LA Ministers to Promote Digital-to-Analog TV Conversion Essay Example for Free

LA Ministers to Promote Digital-to-Analog TV Conversion Essay Olivarez-Giles, Nathan. â€Å"L. A. Ministers Asked to Spread the Word about Digital TV. † Los Angeles Times. 10 Feb 2009. 10 Feb 2009. http://www. latimes. com/business/la-fi-digitaltv10-2009feb10,0,7978127. story. Summary On June 12, all television viewers of Los Angeles – the largest group of television viewers in the country – must have digital-to-anolog converters to be able to watch TV, unless they are customers of satellite or cable television. The Federal Communications Commissioner has asked church ministers of Los Angeles to convey this information to church members, adding that there is no difference between converter boxes sold for $40 and the expensive ones for . Response I found Nathan Olivarez-Giles’ article â€Å"L. A. Ministers Asked to Spread the Word about Digital TV† enjoyable to read because it is humorous. The author refers to the Federal Communication Commission asking â€Å"for divine assistance† with digital-to-analog television conversion. But, the fact that the Commission has chosen churches as its medium of communication with the public is based on practical reason. Churches are responsible for leading groups of people. Then again, if churches are expected by federal regulators to convey this kind of information to the public, they may be asked in future to act as television news channels to boot. All kinds of news may be conveyed through the church. In that case, there would be no difference left between the church and local media. It is for this reason that the author has written a humorous article about the news. He mentions spreading â€Å"the word† with the awareness that churches were initially established to spread the word of God. Because it is illogical for federal regulators to expect the church to spread all kinds of information to its members, in order for this news not to sound as funny as it does – it would be best for federal regulators to spread the word about converter boxes through local media, that is, newspapers, television channels and radio. Churches have their own responsibilities that should not be made a mockery of. Therefore, I completely disagree with the Commissioner’s request.

Effective Leadership Styles of School Principles

Effective Leadership Styles of School Principles In order to be effective, schools require skilled leaders. The role of the principal is the key to a schools ability to meet the needs of the teacher it serves. However, the impact and the influence a principal has on teacher commitment is not a simple relationship. Principals in todays schools require the person in the position to carry out a countless number of functions as well act in a variety of different roles. As DeLucca, et al. (1997) found, the literature on educational leadership clearly emphasizes that the principal is a highly complex and demanding role (p. 105). Fullan (1991) described the changing role of the principals over the past two decades as becoming dramatically more complex (p. 144). The study of transformational leadership in the context of principals school leadership is relatively new. Building upon the work of Burns (1978), Bass (1985), and Bass and Avolio (1994), Leithwood (1994) developed a transformational model of school leadership. Leithwood states that transformational leadership skills are necessary skills for principals if they are to meet the challenges of the 21st century. Recent studies completed by various scholars in the field have indicated that administrators who demonstrate a transformational leadership style have teaching staff with increased job satisfaction, a greater sense of teaching efficacy, demonstrate higher levels of organizational commitment, and have less staff turnover (Griffith, 2004; Yu, et al., 2002; Ross Gray, 2006). However, strategic leadership is the main role of the principal while pedagogical leadership is the responsibility of the teachers (Crowther et al., 2000 and, 2002; Smylie-Hart, 1999). Their relationships have been described by Crowther et al. (2000) as parallel leadership. Teacher leaders and administrator leaders work in parallel and develop new roles and relationships within the school. Strategic leadership theory suggested that strategic leaders are individuals who have the ability to think strategically by envisioning, anticipating, innovating, maintaining flexibility, and mobilizing others to adopt changes which provide the organization with a competitive advantage (Elenkov, et al, 2005; Ireland Hitt, 2005). Strategic leaders enable organizational staff to exploit diverse opportunities to adapt and respond to environmental uncertainty. According to Ireland and Hitt, strategic leadership theory advocates that, companies are a reflection of their top managers, and, in particular , of the chief executive officers (p. 65). Hence, Davies (2004) had identified nine factors associated with the strategic leadership styles of school heads. In his terms, Davies classified these nine factors into two parts: firstly, the ability of a school head to undertake organizational activity (strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction), and secondly, his or her individual characteristics (restless, absorptive, adaptive, wise). Teacher commitment is crucial to effective schools, teacher satisfaction and retention. There has been increasing interest among scholars in the concept of commitment and the study of the commitment of several professionals such as students (Staw, 1976; Meyer Allen, 1987). Educational researchers have focused on commitment to the organization in this case, teachers (Firestone, 1990; Tyree, 1996; Nais, 1981). They call this phenomenon teacher commitment, denoting commitment to the school (Ryes, 1989). Commitment is part of a teachers affective or emotional reaction to their experience in a school setting (Ebmeire Nicklaus, 1999). According to the related literature, in these circumstances employees can develop affective commitment: in a more decentralized organizational structure (Robbins, 1997), in an organizational structure having an open and honest communication network (Zangaro, 2001), in an organizational culture encouraging participation (Parnell Crandall, 2003), when they h ave the opportunity to participate in decision-making (Somech Bogler, 2002), especially in strategically important decisions (Lines, 2004; Celep, 2000), and when they are affected by the outcomes of these decisions (Torka, 2004), when they have the opportunity to participate in the strategic planning process (Oswald et al., 1994), when they are provided with autonomy (Firestone Pennell, 1993), when they have the opportunity to acquire knowledge and other resources in the organization (McDermott et al., 1996), when strategic objectives (Enriquez et al., 2001), expectations (OCreevy et al., 1997) and the vision (Oswald et al., 1994) of the organization are communicated to them, when they are treated fairly and justly (Martin Bennett, 1996; Naumann et al., 1998), when they have adequate payment (Abdulla Shaw, 1999), when there is a congruence of ethical values between employee and organization (and/or manager or supervisor) (Schwepker, 1999; Peterson, 2003; Janssen, 2004), when the y have a supportive, facilitative and hearty leader (Kidd Smewing, 2001; Hui et al., 2004) and when they find their leader (or supervisor) trustworthy (Perry, 2004). STATEMENT OF PROBLEM Many researchers have pointed out that in order to be effective in the current context of school improvement, principals need to conform to the role as transformational leaders who have the potential for building high levels of commitment to the complex and uncertain nature of the restructuring agenda (Caldwell, 1992;, Hallinger, 1992;, Leithwood Jantzi, 1997;, Murphy Hallinger, 1992). There are differences in what these roles might include, that is, what the dimensions of principal leadership style are. Building the dimensional measure of principal leadership style, thus, motivated the researcher to conduct this study in the hope that it will contribute to our understanding of the principals transformational leadership style which is considered a foundation of school effectiveness. Another important issue that has not been adequately examined by previous research is the underlying model of the strategic leadership styles of principals. Waldman and Javidan (2002) indicated that little research exists on strategic leadership and its influence on organizational performance. The general problem is that contextual factors influence leadership behaviors across all levels of the organization, thus constraining leaders to adopt behaviors driven by external and internal demands. (Antonakis House, 2002;, Carroll, 2002;, Waldman, et al, 2001;, Waldman Javidan, 2002). It has been widely recognized that many discouraged school behaviours are, to an important extent, due to the low commitment of teachers. Teachers who experience this deficiency would engage in a variety of work behaviours that only reinforce their task failure (Rosenholtz, 1989). In an effort to overcome this, teacher commitment becomes necessary. Leithwood et al. (1994) suggest that committed teachers are less likely to leave the organization and have a desire to improve practices in an effort to realize the schools mission. Therefore, teacher commitment should be examined because it leads to greater job effort and involvement. (Porter, et al, 1974;, Rosenholtz, 1989). Since there is no specific style that is best for all situations, developing skills in selection of appropriate transformational and strategic leadership styles need to be emphasized because if these skills are poor, the consequence can be quite negative. Ubben and Hughes (1992) postulate that effective leadership depends on understanding the condition of a problem situation and assessing correctly how much participation is required to be successful and the form that this participation should take. An incorrect response to the demand of a situation may have a negative impact on-teachers personal satisfaction and may consequently affect their enthusiasm and commitment. Many times staff or teachers are dissatisfied with principals, not because of the nature of their decision, but because of the leadership style used (Leadership Management Development Center, 1997). Moreover, the Ministry of Education in Thailand enforces school principals to obtain quality assurance certification once every five years, where the schools need to ensure the system is developed in accordance with the standards, criteria, principles and guidelines as stipulated in the educational Act. In recent years, the average points obtained in the national test shows that, Islamic private schools in three provinces of southern Thailand ranked bottom compared to other schools in national ranking as far as academic achievement is concerned. (Secretary Board of Educational Office, 2007). In addition, Sermsak and his colleagues (2004) noted, the Islamic private secondary school principals lack of skills especially in educational management. As a member of an educational organization, the researcher considers that it is important to conduct this study. In this study, the researcher focuses on the principals in Islamic private secondary schools in southern Thailand. As mentioned abo ve, principals are educational leaders and teachers are practical instruments in achieving the schools goals. Conducting a study to identify which is the most effective principal leadership style (transformational leadership or strategic leadership) and its effect on teacher commitment is believed to be a worthwhile study. THEORETICAL FRAMEWORK The theory that this study has tried to build was based on the foundations of several existing theories in the literature. Firstly, the study reviewed various dimensions of leadership styles from previous studies by Barnett et al. (2001), Chui et al. (1996), Janzi and Leithwood, (1996), and Leithwood et al. (1996) considering-the present school context in southern Thailand. Five relevant dimensions of leadership styles are specifically proposed to be used in this study (Liethwood, 1996). The five dimensions of transformational leadership styles are visionary leadership, individual orientation, structural leadership, empowering leadership and role modelling Secondly, the study reviewed the strategic leadership styles (Davies, 2004; Davies Davies, 2004). There are nine categories of strategic leadership characteristics. In his terms, Davies classified these nine factors into two categories; individual characteristics (restlessness, absorption, adaptiveness/adaptibility and wisdom) and organizational capability (strategic competence, strategic orientation, strategic translation, strategic alignment and strategic interaction. Thirdly, the study reviewed a theory from perspective of the affective approach on commitment. Commitment is defined as the relative strength of a persons identification with and involvement in an organization (Mowday et al., 1982). According to Buchanan (1974), commitment is a partisan or affective attachment to the aims and values of an organization, to ones role in relation with these aims and values and to an organization for its own sake, Further, according to the cost-benefit approach, commitment is a result of the perception of benefit associated with staying in and the perception of cost associated with leaving from an organization (Kanter, 1968). From the normative approach, commitment is the aggregate internalized normative pressures to conduct in a manner which meets organizational objectives and interests (Wiener, 1982). It extensively examines the influences of transformational leadership and strategic leadership on teacher identification, involvement, and loyalty to the commitment (Abdulhakam, 2005). The three factors of teacher commitment are identification, involvement and loyalty. RESEARCH OBJECTIVES Based on the statement of research problem and the theoretical model as seen in Figure 1, the objectives of the study are as follows: To examine the factors underlying the transformational leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the strategic leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the teacher commitment of school teachers in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership of school principals on teacher commitment through strategic leadership style in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals on teacher commitment through transformational leadership style in Islamic private secondary schools in Southern Thailand. RESEARCH HYPOTHESES As stated earlier, the objectives of the study are to examine the factors underlying the transformational leadership and strategic leadership styles on teacher-commitment and to examine which leadership style which is dominant among the Islamic private secondary school principals. Thus, the hypotheses of the study are as follows: H1: Transformational leadership styles of school principals are represented by visionary, individual orientation, structural leadership, empowering leadership, and role modelling. H2: Strategic leadership styles of school principals are represented by restlessness, absorption, adaptiveness/adaptability, wisdom, strategic competence, strategic orientation, strategic translation, and strategic alignment. H3: Teacher commitment factors are represented by identification, involvement, and  loyalty. H4: The transformational leadership style of school principals directly and significantly affects teacher commitment. H5: The strategic leadership style of school principals directly and significantly affects teacher commitment. H6: The transformational leadership style of school principals positively and significantly affects teacher commitment through strategic leadership style. H7: The strategic leadership style of school principals positively and significantly affects teacher commitment through transformational leadership style. RESEARCH DESIGN This research adopted a quantitative approach as described by Creswell (2003), by emphasizing the utilization of quantitative surveys to determine if the effects existed between the variables, strategic leadership and transformational leadership styles, and teacher commitment as perceived by Islamic private secondary school teachers in three provinces in Southern Thailand. Structural Equation Modeling (SEM) is used to determine to what extent the model of hypothesized effects is supported, and how well a hypothesized conceptual model fits the associated data. The Structural Equation Modeling (SEM) is preferred because many previous studies supported the employment of SEM in this kind of research (see e.g. Clegg et al. 1997, Neilson 1997). SEM is also selected because of its ability to define and test a comprehensive System Contingency Approach (Hiltz, 1994) type of theoretical models. For instance Chin (1998, vii) has mentioned that, when applied correctly, SEM-based procedures have substantial advantages over first-generation techniques such as principal component analysis, factors analysis, discriminant analysis, or multiple regression because of the greater flexibility that researcher has for the interplay between theory and data. Compared to these first generation techniques often used in these types of analysis, some of the advantages of the SEM include the ability to: (1) estimate the direct, indirect, and total effects of variables; (2) define and investigate relationships among latent constructs; (3) estimate the variance accounte d for in each latent construct by other variables in the model; and (4) estimate error terms associated with each observed and latent variable (Heck and Wolcott 1997; Li, Harmer Duncan, Acock and Boles 1998). Research methods of the study consist of two steps; firstly, a hypothesized model will be developed by reviewing related literatures. The model will be assessed by educational experts. Secondly, the developed learning process reform model will be validated using the SEM to analyze the data collected from the Islamic private secondary school teachers in three provinces in Southern Thailand (Narathiwat, Yala, and Pattani,) Instrumentation In addition, at the end of the questionnaire there is an open space, where respondents have the opportunity to write about their experiences on commitment or comment on the questionnaire or the study in general. The Thai language questionnaire is filled out anonymously and it took about 20 minutes to complete. Validity and Reliability Content validity The validity of the measurement-items will be assessed in order to determine if a measure adequately reflects the real meaning of the construct under consideration. Two types of validity checks were performed in the initial stages of scale development: (1) Content Validity and (2) Construct Validity (Hair et al., 2006). Construct validity Construct validity or factorial validity, describes the logic of items which comprise measures of social concepts; this refers to the extent to which the empirical definition of the construct corresponds to the conceptual definition of the construct (Hair et al., 2006). Two types of validity were used to assess Construct Validity: (i) Convergent Validity and (ii) Discriminant Validity. Reliability The Cronbachs Alpha value is used to assess the reliability parameters. It provides a summary of the intercorrelations that exist among the set of items. Any suspect measurement-items will be removed. For this research study, the expected Cronbachs Alpha value is above than 0.7 as suggested by Hair et al. (2006), implying a statistically acceptable internal consistency reliability. Population and Sample The population in this study is Islamic private secondary school teachers in three provinces in Southern Thailand who teach in the school that are generally based on the Western Educational model. A simple random sampling is used to select the participants. The expected margin of error (accuracy) should  ± 4 % and confidence interval of 95% (Ferguson, 1981; Vockell Asher, 1995). All survey instrument will mailed to and administered by the Principal and Manager for administration for the respective schools. All completed survey instruments will return to researcher using enclosed envelopes. Data analysis method and Statistical technique This study will employed Structural Equation Modeling (SEM) techniques to determine the extent to which the model of the hypothesized effects is supported. All the statistical procedures are performed using SPSS 11.5 and AMOS 16.0. SEM evaluates how well a hypothesized conceptual model fits the associated data. Sometimes SEM is called a latent variable causal modeling because it is used to test causal models and theories, and because it involves the measurement of latent variables. The SEM is usually viewed as a confirmatory rather than as an exploratory procedure. It can also be seen as a family of statistical techniques which incorporates and integrates path analysis and factor analysis. The model consists of two parts, the measurement model and the structural model. The measurement model specifies how latent variables or hypothetical constructs depend upon or are indicated by the observed variables. It describes the measurement properties (reliabilities and validities) of the observed variables. The structural model instead specifies the causal relationships among the latent variables. By causal what is meant is the assumption that, everything else being constant, a change in the variable at the tail of the arrow will result in a change in the variable at the head of the arrow (Loehlin,1987, p.4). SIGNIFICANCE OF THE STUDY Result of this study are pictured to provide empirical data on factors of effective leadership styles among Islamic private secondary school principals in Southern Thailand that have not been fully studied. Therefore, this study will fill this research need. Thus, the results of this study are expected to help in the understanding of teachers and principals which is in accordance with effective leadership styles. The findings are extremely important to understand or determine the effect or failure of factors affecting the implementation of principal leadership styles both in terms of on transformational leadership and strategic leadership styles as perceived by the teachers. Such information can help to improve the strategy in order to accomplish school success. Finally, this study will aid teacher educators, administrators, professional development coordinators, and government officials to adequately prepare, train, and support principals so they may become effective Islamic principals in line with the current educational reform endeavour as intended by the Ministry of Education in Thailand. These considerations make this study worthwhile. DEFINITION OF TERMS Principal Leadership Behaviour The behaviour on the part of principals that transforms change in their followers through visionary leadership, individual orientation, structural leadership, empowering leadership, and role modelling. Strategic Leadership It is defined as educational executives who adopt a new way of thinking and acting. More than ever before, strategic educational leadership depends upon a restlessness, absorption, adaption, wisdom, strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction Teacher commitment It is defined as the relative strength of teachers identification with, involvement with, and loyalty in a school organization. In this study, teacher commitment is measured primarily by the Organizational Commitment Questionnaire (OCQ) developed by Mowday and his colleagues (1979) and also by selected items from other scale developers (e.g., Allen Meyer, 1990; Buchanan, 1974; Blau, 1985; Cook Wall, 1980). Islamic Private School (IPS) The schools, which are established by private individuals, offering both religion and secular subjects are fully subsidized or partly subsidized, or not subsidized at all. Those schools that are not subsidized enjoy a certain degree of freedom in educational operation and organizing educational activities (e.g. manpower, finance, and material resources). The present study deals with the first category of schools (fully subsidized) whose educational activities are under the governments supervision.

Sustainable Development Essay example -- Environment Ecology Essays Pa

Sustainable Development Sustainable development was defined in the Bruntland Report in 1983 as â€Å"development which meets the needs of the present without compromising the ability of future generations to meet their own needs.† (Dresner, 31) This is a satisfactory definition for most people, however, when it comes down to the policies of sustainable development, the definition given proves dangerously vague. Interpretations that stem from it can range from ‘do not touch any of the earth’s natural resources ever again’ to ‘use them up as quickly as possible.’ There are three main philosophies behind sustainability: weak, strong, and environmental. Weak sustainability states that the total capital of the earth must not decrease. That means that the natural capital (oil, coal, forests, etc.) can decrease as long as the sum of physical (produced means of production; technology) and human (people’s physical ability to do work) capital increase at the same rate or higher. Thus, this approach assumes that most, if not all, natural capital can be substituted by technology. Strong sustainability differs from this in that it assumes that very little natural capital can be substituted. It deems human-made capital and natural capital separate entities, thus the natural capital must not decline. Economists have trouble with this idea because it seems like it is hindering the current generation in order for future generations to become vastly more wealthy assuming that the physical capital will increase with time. While they might furrow their brow at this theory, any self-respecting economist gets short of breath at the thought of environmental sustainability. This approach calls for natural resources to be left alone. It says... .... â€Å"Education is the catalyst for helping everyone understand the dynamic nature of the interrelationship† of ecology/environment, economy/employment, and equity/equality. (Edwards, 23) The environment is to be preserved as much as possible while still strengthening the economy and achieving the sense of community that goes along with controlling population and energy use with equity. Works Cited Beckerman, Wilfred. A Poverty of Reason: Sustainable Development and Economic Growth. Oakland, CA: The Independent Institute, 2003. Dresner, Simon. The Principles of Sustainability. London: Earthscan Publications Ltd., 2002. Edwards, Andres R. Sustianability Revolution: Portrait of a Paradigm Shift. Canada: New Society, 2005. Smith, Lee. "The Next Big Thing." Fortune 25 Dec. 2006: 24. Stronberg, Joel B. "More Than Solar." Solar Today Sept. 2005: 8.

Critical Review of Helping Students Meet the Challenges of Academic Wri

‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with â€Å"negative writer self-identity. The possible causes according to Fernsten & Reda are, â€Å"issues such as race, class and gender that are marginalized factors for many basic writers†, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. à ¢â‚¬Å"Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million† (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background. Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include â€Å"negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses†. (Fernsten & Reda). Additional confirmation under the ... ... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment. Works Cited 1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from: 2) Routio,Pentii. (2007). Planning an Empirical Study & Normative Point of View. http://www2.uiah.fi/projects/metodi 3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved http://www.education.com/reference/article/cultural-bias-in-teaching/ 4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Office of Immigration Statistics. http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf Critical Review of Helping Students Meet the Challenges of Academic Wri ‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with â€Å"negative writer self-identity. The possible causes according to Fernsten & Reda are, â€Å"issues such as race, class and gender that are marginalized factors for many basic writers†, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. à ¢â‚¬Å"Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million† (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background. Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include â€Å"negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses†. (Fernsten & Reda). Additional confirmation under the ... ... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment. Works Cited 1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from: 2) Routio,Pentii. (2007). Planning an Empirical Study & Normative Point of View. http://www2.uiah.fi/projects/metodi 3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved http://www.education.com/reference/article/cultural-bias-in-teaching/ 4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Office of Immigration Statistics. http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf

Themes in Raymond Carvers Literature Essay -- Papers Carver Short Cut

Themes in Raymond Carver's Literature In Short Cuts, by Raymond Carver, characters experience trials and problems in their lives, whether extreme such as in " A Small, Good Thing" and "Lemonade" or nominal such as in " Vitamins". They all seem to depict these struggles as uphill battles which the characters cannot and mostly do not overcome. The characters throughout Carver's "Short Cuts" struggle through their lives in private desperation, often to ultimately realize that they are bound to the truth of who they really are, which is shown in the story "Neighbors." In "Neighbors", Bill and Arlene Miller are a couple with menial jobs who give credence to the saying "the grass is greener on the other side of the fence". They are dissatisfied with their own lives and look to the lives of their neighbors to find happiness in their own. Once a happy couple, they often feel that "they alone among their circle had been passed by somehow (13)." They did not discuss how they could change their own lives, but merely compared their lives with the Stones. "They talked about it sometimes,...

How Different Approaches and Power of Leadership Manage Organizational Stress?

Affiliative leadership style is ineffective in complex challenges of an organization. As affiliative leadership refers to team building when a department re-organizes itself then no co-ordination in new members exists. Transformational leadership approach that causes change in individuals and social systems in organizational already working projects. Which consequence on management to reorganize the already done work that causes frustration and lack of compatibility in employees which in case increase stress in management. Negative leadership style of a manager can lead to low measures of organizational commitment of sub ordinates in their unorganized reports. Employees working under coercive managers are unlikely to be committed, and more likely to resist the manager, cause turnover of employees. When managers low consideration is given to organizational variables that influence the nature and impact of leadership. Management is effected by both internal and external factors . Internal factors conflicts, non-specific fears, fears of inadequacy, critical environment and diversification. External factors competition and threats . These factors effect the working environment, profitability, motivation of employees and organizational culture. Literature Review According to Erkutlu and chafra (2006) Bases of leader power and subordinate’s job stress are significantly related with each other. This literature suggest that individuals having power at various levels enforce job stress in hospitality industry. According to de Jong and hartog (2007) Among all 13 leadership behaviours one is so crucial and got little bit noticed from researchers. Leaders through idea generation and delebrate actions are fullfilng their duty by motivating employee’s innovative behaviour. In leading positions a connection seems between power and famininity which is different from that of western literature on leadership. So that sometimes females took advantage of their power in a negative way (Quader & oplatka 2008). With an international CEO and other significant’s interview, a distinct experience is extracted that shows no-one get relieve on the basis of gender discrimination (kakabadse, kakabadse, & lee-davies 2007). Result of this article shows that there are some common as well as different elements in both of the leaders. One consider himself that he can understand the learning problems and the other one about the teaching duties (Zhong & ehrich 2010). According to Hetzler and sebastian (2010)To enforce individuals to make unbiased decisions different changes have been made in procedures, structure and technology. A such enviornment is groomed in which humans and machines can interact with each other for better decision making. According to Fennel and Hope-Arlene (1999) This research gives a number of examples including: Organizationz in which power was given to women leaders, their will power to run school organizations and experience of those who work with them. To implement the ethics plan successfully it is necessary thet those plans must be practiced by organization’s stakeholders firstly. In an organization, to make certainity of ethics, strong planning is compulsory (Belak, duh, mulej, & strukelj 2010). System models were used to remove the hurdles, in an organization, towards its assessment. It is found that if more appropriate system models will use it will lead organization to superior results (Ambrozm & derencin 2010). The article shows that in market place the main logic of business is to have a good start-up of business and it will go on for long time. If more risk factor is involved it will result in higher profit. Boundries must be carefully chosen for the protection of core capital (Wasilewski & Michal 2010). According to Smith, Bruyns and Evans (2011) quantitative analysis of the stories to recognize many project managers’ optimism discussion that powerfuly effect IT project success. Futhermore, it was decided that IT project success was both positively and negatively effect stress. To improve the possibility of project success it was decided that IT project managers should have positive and based on reality level of optimism based on a highly approved project plan. While the project team should anticipate and willingly accept stress during the project , this shoul be carefully managed. As stress-related health-cost is more and more importance is attached on decreasing stress. Industries has identified the benefits of minimizing stress through increased productivity and decreased health-care costs. As worldwide competition increases , corporations who can teach their workers how to manage and control stress in positive side may well have find a strategic benefits (B. Donovan & H. Kleiner 1994). The conclusion of structural equation a example to disclose the following; job stress is the preceding of frustration, while frustration can to greater extent anticipate physiological stress for C-PMs; job stress is negatively connected only o their task performance; both frustration and physiological stress are negatively connected to their organizational proceedings; task performance goes positively to their interpersonal performance. Recommendations are given based on conclusions to increase their stress and performance level (Leung, Chan, & Dongyu 2011). According to Hede ( 2010) eliminate stress techniques are accepted for use by manager’s in practice to keep away from emotional reactivity and to manage stress. The TIME scale has five factors, and each has generaly approved internal firmness and test-retest accuracy. Time scale factors results were negatively connected with both turnover purpose and stress (Burt, et al 2010). According to Coffey, Dugdill and Tattersall ( 2009) Key Obstacle include major changes taking place within the organizations; staff are doubtful to management and showing doubt. deficiency of resources and difficulties in translating findings into actions. Key factors important for success includes: strong involvement from senior management, staff participation, realistic expectations,fullfilment of duties and time frames. According to Fevre, S. Kolt and Matheny (2006) There is little experiment to prove or disprove something on which organization based stress management interventions as first approaches. Secondary, individual-focused approaches be employed prior to the introduction of primary methodologies within a client organization. According to Donaldson-Feilde, Yarker and Lewis (2008) The manner of behaving or acting to recognize or establish as being a particular pers on or thing were grouped into a subject of discourse to create a framework of 19 management ‘‘competencies’’ for keep from occurring and minimizing stress at work. Level of recognize frustration is related to degree of recognize and understand stress and degree of to become aware stress is related to type of leadership employed by managers (S. Gill, B. Flaschner & Shachar 2006). It come forth into view or notices that individuals to change their ability to manage stress. Self perception, locus of control, behavioral designs or Styles and flexibility or inflexible and strict, all influence on stress management abilities (Treven & Potocan 2005). According to Yu and Miller (2005) In manufacturing industry the generational groups have different characteristics of work and require different styles of leadership and it is shown by research but in education sector there was no difference of work and style of generational group. The effects of these two types task –oriented and socio-emotional leadership is shown by this finding that the follower satisfied with this. To find interaction the product term method is used . interaction between pressure and support was nonsignificant (Casimir & Keith Ng 2010). According to Rohmann and Rowold (2009) Female leaders have more transformational behavior than male leaders and it is shown in four samples. Furthermore, female leaders were more effective and more satisfied than their counterparts. In the team and organization leadership style whether it is transformational , transactional or ambidextrous act as a strategic resource that has an operational effect in the learning development (Bucic, Robinson, & Ramburuth 2010). There is a misalignment in performance of organization due to the problem of climate and leadership style . t supports the third hypotheses partially and fully supports the fourth hypotheses (Haakonsson, Burton, Obel, & Lauridsen 2008). According to Awan and Mahmood (2010) The Professionals were not sensitive about the relationship of these three variables. A majority of professionals considered that there chief librarians had an autocratic leadership style, and they adopt bureaucratic culture and these are committed with thei r organizations and it shows that they are in the favor of result oriented culture. In public sector there is a tension between two aspects one is to revolution in bureaucracies because of improvements, innovation and high flexibility. And other is to maintain standards and procedures for better quality services. This study shows change in leadership style and organizational change (James, 2005). Employees’ job satisfaction depends upon the leadership style of managers. Nevertheless, participative management is not always a good management style. Managers should select the best leadership style according to the organizational culture and employees’ organizational maturity (Mosadegh Rad & Yarmohammadian, 2006). It is a path that provides support for some hypotheses. Strength of relationship between the leadership vision and two dimensions of organizational structure are effect due to predicted mediations. NFP’s scored higher on socially responsible culture orientation than FPs, while FPs scored higher on competitive culture orientation (Sarros, Cooper, & Santora, 2011). According toTabassi and Abu Bakar (2010)This research shows about leaders ‘different qualities and style such as leaders’ orientation with people, about their ask in effective way and their qualities which helps juniors to become efficient leader by going with their own decisions and work with employees empowerment. From the above literature review understand hypotheses were derived to analyze How Different approaches and power of Leadership Manage Organizational Stress? H1: Strong positive association of leadership style with stress management. H2: Strong positive association of leadership power with str ess management. H0: No strong positive association of leadership style with stress management. H0: No strong positive association of leadership POWER with stress management.

Is Christian Morality Today Too Lenient

According to the Cambridge Dictionary, Morality is a personal or social set of standards for good or bad behavior and character, or the quality of being right, honest or acceptable. It is characteristically the way you make decisions based on what you think is right or wrong. It is this same principle that today is affecting the Christian Population. Christians are being tormented with daunting questions such as: Am I doing the right thing? Should I do the right thing even though it may end up affecting me? How come nonbelievers get to have fun and I can’t? Just because I attend church and I am a Christian, does it mean that I have to do what the church says? on a daily basis. Christian morality hasn’t changed and should not ever change. It is a constant. The New Testament reminds us that Christian Morality is a contract with God and mankind. In fact, Leviticus 19 says that we should follow his commandments and be moral; not to steal, not to lie, not to commit adultery etc. if we plan to get to heaven. However, this warning seems to be considered a fraud due the amount of people who subscribe to these laws seem to diminish every day. This, therefore, gives reason to my opinion that Christian morality is having a tough time surviving due to its leniency. As compared to years past, the principle of Christian morality has been taken advantage of. People tend to make decisions now based on social pressures and what they feel will be accepted. They believe that because the entire world is doing something, they should too or else they would be considered an outcast. Therefore, they end up making their decisions in vacuums, without a solid base. In the past, the church, the society, parents and elders had an input in guiding and helping in the decision making process of its young people. In fact, Christian Morality can be considered too tolerant as compared to the adjective lenient. For example, many people watch things in movies and television that they shouldn't, sometimes hangout with the wrong people and think nothing of a hearing a dirty joke or something similar. They put worldly things before God- sports, entertainment, people, and their needs. A very common example in Belize is the willingness among teenagers to engage in sexual activity in spite of heir Christian moral values. Even though the Christian church has certain rules that its followers should follow, teenagers ignore them and turn on their good Christian morals. The same with the music; Christian music has meaning but because of wanting to attract youths, they use the rhythm of secular music. This cheap tactic works; however, youths are attracted to the sound of the music rather than the message. We live in a society of carnality, brutality and mortality since our motivation stems from our longing for â€Å"comfort†, â€Å"convenience† and â€Å"pleasure†. In order to achieve this, people who practice to be moral are attacked and made irrelevant. Those who defend past principles and try to practice their traditional Christian values are being put down and becoming an insignificant minority. Liberal institutions condemn the church for its Christian moral values and try to instill in our youths immorality and unethical values. I believe that the Christian Church need not change their morals but try to become stricter while still keeping their traditional values and hopefully a spark of hope will be lit.