; the other is subject to interpretation. THE ART OF PROBLEM SOLVING Problem Solving Strategies Below are a few problem-solving strategies, how each works and when they are appropriate: ALGORITHMS. These types of problem-solving techniques rely on a set formula that allows you to arrive at one fixed answer. Good examples of algorithms are mathematical formula and computer programs. HEURISTIC. Heuristic problem-solving tactics are commonly referred to as rule of thumb strategies. These tactics are based on past experience and dont usually arrive at a single, fixed answer. Such problem-solving techniques are used when an exact answer isnt necessary when a range or an approximation is good enough. An example of using a heuristic problem-solving technique is estimating how long it will take you to drive home from campus. If, on previous trips, it has taken between 30 and 35 minutes, its likely that the next trip will take the same amount of time. However, unusually heavy traffic or construction could change this answer. CONSTRUCTIVE CONTROVERSY. This problem-solving technique, developed in the late 1970s, involves presenting your proposed solution to a group of other people, defending your idea, listening to their input and modifying your idea based on their feedback. This approach works well for team projects. INSIGHT. This technique is less structured, but often very effective. This is the let me sleep on it way of solving problems, such as when you awake with an answer to a problem or the answer comes to you in the shower or on the way to class. This technique relies on the subconscious using our past experiences to formulate an answer to a similar problem to those weve dealt with in the past. Since you have no way of knowing if youll arrive at an answer this way, this is obviously a poor technique to use for projects with a deadline. BRAINSTORMING. Brainstorming unleashes the talents of multiple team members on a single project. This technique involves throwing out tentative ideas, discussing each ideas merits and challenges and using the best of these possible solutions to solve the problem. DIVIDE AND CONQUER. Some projects, such as reading an entire text or writing a 5,000-word paper, can seem overwhelming. Dividing those huge projects into smaller, more manageable segments, such as reading a chapter a night or writing 500 words a week, often makes them easy to handle. RESEARCH. This problem-solving tactic makes use of other peoples past experience with similar problems to solve a current problem. As the name implies, this technique involves studying past performances and applying this acquired knowledge to the task at hand. Problem-solving strategies are a necessary part of college, the work environment, and everyday life. The better you become at the different types of strategies and at determining which type to use in which situation, the easier you will find not only your college studies but navigating the world at large. PROBLEM SOLVING SKILLS In case you are working on a problem solving assignment, and are having difficulties with it, would be happy to assist. Feel free to contact our writers and they will help you to work through the assignment. Our staff will assign writers with suitable backgrounds and adequate experience. This will result in a paper that is properly written and formatted, with thorough background research and a solid literature base. Feel free to contact us anytime  or place an order and we will gladly help you.

Business Ethics and Corporate Social Responsibility Essay - 2

Business Ethics and Corporate Social Responsibility - Essay Example GSK accepts that the existence of harmful pharmaceutical chemicals in the environment is the critical area to be looked at and so GSK is performing deeper scientific experiment for understanding the problems in order to deal with the concerns. Thus GSK ensure that their products do not affect people, environment or the aquatic life. GSK have expertise knowledge about the chemical and biological compounds and thus the opportunity to invent new products without affecting the environment. The company has a deep learning in chemical and biological attributes of pharmaceutical compounds and thus has the expertise knowledge about the environmental impacts of the pharmaceutical compounds. GSK also performs pharmaceutical risk assessment programs to evaluate their position with respect to the current regulatory requirement as well as the Global Environment. They regularly update the environmental testing protocols as their knowledge and testing methods improvise both for long term and short term development. (Simpson 124). Human Resource Stewardship The company respect their employees and support them to the fullest to grow their talent and give positive contribution to the company (Schwartz 28). The employment practices of GSK are made in such a way that they create a culture in which all the employees feels that their work are valued and respected. Thus they feel inspired and accomplish their goal without much hurdle. The company also protect the Personal Identification Information (PII) of the employees including their sensitive personal information and thus creates a sense of trust among the employees. The working environment thus provided to the employees is comfortable and the employees are satisfied regarding the quality of work they do. But the staffs or the senior management who fail to comply with the code of conduct are penalized for them and also are terminated from the company. Community Service and Impact GSK has undertaken a number of projects and progra ms for improving the quality of life in the community in which they are working in. In India, GSK undertakes a number of rural development programs by giving specialized skills and making the unemployed youths employable. Training is provided to them on computers and lessons on agriculture are given. GSK provided anti-parasitic treatments to the school children in all the developing countries. It helped the children to fight against the effects of intestinal worms and the cycle of poverty to which they contribute. Broader Social Causes GSK engages in a lot of social activities all over the world. They have established many community

Virtual autopsy Research Paper Example | Topics and Well Written Essays - 1750 words

Virtual autopsy - Research Paper Example Full body radiography also helps in identification of human remains when conventional methods such as fingerprinting or DNA analysis cannot be used, or are not available. Thesis Statement: The purpose of this paper is to investigate the new development of virtual autopsy in forensic science, and identify its advantages and disadvantages over conventional autopsy procedures that have been employed until recently. Virtual Autopsy with the Help of Multidetector Computed Tomography The application of imaging methods for non-invasive documentation and analysis of relevant forensic findings in living and dead persons has not kept abreast of enormous technical development of imaging methods. Forensic radiology is now a rapidly growing interdisciplinary subspeciality of both forensic medicine and radiology. The new modalities that are now increasingly being promoted for use in forensic investigations include Computer Tomography (CT) including spiral multislice, and Magnetic Reso-nance Imagin g or MRI (Thali et al, 2007). The VIRTOPSY project aims to utilize radiological scanning to upgrade low-tech documentation and autopsy procedures in the contemporary high-tech field of medicine. The purpose of this is to improve scientific value, and to increase significance and quality in the forensic field. The term VIRTOPSY is the combination of the terms virtual and autopsy. The term means to see with one’s own eyes (virtus: useful, efficient and good; autos: self; and opsomei: I will see), as translated from Latin. Thus autopsy means to see with one’s own eyes. Thali et al (2007) aimed to eliminate the subjectivity of â€Å"autos†, hence they combined the two terms virtual an autopsy, deleting â€Å"autos†, and creating VIRTOPSY. Today the project VIRTOPSY groups the research topics under one scientific category, is characterized by a trans-disciplinary research approach that integrates â€Å"Forensic Medicine, Pathology, Radiology, Image-Processing , Physics, and Biomechanics† (Thali et al, 2007, p.100), to an international scientific network. Levy et al (2006) conducted a study to retrospectively assess virtual autopsy performed with multidetector computed tomography (CT) for the forensic evaluation of gunshot wound victims. They found that multidetector CT can aid the prediction of lethal wounds and the location of metallic fragments. Similarly, Ljung, Winskog, Persson et al (2006) devised a procedure for virtual autopsies based on interactive 3D visualizations of large scale, high resolution data from CT-scans of human cadavers. Using examples from forensic medicine, the researchers stated that â€Å"based on the technical demands of the procedure, state-of-the-art volume rendering techniques are applied and refined to enable real-time, full body virtual autopsies involving gigabyte sized data on standard graphics processing units (GPUs)† (Ljung et al, 2006, p.1). The techniques applied include transfer functio n based data reduction using level of detail selection and multiresolution selection techniques. The paper also describes a data management component for large, out-of-core data sets and an extension of the GPU-based raycaster for efficient dual text field (TF) rendering. The authors demonstrated the added value and future potential of virtual autopsies in the medical and forensic fields. Data sets from forensic cases provide detailed benchmarks of the pipeline (Ljung et al, 2006). The Use of Magnetic

Tram Accident and Alcoholic Beverages Essay Example for Free

Tram Accident and Alcoholic Beverages Essay Car accidents happen every day, and while some are inevitable, many are preventable. Although, in recent years, a number of innovative campaigns have been arranged to avoid car accidents, car crashes occur frequently. Mostly, car accidents occur due to rash and careless driving. Road accidents also happen sometimes due to disorderliness and lack of patience. So how can you prevent a car accident? The answer is very simple, use common sense and obey the rules of the road. First step in order to avoid car accidents is not to drunk because being in under the influence of drugs or alcohol affects vision, reaction time and attention. the best decision is to Choose a designated driver, Decide who is going to drive before you go out, and make sure that person do not drink any alcoholic beverages. Furthermore you should call a taxi. . If nobody in your group is sober, take alternate transportation. Many of the fatal accidents are because of drunk driving. However, drunk driving is completely preventable. Another important thing that should be considered is to put on seat belt while driving. Wearing seat belt would be annoying for many people. But, this is highly vital, as wearing seat belt would reduce the chances of road accidents. Not only drivers, passengers including adults and kids are also recommended to put on seat belt. This will reduce the risk of a serious injury if you are involved in a car accident. These tips are all just common sense. They seem like such simple actions, but they can cause or prevent an accident. It just depends if the driver of the car, follow the rules of the road.

paganbeo Beowulfs Pagan Traditions :: Epic Beowulf essays

Beowulf's Pagan Traditions Beowulf, an epic poem written in the late tenth-century, in the kingdom of the West Saxons, steeping with pagan tradition, this epic depicts nature as hostile and forces of death uncontrollable. Blind fate chooses random victims and people never feel at peace with the world. Also Beowulf ends as a failure to help heal the wounds of his society. Although there are parts of this statement which can be construed as true, for the most part, it doesn't give Beowulf the credit he deserves. For someone whose life was cut short, Beowulf did many great deeds for his time in the world. The statement illustrates nature as hostile and forces of nature uncontrollable. This fraction of the statement is contradicted in the beginning, as the setting is being described, "...these beautiful plains marked off by oceans/then proudly setting the sun and moon to glow across the land and the light it...(8-9). This sets the scene as peaceful, soothing and calm. "The corners of the earth were made lovely with trees/and leaves, made quick with life..."(11-12). When you think of oceans and trees, it brings a sense of reassurance of nature's beauty, not its hostility. Within Beowulf there are obvious places where nature isn't on the peoples side, and many problems arise during this complex tale, but this opening landscape paints a different picture of the period, which followed me throughout the rest of the poem. Despite the fact that many innocent people died within the poem, the phrase, "blind fate picks random victims" can be used for many instances. This phrase is even true today; many innocent people are random victims of violence within our society. Fate isn't something that can be argued lightly. In Grendel's introduction he, "Snatched up thirty men/smashed them unknowingly in their beds..."(37-38). This can be taken to mean that these men were meant to die that night at the hand of the evil monster Grendel, that it was their fate. But on the other hand, on line 36 it states, "He slipped through the door and there in silence..." Which indicates that Grendel didn't try to handpick his victims, but just went for anyone that he could grab.

Why Spiderman is better than Batman

In my opinion, Spiderman is the best comic book hero ever, and significantly superior to Batman. He is the most popular and most commercially successful superhero, according to a poll by Empire magazine in May 2011. I grew up loving Spiderman! He was the superhero that I most related to. I would watch avidly of his exploits and victories, his life as a reluctant super hero and his emotional turmoil in his non-Spidery times.When I was a kid, I couldn’t quite understand why they made a TV show of Batman but not one of Spiderman. You remember the show with Adam West as Batman in a somewhat camp romp through Gotham City as â€Å"POW† and â€Å"SLAM† was emblazoned across the screen. And yet, no Spiderman TV show. It was the same with the movie genre – the first Batman movie starring Michael Keaton as the caped crusader was released in 1989, but the first Spiderman was not released until 2002. Batman always seemed to get the bigger billing and all the glory .We ll I think that Spiderman is the better super hero by far, and here are some reasons why†¦ Spiderman has the longest lasting comic; his comic ‘The Amazing Spiderman’ was created in 1962, and continues to capture the imagination of every generation, which shows how relatable his character is. Spiderman is more agile and flexible than Batman, he has the famous spider reflexes, and he has in the past proved that he is an equal match for Batman’s brawn, when he defeated evils such as Dr Octopus, The Green Goblin, Venom and many more.In the 2001 adaptation of the movie, I’ll be the first person to raise my hand and admit that Tobey Maguire is creepy. There is no doubt in my mind that, he is a little bit weird, and maybe not the best person in the world to represent the world’s greatest comic book hero, but never the less, for its time the movie is still impressive, more so than the Michael Keaton version of Batman. Compare it to the new ‘Amazi ng Spiderman’ with Andrew Garfield in, and there is no competition. The new movie itself boldly knocks spots off the dreary Batman competition, and its special effects are truly phenomenal.And Andrew Garfield is pretty darn cute! If Captain America can beat Batman, anyone can. Simply, if Batman can allow himself to be beaten by Marvels campest creation, he is clearly no match for Spiderman. Spiderman, unlike Batman, actually has a girlfriend. For all his money and ‘playboy’ reputation, Bruce Wayne never has a relationship worthy of the one that say Spiderman and Gwen Stacey have. Peter managed to pull Gwen without Bruce Wayne’s money or fame, which goes to show Peter Parker, is the nicer guy.Spiderman broke the mould as the first teenager with his own comic book series, since previously teenage protagonists usually took the understudy role as the mere side kick. Unlike previous teen heroes such as Bucky and Robin, Spider-Man did not benefit from being the protà ©gà © of any adult superhero mentors like Captain America and Batman, and thus had to learn for himself that â€Å"with great power there must also come great responsibility†Ã¢â‚¬â€a line included in a text box in the final panel of the first Spider-Man.Unlike Bruce Wayne, Peter Parker doesn’t use being an orphan as an excuse to parade around as a vigilante; instead he accepts his gift and uses it for the greater good. Spiderman actually has super powers; Batman has to rely on gadgets such as ‘shark repellent’ to get him out of tricky situations. And what self-respecting ‘hero’ carries around shark repellent in his purse? Spiderman doesn’t have to train in the mountains with weird ninja monks and he doesn’t have the big financial advantage of Batman. He doesn’t need to showy gadgets etc, he just crawls around, doing his thing, without the aid of a sidekick like Robin.Ben had Jerry, Morecombe had Wise, and SpongeBo b had Patrick, whereas Spidey flies solo. He is so good at what he does; he doesn’t need someone to hold his hand as he crosses the road. No matter what, Spiderman gets the job done, unlike Batman who needs his birdie to save him from the bad guys, to lay out the guy behind him who was about to clock him over the head with a chair (another KAPOW! ), and to be the blundering rookie to make Batman look better than he really was. Spiderman needed nobody, because he doesn’t have ego issues.Spidey is a good role model because he over came adversity etc, he was a nerdy teenager, who was bullied a lot by a guy named Flash. This makes him a good role model for kids, since he doesn’t go around scaring people in the night, like Batman. Batman puts on a stupid voice and tries to scare his foes. It has no effect or purpose, he just looks stupid. Batman deliberately asks for trouble, he’s a creepy guy in a costume. If a guy started parading around in a costume and run ning around at night in your town, I’m sure you would have something to say about it, and he would be thrown in the loony bin.Batman gets too much attention, just like his alter-ego, whereas Peter Parker manages to maintain a normal life as well as masquerade as Spiderman. Peter Parker has, over the years, developed from shy, nerdy high school student to troubled but outgoing college student, to married high school teacher to, in the late 2000s, a single freelance photographer, his most typical adult role. Whereas, Bruce Wayne has pretty much not developed as a character over his span of comics. Batman could never catch Spiderman; Spidey is just to fast for him. Batman would be nothing without his car/money/gadgets.At the end of the day he’s just a normal guy with a fetish for bats. Think about it. Batman has great abilities and gadgets, but they are nothing that any normal human can't get. Spiderman has physical abilities way beyond the grasp of non-mutated humans; pr ecognition, the strength to bench 10 tons, incredible agility†¦ but batman is a normal human. Spiderman is a mutated human, mutated to be stronger, faster and more agile than a regular human. I know this is fiction, but let's be a bit more realistic here, in a fight, the chances are heavily in Spiderman's favour.I'm a firm believer in the idea that superheroes teach you things, and it's usually a pretty simple lesson. Superman teaches you to be nice and to be a good person; because that's the way you make things better for everyone. Batman teaches you that if you're determined enough, and if you try your hardest, one man can change the world. And also, that is okay for a man to wear black tights, as long as he is a millionaire playboy. Those are great guidelines, not just for comic books or films, but for life. But Spiderman's lesson is a little less sugar-coated, and a little more human.Spiderman teaches you that you're going to screw up. It's going to happen, and it's going t o be bad. You're going to make bad decisions and it's going to feel like they're going to crush you. It's going to hurt. But Spiderman also teaches you that the only way to get through it is that you never, ever quit. It's not easy, but even if it seems impossible, you can beat anything that stands in your way. You can become the person you want to be, therefore being the better hero of the two, because the most important thing is to learn something from the selfless behaviour of your childhood ideal.

Professional learning community Essay

The role of a principal has changed dramatically over the past couple of decades (Levine, 2005). It wasn’t too long ago that a principal’s primary tasks were limited to making sure that the buses ran on time, ordering supplies, and addressing personnel issues (Usdan, McCloud and Podmostko 2000). Now an affective principal’s main responsibility is student learning (The Wallace Foundation 2012, Usdan, McCloud and Podmostko 2000). The typical principal now puts in over 10 hours a day in order to get everything done. (Usdan, McCloud and Podmostko 2000). The key elements of effective leadership: principal as an instructional leader, winning by developing relationships, safe and caring learning environment, hiring of staff, always put students first, vision should be shared and focused, communication in the building, excellence in teaching and learning, principals build/reinforce professional development, principals share leadership, and time management. Principal as an Instructional Leader The principal is an instructional leader, a teacher of all teachers. Instructional leadership can be broken into two categories: direct and indirect instructional leadership. Examples of direct instructional leadership that a principal should provide are staff development, teacher observations/evaluations, and supervision. Also providing subordinate’s instructions about their tasks and including what is expected of each staff member. (Northouse, 2013). As the descriptor â€Å"direct instructional leadership† implies, this is instruction that the principal is providing directly to an individual or a group. Direct instructional leadership is focused on the quality of teacher practice, including the quality of the curriculum, teaching and assessments, and the quality of teacher inquiry and teacher learning. Indirect instructional leadership requires the principal to play more of a supportive role to teachers. The indirect leadership is focused on creating the conditions for an optimal teaching and learning environment. Indirect instructional leadership creates the conditions for good teaching and teacher learning by ensuring that school policies, routines, resourcing and other management decisions support and require high-quality learning, teaching and teacher learning (Bendikson, Hattie, and Robinson, 2012). Examples of indirect instructional leadership might include instructional facilitation, hiring qualified staff, resource acquisition, building maintenance and student problem resolution. Both direct and indirect instructional leadership are key roles of a principal. If principals practice instructional leadership daily, then they are successful in coaching and empowering teachers/staff members to improve student achievement. For many years, school principals were viewed as managers who ordered materials, handled discipline, and focused on keeping things in the school running smoothly so teachers could do the job of educating. Now, however, as principal’s most significant role is that of a learning leader. Current research shows that school leaders are a critical component to improving learning in schools (Educational Leadership Policy Standard: ISLLC, 2008,p. 9). As the learning leader in a school, the principal can influence learning through the formal process of planned observations, supervision and mentoring of staff. However, the principal can have even more influence in many other ways. Luneberg(2010) says there are five key tasks a principal must do as a learning leader: have a focus on learning, encourage collaboration, use data to improve learning, provide support, and align curriculum, instruction, and assessment (p. 1). Winning by developing relationships School leadership often involves difficult decisions and uncertainty. As schools are constantly changing to meet the new mandates: APPR, Common Core State Standards, RTTT, and DASA laws, student learning is still in jeopardy. Students are experiencing more problems, having a leader who can navigate through these difficult times is essential. No matter how outstanding the leader is he/she cannot navigate alone. It is critical that an effective principal immediately and consistently works on developing and maintaining relationships with students, staff, and the community. Building positive relationships with all stakeholders in the school is a time-consuming task, but the effort will pay great dividends. An educational building leader makes an effort to talk with and listen to all members of the school community. Kelly Sajnog, a successful middle school principal, notes the importance of relationships (personal communication, February 4, 2013). She says the time she spent cultivating relationships and building trust during her first year as principal was her most important job. Since then she has been able to bring new initiatives to the school, work with the community members, and rely on teacher-leaders to help improve the teaching and learning in her building. Building relationships will enhance a positive school culture, thereby making it easier to work together toward common goals. â€Å"Schools cannot sustain excellence in the absence of trust† (Uebbing & Ford, 2011). A leader who spends time on these relationships is in a much stronger position to help improve student achievement in a school. Many students come to school with various needs and circumstances. Establishing relationships with families and community services will allow a principal to provide the best possible learning environment for all students. Some ways in which a principal may accomplish this are: holding parent coffee hours once a month, reaching out to local social workers and psychologists, participating in an established parent group, and spending time at community events held in places other than the school. Alvy and Robbins (2005) cited building strong relationships as being one of the most important things that new principals do. The people who make up a school – students, teachers, classified staff, families, and the greater community – will either unite around a common cause or function as independent components going in different directions. Principals who build trusting relationships go a long way toward establishing a healthy school culture in which everyone works together. Principals do not gain trust because of the title on their office door. They must earn trust. And to earn trust, they must give it – that is, they must demonstrate faith in the independent skills and decisions of other (p. 52). The trust that principals need is a two-way street that comes from building relationships and treating every person with respect, every day. Another aspect of building positive relationships is communication. School leaders must consistently communicate with all members of the school and community. When people know and understand what work is being done in our schools, they are more likely to support our school and students. A focus of this communication should focus on student success. Students in schools accomplish amazing things each day, school leaders must ensure the success is shared consistently and celebrated regularly in order to maintain a positive school culture. Communication, in the form of newsletters, websites, phone calls, and meetings further enhances the trusting relationships the principal has taken the time to build. Although written communication is important, person contact is equally vital. Effective principals must be visible, accessible, approachable and responsive to the needs of students, staff, and community members. It is critical that a leader follows through on any conversation he/she has so others know he/she is committed, interested and dependable. A leader, who builds relationships, treats others with respect and acts ethically in all situations will be able to lead a school to a higher level of achievement. Safe and Caring Learning Environment An important part of leadership is the creation and maintenance of a safe and caring learning environment. Effective principals involve others, including students, to set high standards for student behavior. The principal can communicate high expectations for behavior, and these apply rules consistently from day to day and from student to student. They expect teachers to handle most disciplinary matters and they provide in-school suspension with support for seriously disruptive students. A principal should foster a sense of responsibility in students for appropriate behavior and work to create an environment that encourages such behavior. A successful principal should take on the responsibility of encouraging an orderly learning environment by organizing strategies to assist in minimizing distractions. Immersing the entire school community in the use of behavior prevention strategy plans can aid in preventing discipline referrals, as stated in one article we read on student management. This calls for the entire school community to take responsibility in sending a consistent message to students regarding expectations for behavior. An example of a preventive measure might include teachers integrating character education into their daily lessons and interactions with students. Although the intent of character education is to prevent disciplinary issues from occurring, a principal needs to be prepared if unacceptable behavior does  occur. Effective principals should center their ideas, days, and job on enhancing student learning by providing a safe and orderly learning environment with minimal distractions. Successful principals create this environment by sending clear and consistent messages regarding expectations of students and staff, hiring quality teachers, and presenting an encouraging demeanor, a principal sets a motivating tone for his/her school. Successful principals set a positive tone for their school with an unwavering focus on student learning. They do not tolerate distractions and act in the best interests of their students and the learning environment. Hiring of Staff Another important factor that a principal has control over is hiring. A principal’s single most precious commodity is an opening in the teaching staff (Whitaker, 2012). The quickest way to improve your school is to hire great teachers at every opportunity. Just as the only way to improve your average grade is to turn in a better-than-your average assignment each time, the most significant way to rapidly improve a school is to add teachers who are better than the ones who leave. Great principals know this and work diligently to hire the best possible teachers. Not only is it important to hire great teachers but also to support them. This is reinforced by the idea that successful principals focus on students-by focusing on teachers (Whitaker, 2012). Great principals celebrate the successes of their students and staff, instilling a sense of value in their achievements. If the principal is successful in creating a positive school culture and climate and praises student and staff performance at all levels, self-esteem is enhanced, and people feel that their time and work is valued and appreciated (p.41). Always put students first If schools are about teaching and learning, then students are the customers. Educators are responsible for meeting our customers’ needs and ensuring that each student is given a high-quality experience in school. Therefore, an effective leader keeps students at the heart of every decision. Alvy & Robbins (2005) say school leaders mush â€Å"get in the habit of asking themselves student-centered questions whenever they make decisions or take actions concerning school policy, district initiatives, or the everyday activities of schools† (p. 50). In order to create a culture and climate where students fell valued, Harris & Lowery (2002) identified three things effective principals always focus on: respecting students, communicating with students, and supporting students. Students want to be treated fairly and equally. An effective principal knows this and makes sure students are always respected. For example, dealing with discipline issues privately rather than in from of others and making sure consequences are equitable makes students feel respected (Harris & Lowery, 2002, p. 64). Students notice when a principal is interacting with students in the halls of the school each day. The communication lets students know the principal is there to help each student reach their goals and dreams. Lastly, supporting students means the principal â€Å"can be accessible to students; reward them, be an advocate for them, and provide them with a safe, secure learning environment† (Harris & Lowery, 2002). An effective principal, who respects, communicates with and supports students creates a safe learning environment where individual students can flourish. Vision should be shared and focused The successful principal has a vision of what education should be. He or she shares their vision with others by articulating it; however, an effective principal also models his/her vision through daily actions. A successful principal is committed to implementing and developing his/her vision. Consequently, in addition to articulating their vision, visionaries have an action plan that lists the key players and steps needed in executing their vision (Reeves, 2002). Implementing a vision, which oftentimes means implementing a change, can be risky. Leadership, however, entails risk taking and standing for beliefs, even when the odds are not in the leader’s favor. As our guest speakers have stated in one sense or another, â€Å"Communicating with clarity and direction should be the district’s vision. When making a decision, an effective principal asks himself/herself how the decision will impact student learning and proceeds with that thought as his/her focus. If the principal is clear in articulating and sharing his/her vision then the school community understands where he/she stands and where the school is headed. Communication in the building. Communication is critical in a principal’s job. Clear, consistent communication with students, staff members, parents, and the community is imperative to the role of a principal. Similar to the teaching and reinforcement of math and reading skills, policies, procedures, and expectations need to be taught, practiced, and reinforced to students and staff members. Successful principals indicate taking the time to teach the students, talk with them, and show them their expectations. Successful principals review over the student handbook and code of conduct to ensure that both student and parent have understood these policies. These discussions regarding their purpose also help in communicating expectations with students. When communicating with staff members, technology provides principals with the tools and ease to communicate with the staff members on a daily basis. DeBarbieri and Williams believe that communication is a critical feature of any endeavor in which people work in close proximity for a common purpose (personal commications, February, 2013). As stated by DeBarbieri, communication is crucial at faculty meetings, in emails to staff members, and on the parent webpage. He also stated that his belief is the theory of communication is moving in the direction of technology and the use of Facebook and Twitter software. Williams, she stated that communication is just as important. A principal should know themselves first and then get to know their staff members. (personal communication, March, 2013). However, these notes or quick emails do not take the place of friendly conversations, nor do they decrease the value of faculty meetings. Communication with parents and community is also imperative to a principal’s position. Communication via monthly newsletters or individual teacher webpage’s, help to disseminate â€Å"need-to-know† information to parents. Principals build/reinforce Professional Development Effective principals are knowledgeable about best practices and share these practices during faculty meetings, professional learning communities and conversations with individual and teams of teachers. A successful leader is often seen in the classroom and in discussions with teachers about the instruction being used. He/she also shares the success he/she sees happening in the school. A successful educational leader stays current with readings to ensure that best instructional practices are being employed for all students. For example, if ELA scores are a concern for a school, it is the leader’s responsibility to research best practices on reading and writing instruction and then share best practices with staff. Also, an effective leader uses data to hold him/her and the staff members accountable. By collecting data often, a leader is able to make informed decisions about teaching and learning to ensure all teachers strive for continual student achievement. The principal knows what professional development his/her staff needs and participates in the trainings. This unwavering focus on learning reminds everyone in the school community that academic success for all students is the purpose of schools. An effective principal can impact the culture of learning in his/her school when he/she makes decisions about scheduling. For example, teachers need to be given time to collaborate regularly. Scheduling common planning time for teachers sends the message that collaboration to improve student learning is important. During these times of collaboration, principals can provide support by attending meetings and participating in the professional learning community. Teachers need to know the principal does not have all the answers but is willing to work with the teachers to find the keys to helping each student achieve his/her best. Finding the keys to help each students may not lie within the school building; a principal may need to work with other districts, a regional BOCES, local colleges or other institutions to find what each student needs to achieve his/her potential. Collaborating with others allows a principal to maximize all his/her resources in a quest to do what is best for students. If schools are about learning, then the curriculum, instruction and assessments are the most important tools schools use on a daily basis. An effective principal is a part of the ongoing, cyclical nature of curriculum development. He/she ensures that assessment are rigorous and aligned to the curriculum, common core state standards, that data-driven instruction is used regularly, and that the curriculum is detailed enough so teachers know exactly what needs to be taught. However, the principal does not just oversee these processes; he/she is an active participant in all aspects of teaching and learning. The principal should be running faculty meeting where he/she will introduce common formative assessments, professional learning communities, common online areas for staff resources, and units to cover new Common Core State Standards. A principal may have teacher leaders to host mini lessons in the morning, where teachers could collaborate on 21st century learning skills, and to compare student data. An effective principal acting as a learning leader develops a school where excitement about learning and celebration of achievement is evident on a daily basis. â€Å"When learning becomes the preoccupation of the school, when all the school’s educators examine their efforts and initiatives of the school through the lens of their impact on learning, the structure and culture of the school begin to change in substantive ways† (DuFour,2002). As the principal shifts a culture to a focus on learning, he/she can then begin to recognize and grow teacher-leaders. These teacher-leaders act as ambassadors for the principal’s vision and assist in the learning culture for all teachers and students. Michael Fullan(2010) gives a clear view of what a principal as a learning leader looks like. Powerful principals are obsessed with the instructional core of personalized learning and getting results for each and every student. They make instruction a priority. They deal effectively with distracters. They create a culture of job-embedded learning. They help the school focus on a small number of core priorities they resolutely pursue while avoiding innovation overload (p. 14). This is an exciting time for exceptional teachers who love the classroom to use their expertise about teaching and learning in the role of building leader. When summarizing the area of professional development for instructional leadership, good principals: †¢ Hold frequent discussions about curriculum and instruction (ASCD, 1999); †¢ Encourage collaboration among teachers (ASCD, 1999); †¢ Provide opportunities for professional development both outside the school and within the school between colleagues (ASCD, 1999); and, †¢ Actively participate in staff development (Cotton, 2003). Principals share leadership Although the principal is ultimately responsible for building decisions, successful principals delegate, consult, and collaborate with staff members. With an overabundance of duties to manage, it is imperative for principals to trust their employees (assistant principals, teachers, paraprofessionals, clerical staff, and custodians) and to create committees to take on responsibilities for some of these tasks. In addition to making the principal’s job more manageable, shared decision making also helps in empowering teachers and creating a â€Å"buy in† for implementing change. Effective principals not only collaborate with staff members on decision making, but also encourage staff members to work together on instruction and curriculum best practices. If principals can be effective in creating a collaborative school with professional learning communities, then risk taking and learning takes place at all levels, thereby improving instructional practices. (DuFour, 2010) Time Management Considering the demands of the job of principal and the various roles that the principal is expected to play, it seems that prioritizing, time management, and organization skills are critical in helping the principal find a balance. The principal who prioritizes does not get buried by the demands of paperwork but instead uses the time when school is in session to visit with the students in school. The principal that continues to spend his/her time management skills might multitask by returning phone calls while driving between buildings and/or to the district office for meetings. The principal who is organized leaves his/her office with a clean desk every day. In addition to juggling duties during the school day, balancing the many hours needed to attend school and community functions with a family can be a challenge as well. To manage well, a principal must actively prepare, plan, organize, direct, model, evaluate, and improve (Speck, 1998, p. 20). Management duties of a principal include ensuring a safe and orderly school environment, having a working knowledge of the law, shaping a schedule and prioritizing a budget in a way that will help communicate his/her vision and goals, and managing the daily activities in the building (ASCD, 1999). A principal must have a hand in all of these duties, but the degree to which he/she is involved in each depends on a perception of the job (Mawhinney, n. d. ). The principal who enlists more help, and thus creates more personal choice in the area of management, will enjoy more opportunities in the critical area of educational leadership (Mawhinney, n. d. ). A principal’s job is not a 9 a. m. to 5 p. m. job. Consequently, a principal needs to be passionate about his/her work but also needs to find a balance between work and home. The role of the principal requires one to be active and think on his/her feet. This requires a fit mind and body. Reflecting on daily actions, keeping abreast with professional development, reading and engaging in a stress relieving activity, such as exercise, are all activities that can help the principal manage his/her workload (personal communication March,2013). It is important to remember that the principalship should not define the person but rather the person defines the principalship role. If the principal reflects often, then he/she will learn to find a healthy balance by prioritizing and managing his/her time. Conclusion: Effective Principals Make a True Difference â€Å"School leaders are critical to helping improve student performance. Research now shows that leadership is second only to classroom instruction among school-related factors that influence student outcomes† (Educational Leadership Policy Standards: ISLLC, 2008, p. 9). Principalship requires flexibility in juggling the many roles that requires the principal to play. In reflecting on the information retrieved from guest speakers, class presentations, interviews, books, journal articles and observations, the following conclusion can be drawn: If the principal is able to balance being an instructional leader, a manager, the creator of a positive climate and culture, a visionary, an ambassador, a communicator, a collaborator, and a real person, then I he/she is likely to be a successful principal. When a principal learns to build good relationships, becomes a good listener, learns to plan his/her actions before reacting, has good mentors and trustworthy friends in his/her corner, and continues to have a solid plan of action, students will learn! References Alvy, H. , & Robbins, P. (2005, May). Growing Into leadership. Educational Leadership, 62, 50-54. Bergman, D. and Jorgensen, M (2013, February 4). [EAD610 class article share presentation]. Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: Corwin. Cavino, D. and Nower, C. (2013, March 11). [EAD610 class article share presentation]. DeBarbieri, J. (2013, February 25). [Personal interview]. Determining/confirming eligibility for McKinney Vento [Fact sheet]. (2012). Retrieved March 13, 2013, from National Center for Homeless Education website: http://center. serve. org/nche/ibt/sc_eligibility. php Dolson, K. and Regan, K. (2013, February 11). [EAD610 class article share presentation]. DuFour, R., DuFour, R. , Eaker, R. , & Karhanek, G. (2006, 2010). Learning by Doing: A Handbook for Professional Communities at Work. Bloomington, IN: Solution Tree. Harris, S. L. , & Lowery, S. (2002, May). A View from the Classroom. Educational Leadership, 59, 64-69 Keim, J. and Nephew, J (2013, February 25). [EAD610 class article share presentation]. Lunenburg, F. C. (2010, Summer). The Principal as Instructional Leader. National Forum of Educational and Supervision Journal, 27,1-6. Luthouser, E. (2012, May). [Personal interview]. Marzano, R. J. , Waters, T. , & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association of Supervision & Curriculum Development. Mawhinney, H. B. (n. d. ). A Framework for Reflection on the Principal’s Domain: Choices, Constraints and Demands. EAD 610 School Principalship Reading Packet. Reeves, D. R. (2007). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco: Jossey-Bass. Renfrew, E. (2013, March 4). [Personal interview]. Salopek, J. J. (2011). Make parents you partners. Education Update, 52(2). Sajnog, K. (2013, February 11). [Personal interview]. Silvia, H. and Pawlewicz, D. (2013, March 4). [EAD610 class article share presentation]. The principal perspective: full report. (April 2012). Retrieved March 12, 2013, from The Center for Public Education is an initiative of the National School Boards Association. website: http://www. centerforpubliceducation. org/principal-perspective Wallace Foundation. (2013, January). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. The Wallace foundation, 1, 1-18. Retrieved May 5, 2013, from http://www. wallacefoundation. org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning. aspx Whitaker, T. (2012). What Great Principals Do Differently: Eighteen Things That Matter Most. Larchmont, NY: Eye on.

The Native Son Essays - Native Son, Richard Wright, Free Essays

The Native Son Essays - Native Son, Richard Wright, Free Essays The Native Son Native Son The novel Native Son, written by Richard Wright, is a book that deals with a poor, black man named Bigger Thomas growing up in a rat-infested one-bedroom apartment on the South Side in Chicago during the Depression. It deals with the racism between blacks and whites, the poor and the rich. This man Bigger Thomas feels like that he is trapped and doomed to a destiny of constantly being on the bottom of the social ladder because of the whites. He does not like the whites because he thinks of them as being masters or as being people who tell the blacks what to do and where to go. He works as a chauffeur for a family named the Daltons. But one night, as he is driving one of the Daltons, Mary, the daughter, to go meet her Communist boyfriend Jan, the three of them end up drinking and becoming drunk. Bigger drives Mary home and while she is putting Mary into bed, Marys blind mother walks in to the room, and Bigger becomes scared that Mary is gonna reveal Biggers presence so he smothers her face with a pillow to make her be silent. But as he is doing that, he accidentally kills her so he ends up burning her body in the furnace. He tries to cover up the whole incident by trying to frame a kidnapping and ransom by signing it Red to try to frame Jan, the boyfriend of Mary. But the family ends up finding the bones in the furnace so they find Bigger, and the town sentences him to death. Bigger was doomed from the beginning. He was a black man growing up in a rich, white society. He knew that he was not going to become anything. What I did not like about this book was how the author wrote from such a pessimistic view of the whole blacks versus whites issue. He made is seem as if you were black growing up in Chicago, that you were not ever going to become anything, that you were doomed to say poor and live like rats. What I did like is that, the author really showed how it was during the Depression era and what the blacks had to go through. I like how he really tries to make the book relate to everyone by having so many characters with such different personalities so every person could learn from the book. I like how Wright shows that this man Bigger Thomas was not a criminal from the very beginning. He shows how society made him what he was, and there was nothing for him to do about it now that he had done what he had done. I especially do enjoy how Wright showed that Bigger was how he was by the way that he lived his life and how a person is not like he is because he born that way. People are shaped by circumstances and instances in a those peoples lives. I would recommend this book to anyone who would like to read about the issues relating blacks versus whites or the whole prejudice Bibliography none

Abandoning the American Dream

Abandoning the American Dream From the American Revolution onward, the United States has gained international recognition as a land of hope and equal opportunity. America’s founding fathers imagined the nation to be a place of widespread promise, operating under democratic rule and allowing for social mobility. The notion that any individual, regardless of circumstance, could achieve a goal by possessing determination became a belief known as the American Dream. Instilled at the core of American culture, and remaining there at present, the American Dream must be assessed for its validity. Using critical support to discuss the purpose and importance of this myth in the past centuries, I will examine the American Dream from a historical perspective to uncover its current function in modern America. In spite of its illusory nature, the pervasion of the American Dream into national thought serves to justify the myth’s perpetuation into 21st century. Overall, this paper will illustrate the necessity of a new ideology if America is to continue on the rise. Incredibly popularized in the 19th century, during the period of expansion and Manifest Destiny, the American Dream became a predominant principle that guided society. The myth’s premise appeared straightforward: work hard and achieve greatness. A hopeful approach to the future, this idealistic outlook provided inspiration to adolescent America, a child in essence. Psychologist Bruno Bettelheim explains â€Å"the most important and also the most difficult task in raising a child is helping him to find meaning in life† (3), which is essentially the conflict that led the youthful society to adopt a nationally recognized ideology. The people had the difficult task before them of economic, social, and cultural development, and they needed a path to follow that would assure a prominent, meaningful future. The author of mid-nineteenth century children stories, Horatio Alger was a major influence in spreading the message of the American Dream through popular culture. Embedding the myth into American consciousness, Alger proposed that anyone could move from rags to riches (Kanfer). He provided a formula to the achievement of the American dream that corresponds to Joseph Campbell’s simplified formula of the monomyth.[1] There are three stages to Campbell’s formula: â€Å"a separation from the world, a penetration to some source of power, and a life-enhancing return† (35). Similarly, the Alger plot typically depicted a young boy separating himself from his poverty-stricken world, taking on a new routine characterized by intense work ethic, and coming forth with an improved status. Alger’s stories circulated throughout America at a crucial stage in its history, imparting a seemingly sensible approach to societal challenges and promising triumph. Alger truly had a substantial impact on the American philosophy for the upcoming century. Although Joseph Campbell in his conclusion to The Hero with a Thousand Faces asserts that modern society no longer abides by a mythic approach to life’s difficulties, I see the situation as the reverse: too strong of a reliance on the American myth has served as a constraint in the progression of society. In Campbell’s formula, there comes â€Å"the stage of the trials and victories† (36). Continued hope in the American Dream has prevented the social body from overcoming these trials. Consequently, the modern world’s reluctance to throw away the American Dream causes the postponement of â€Å"the return and reintegration with society† (Campbell 36). An exclusive faith in the American Dream hinders society from utilizing other approaches to improving the status quo. While the American Dream is exhausted of hope, society reluctantly retains faith due to how ingrained the philosophy has become within the social fabric. The American Dream myth consistently disappoints a large portion of American society; yet, for society to alter its attitude toward the myth proves difficult. Economist Lewis Corey uses the term â€Å"cultural lag† for this failure to change a popularized value, and he suggests that â€Å"ideals may persist†¦.after the material conditions of their origin are no more† (qtd. in Tipple 268). Viewing the American Dream from this rationale, I see the myth’s current existence in popular thought as primarily a result of its longevity. Instead of hard workers realizing that their efforts do not necessarily bring the promised success, they do not know whether to believe the claims of the myth or the observations of reality. Myth has the potent ability to blind its adherents from the nature of reality. By holding on to the myth, the believer suffers in a struggle without prospect. â€Å"Social myth functions in a complex and indirect system of rationalization,† (11) explains Joe Holland in The American Journey: A Theology in the Americas. Dominating the believer’s understanding of how society works, trust in the American myth only perpetuates the disillusionment in modern society. America does not recognize the myth’s falsehood, failing to confront the facts of the present social circumstances. Despite Alger’s claims about the self-made man, United States history repeatedly shows that the American Dream lacks the promise that the people have projected onto it. A study of United States history, from the American Revolution to the present day, reveals many examples of class struggle, racial prejudice, and restricted social mobility. Various times in history emphasize a not-so idealistic reality for minority groups, including the Civil War, the Progressive Era, and the 1960s. A key historical example, the period preceding and during the Great Depression in America, circa 1920s and 1930s, exposes the discrepancy between the American myth’s promise and the conditions of reality. In Crisis of the American Dream, John Tipple describes the carefree feeling among the people in the roaring twenties; it was taken as a truth that â€Å"man could realize his highest aspirations amid abundance† (13). The optimism, and naivety, of the American people reflects the stronghold that the myth of the American Dream had on our culture during a time of perceived affluence. The sudden collapse of the stock market crash, however, contradicted the myth’s promise: â€Å"the ensuing depression turned the dream of universal prosperity into a horrible nightmare† (Tipple 14). Regardless of its deep historical foundation, the time has come to acknowledge that Alger’s myth lacks true basis. The out-dated American Dream does not foster social advancement, and it has become harder to find Alger’s rags-to-riches man in modern America. No longer are the days of Manifest Destiny; the adolescent years of our nation have passed. Consequently, America must undertake the most difficult rite of passage[2]: giving up on old ideology and experiencing a rebirth by implementing a new faith. Modern society has the task of separating itself from the former myth and initiating a new philosophy if it is â€Å"to nullify the unremitting recurrences of death† (Campbell 16). Only by forming a new ideal can America prevent its demise and continue on an upward journey.

Contemporary corporate governance issues Essay Example | Topics and Well Written Essays - 1500 words

Contemporary corporate governance issues - Essay Example This paper evaluates whether businesses exist solely for the benefit of its owners (shareholders or not). It goes further to look at the agency theory and other related matters as well as the challenges related to it and the need for alternative views and systems in businesses in the present era. Some decades ago, businesses were basically set up to generate wealth for the owners. This was a capitalist model that ensured that investors got the highest possible returns from their investments. Other concerns were kept to the barest minimum. Parkinson (1994) rightly judged by the events around him, that the â€Å"process of supervision and control [management] intended to ensure that the company’s management acts in accordance with the interest of its shareholders [owners]† Twenty years ago, this was a very acceptable standpoint that most people in society would seldom argue against. Wood & Welker (2011) identify a group of shareholders who arose in the 1970s with the view of ‘disciplining’ directors and restoring control of the true ownership of the organization to its owners. This group of people is described by Johnson, Scholes & Whittingon (2008) as pristine capitalists. With this background, there were two major questions: What should a firm do for its connected parties like its workers and suppliers. Are they just a means (in the absence of machinery) for the creation of wealth for these pristine capitalists? Secondly, if all directors were controlled solely by shareholders, what happens to their freewill and what can they do about the needs of other legitimate people connected to the organization in question. So with this, there were a lot of debates and scandals that forced the business community to take the agency theory a step further and incorporate other important and legitimate needs that organizations needed to honor to the larger society and to its connected parties. Need for The Agency Theory The popular Salomon V Salomon case laid the precedence for the separation of ownership and businesses. This has given right to the formation of limited liability companies around the globe that are distinct from their owners. However, to ensure that an entity acts and operates effectively and efficiently, there is the need for organization to employ directors and managers who will manage the supervisory and routine activities of a business respectively. This has led to the need for shareholders and owners to stand aside and transfer the running of their organizations to competent people who can run the organization. These people, often known as directors or managers act as agents of the owners and they need to seek the best for the organization. In doing this, the owners of organizations have to follow the agency theory which ensures: 1. Identification of legal provisions of the contract between the owning companies and joint ventures in line with the rules of the agency theory (which will be discussed later). 2. Accountability to owners (Hutzschenreuther, 2009). Thus national laws as well as articles of associations for the incorporation of the business guards the conduct of managers and directors. This is because these directors, known in Latin as fiduca (which means ‘trust’) and carries connotations of trust, good faith and honesty (Rahaim, 2005). This means that directors and managers need to avoid â€Å"self dealing† or â€Å"conflict of interest†. The idea of self-dealing refers to a situation where directors use their influence or knowledge in an organization to further their needs.