Hw Assignment Example | Topics and Well Written Essays - 250 words - 9

Hw - Assignment Example I would start the process through engagement to enable the employees to cope with the new system after the crisis. The leader I admire has the power of observation in the identification of potential problems. This occurs through having an intelligence team that finds sensitive information about an expected incidence. The information aids in the formulation of appropriate strategies to solve the issue. The classical approach emphasizes on the need to motivate employees to increase productivity in organizational efficiency. In contrast, the neoclassical approach emphasizes on the need to utilize machines for organizational efficiency. For work ‘A’, the level if the level of command or compliance is low, while the effectiveness is high. Low levels of commitment from the employees lead to low effectiveness. For work ‘B’, a low level of command or compliance leads to low effectiveness, while a high level of commitment or mutual adjustment leads to high effectiveness (Buono, p. 16). People think that there needs to be a limitation in the management control for effectiveness. This leads to low commitments while at work and this could affect the goals of the

Bacterial Cell Surface Tension Attachment and Implications for Article - 1

Bacterial Cell Surface Tension Attachment and Implications for Bioremediation - Article Example There was no significant relationship between the culturing of the bacteria with their attachment to the different material that was being tested. The environments under which the bacterial species were cultured had the significant influence on the level of attachment of different bacterial species to various surfaces. These results present essentially in seeking to establish the variance of species adherence to hexadecane. The attachment of microbial cells to solids and hydrophobic liquids is an important prerequisite in the degradation of chemicals that are recalcitrant because of extremely low solubility. Bacterial adsorption at interfaces is a physical and chemical process that, for the majority of micro-organisms, does not involve the expenditure of metabolic energy. The attachment process involves non-specific interactions between the cell surface, the solid or hydrophobic liquid and the bulk liquid phase(Abbasnezhad et al. 2011). Many factors influence bacterial attachment at solid/liquid and liquid/liquid interfaces. Environmental factors such as pH, temperature and the presence of cations, anions and organic molecules in the bulk liquid phase all directly affect the attachment process, as does the nature of the solid or the hydrophobic liquid(Mceldowney & Fletcher 1986). Microbial factors are equally important in determining the extent of bacterial attachment to surfaces, and the characterist ics of the cell surface have a considerable impact on attachment. Microbial cell surfaces are complex and consist of a variety of macromolecules, which vary with the microbial type. The macromolecular composition of bacterial cell surfaces, also, differs with growth substrate, growth phase, and growth rate. Such variations alter the charge and hydrophobic characteristics of bacterial surfaces (Rosenberg et al. 1980).  Ã‚  

Russia, Democratic or Not Essay Example for Free

Russia, Democratic or Not Essay Russia should be considered a semi-democratic country. They have the characteristics of a democratic country, yet at the same time they dont. For example, they have freedom of speech but to an extent. As shown in a round table discussion show thats been on air for years. But, its only good things are spoken about the government and Putin. Also they can vote and what not but the government tries to rig it. Another example is that people may oppose the government, but may not publicize it widely. A show of this would be like the man that broadcast his ideas about the government on the radio, but he is only aloud to at on station. Any other station has him blacklisted. So not many people hear his ideas. Another problem is there freedom to assemble. They can do this but only with the permission of the government. Also they sometimes pay kids to participate in rallies that oppose anyone against the government and Putin. And lets not forget about the private owned businesses because these are essential. In Russia businesses can be privately owned to an extent plus they can choose what to sell and how much, also they decide who they hire. Also, the Russian Federation confirms a citizens right to state healthcare and medical assistance free of charge. Citizens do not pay for this but instead companies and government subsidies do. Plus the health care is poor. They may have well trained doctors but indecent equipment. This is a helping cause in the reason why the death rate is higher than the birth rate. The life expectancy is also low. These are all signs of a semi-democratic country.

School Leadership Contributes To Student Achievement Education Essay

School Leadership Contributes To Student Achievement Education Essay This makes schools and their leaders under increasing pressure to make them more effective since there is compelling evidence that the school makes a difference in determining the achievement of the students and later, in life. The effort to make schools and educators who manage the education process more effective is a worthwhile goal. For many years now, researchers in the area of educational leadership have attempted to identify links between educational leadership and school effectiveness. This phenomenon is mainly due to the perception that educational leaders, especially school principals, increase school effectiveness. The notion of leadership is continually evolving, often moving simultaneously in numerous directions (e.g., leader, manager, and administrator). Goldring and Greenfield (2002) argue that the image of the school leader has changed from a position that was once ideologically grounded in philosophy and religion in the1800s, to a highly perspective manager concerned with efficiency and focused on functional administrative tasks in the mid 1900s, to a behavioral science perspective in the mid to late twentieth century . Having reviewed the long-standing debate about the principalship . Sergiovanni (1991) concludes While distinctions between management, leadership and administration debates may be useful for theorists, the key is the recognition that the principalship involves multiple responsibilities and duties . As predicted by Laffey (1980), principals are expected to be all things to all people. They are expected to be effective managers, and currently, with the focus on student achie vement, and instructional leaders effectiveness. However, according to Scott (1983), Principals and other significant groups who work with them have expectations regarding the principals managerial role but disagree significantly with the principal as an instructional leader. Reports have noted that principals have resisted changing their role from manager to that of an instructional leader (e.g. Philadelphia School Improvement Project, Kopple, 1985). Moreover, where principals role transition has been successful, extensive training (Newburg Glatthorn, 1983) and/or long-term training efforts (Kline, 1987) were necessary. (Cited from School leadership that works, p.23) Statement of Problem In the past 20 years, much attention has been given to education leadership and its impact on students outcome. Recently, at the beginning of the 21st century, school accountability and initiatives have come to the forefront of educational practices more evidently than in the past. Schools now, more than ever, are challenged to improve to the extent that every effort is made to ensure the success of all students. In UNRWA Association where this study was conducted, the department of education has held for a number of years many reform plans for enhancing the school performance. Action by the UNRWA in this study is defined as restructuring ; a process that begins by identifying schools that are not making adequate progress as measured by a series of assessments and attendance rates. Schools under local restructuring are given additional assistance from the UNRWA and are directed to develop annual school improvement plans. Then they are monitored by the UNRWA every two years to check o n progress made in each school. Placed at high risk, as a result of these actions, is the school principal. Efforts to improve education relate directly to the quality of leadership provided in the schools. A past research has focused on the relationship between effective principals and effective schools (Edmonds 1982).In current and future research, student achievement is the key factor in defining effective principals and schools.( No child left behind Act,2001). School leaderships are progressively responsible for education quality based on the belief that students success or failures are determined by the way a school run (Fullen 2000) .These beliefs for more effective leadership skills and practices are described as a change agent ,manager ,symbolic leader ,instinctual leader, disciplinarian, decision maker and policy maker (Cotton,2003,Morzano,Wale and Mcnully ) . One impact of the reform movement of the last decade is to involve as many people as possible in local school decision making. This shared decision making reflects a less centralized approach to school leadership and requires a great deal of collaboration and trust (Midgely Wood, 1993). Collaborative decision making means many things and takes many forms, depending on the people involved; therefore the role of the principal changes as situations and circumstances change. As a principal of a school under restructuring, he or she must reconcile the demands and initiatives of the UNRWA with those of the local system to bring about school improvement (School focus development in UNRWA). Therefore, principals in these schools are under pressure to follow up the reforming revolution seeking out a better academic achievement. For that, this study was anchored in perspectives on the principal ship and on factors that shape how principals define and respond to their roles with respect to school reform, and how principals respond to some of the changes and challenges of the position. Purpose of the Study The purpose of this study is first, to determine Bolman and Deal leadership and management styles of principals as perceived by themselves, and by their principals assistances and by teachers. Second, to compare the leadership and management styles of school principals at risk to the styles of school principals showed an adequate progress in official exams for Grade nine. Finally, to determine the set of leadership and management behaviors that best describe the degree of principals performance in their schools, and their effectiveness in school academic achievement. Significance of the Study As a teacher, a central question, which requires further analysis is how exactly principals leadership style influence the instructional working of their school and thereby increase students achievement. My conceptual frame work is done on a Bolman and Deals four frames of model leadership. I have been through many models, but I found that this model is one of the best models necessary for improving the leadership style of any principal, indirectly increasing the school effectiveness. They classified these tools as frames, which give leaders a clearer view of reality. These include the structural, human resources, political, and the symbolic frame. Moreover, Bolman and Deal (1997) assert that leaderseffectiveness emerge when leaders are able to respond to the needs of their organizations by viewing them through more than one frame. In this way they can reach a deeper and better understanding of organizations. As a graduate student in the field of educational administration and leader ship, the question of how to practice the educational leadership in our school and how this influence learning outcomes are applied. As I experienced the complexity and diversity of school life through my teaching experience, I realized how confusing and frustrating leadership experiences can be, especially when you lack the tools needed to face these experiences. On the other hand, my teaching experience, through which I felt the impact of Bolman and Deals leadership techniques on the effectiveness of leaders, had a stimulating effect in the selection of this model, among others, to guide and enrich my study on school leadership. In broader terms, these experiences came to support the belief that leadership is a complex (Hughes, Ginnett, Curphy, 2002) and multifaceted process (Northouse, 2004), and can be exercised in any situation that requires influencing others. Tannenbaum, Weschler, and Massarik (1961) introduced the idea that leadership is applicable to all interpersonal rela tionships in which influence attempts are involved. How to deal with the constantly increasing challenges facing organizational life, how to help organizations improve, grow, or survive, and how to understand and gain insight into leadership as a topic and/or as a process, are some of the questions that have kept researchers and practitioners of leadership engaged. A review of the enormous body of literature on this topic reveals a significant interest in understanding leadership and its leadership effectiveness. Researchers interest in leadership over the past one hundred and fifty years reveals itself in the vast number of theories, models, and practical guides that have been developed to gain deeper knowledge into this phenomenon, and to improve leadership practices. In summary, this study is significant in that, it proposes to address the need to document the extent to which leadership behaviors differ among principals in schools at risk and principals in schools that have made adequate progress. There was a need to clarify the daily behaviors and practices of the principal and to provide insight into how the principal makes leadership decisions and judgments about school improvement and how to get the job done (Bolman Deal, 1997).This study will be useful to all UNRWA organizations wishing to proficiently exploit the leadership styles practiced by the principals as designed by Bolman and Deal. It will provide these organizations with a substantial association between leadership practices and students achievements as well as it will insight to raise this association, in order to maintain a competitive edge within the other school in the reforming evolutions . Research Questions and Hypotheses To gather data for this study, questions were asked to the principal and teachers. The following questions are: To what extent the principals frame utilization (structural, human resource, political and symbolic orientations) in schools labeled at risk differ from that in schools making adequate progress? Does the leadership style designed by Bolman and Deal affect the students academic achievement? Research Objectives Examine the different definitions of leadership and styles Identify the parameters which determine principals leadership style, schools organizational culture, and classrooms learning cultures. Examine the effects of the principals leadership style on schools effectiveness. Identify of Bolman and Deals model of leadership and examine the effect of having more than one frame on the principals behavior and students achievement. List the characteristics of the effective principal activities and their influence on learning outcome. Definition of terms School Leadership: The influential behaviors applied by the school administration or principal that facilitate teachers and the wider school community working towards the achievement of the mutually agreed upon organizational goals of the school.( NWREL 1995) Instructional Leadership: This entails the communication of the schools mission and goals, and the effective management of the instructional program of the school. This is accomplished through the provision of direction, emphasis, and support to the schools central mission of teaching for the success of all children.(NWREL1995). School Climate: The existing learning environment. This environment can either facilitate effective teaching and be conducive to student learning, or affect the quality of the teaching and be an impediment to student academic progress (NWREL 1995) Effective Schools: Settings in which students display high levels of academic achievement, satisfaction, morale, and pride in their schools (NWREL 1995)  [1]  . In this research synthesis, for most of the studies, school effectiveness is measured in terms of student academic achievements indicated by scores on various statewide tests School effectiveness is defined as student engagement in school .Blank (1987) used, in addition to student academic performance, student attendance in determining school effectiveness. Frame Utilization: a process by which leaders order their experiences and make informed decisions; framing helps filter out some things and allow others to pass through. Frames represent a lens through which principals might view their leadership behavior. (Bolman Deal, 1995). Bolman and Deal Frames: Frames represent the manner in which leaders view and process their experiences. Bolman and Deal (2003) identify four frames: structural, human resource, political and symbolic. Each frame has its own specific perspective for viewing a situation. (Bolman Deal, 1995). Leadership by Bolman and Deal Frame:Leadership is thus a subtle process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led. Single-frame managers are unlikely to understand and attend to the intricacies of a holistic process. (Bolman Deal, 1995). CHAPTER TWO Literature Review Introduction In the contemporary world, improvements of student achievements are recognized as the foremost objective of school reforms and restructuring efforts. With this objective in mind, many different reform problems are being implemented while key focus of the reforms is more or less the same. They focus on improving students learning and increasing their achievement (William. G. Kean; 2002). Students achievement can be viewed from two perspectives: the first perspective is to view achievement in terms of enrollment, or a number of students who pass a course, and the second perspective examines student achievement in terms of whether they mastered or attained course learning objectives. Enrollment numbers include the number of students who have passed the course, the number of non-grads, and the final average grade of the class. These enrollment numbers may be used to identify the causes for non-graduation. These numbers may also be compared over time to locate possible problems prior to class convening, such as lack of prerequisite knowledge, student concerns, or overall course concerns. (William. G. Kean ; 2002) Although the final average grade of a class is recorded to look at overall student performance, the percent of students who mastered, or attained, the individual objectives (terminal objectives and enabling objectives) are also recorded to find which units and/or lessons are the most difficult for the them. The percentages for the individual objectives can provide information about areas in the lesson where students may need extra help and may require modification or extra instruction. Student enrollment and achievement data can help educators to identify problem areas in the subject and improve it. Nowadays improvement of student achievement has always been one of the main goals of education. (William. G. Kean ; 2002) There are many factors that influence students outcome. First, student background characteristics -especially social, economic and cultural background frequently emerge as the most important source of variation in student achievement. Such student background characteristics cannot be easily influenced by educational policy in the short term. Second, school-related factors, which are more open to policy influence, explain a smaller part of the variations in student learning than student characteristics (Hallinger and Heck, 1996; Leithwood et al., 2006; OECD, 2005b). Third, among school-level variables, the factors that are closest to student learning, such as teacher quality and classroom practices, tend to have the strongest impact on student achievement (Leithwood and Riehl, 2003; OECD, 2005b). These factors are categorized as following: External factor such as the gender, race, parents education background, social state and reinforcement. Internal factors concerning motivation and self reflection Social factor includes the students ability to connect with teachers and students. Curricular factor includes all the practices done in the school to improve students outcome as matching teaching style to learning style, engaging material, engaged teachers and learners, collaborative / cooperative learning, instructional strategies, classroom management and classroom curriculum design etcà ¢Ã¢â€š ¬Ã‚ ¦ Administrative factor that includes all the practices that done by the school leaders to improve students outcome. Even through all these factors which are necessary for increasing the students outcomes, school leadership has become a priority in education policy agendas across countries because it plays a key role in improving classroom practice, school policies and connections between individual schools and the outside world. It can encompass people occupying various roles and functions such as principals, deputy and assistant principals, leadership teams, school governing boards and school-level staff involved in leadership tasks. The Concept of Leadership The concept of leadership dates back to antiquity. According to Bass (1981), the study of leadership is an ancient art. Discussions of leadership appear in the works of Plato, Caesar, and Plutarch. Additionally, leadership is a robust concept that occurs universally among all people regardless of culture, whether they are isolated Indian villagers, Eurasian steppe nomads, or Polynesian fisher folk. Theories of leadership abound. They include approaches such as the great man theory, which suggests that, for example, without Moses the Jewish nation would have remained in Egypt and without Churchill the British would have acquiesced to the Germans in 1940; trait theories, which contend that leaders are endowed with superior qualities that differentiate them from followers; and environmental theories, which assert that leaders emerge as a result of time, place, and circumstance. Regardless of the theory used to explain it, leadership has been intimately linked to the effective functioning of complex organizations throughout the centuries. The traditions and beliefs about leadership in schools are no different from those regarding leadership in other institutions. Leadership is considered to be vital to the successful functioning of many aspects of a school. Concerning on school leadership, many definitions involve the process of influence. As YuKI has phrased it most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organization (Yukl, 2002). The term intentional is important, as leadership is based on articulated goals or outcomes to which the process of influence is expected to lead. Leadership is a broader concept where authority to lead does not reside only in one person, but can be distributed among different people within and beyond the school. Peter.G. Northouse also defines leadership as a process whereby an individual influences a group of individuals to achieve a common goal and identifies the central components of leadership: (a) Leadership is a process; (b) leadership involves influence, (c) leadership occurs within a group context, and (d) leadership involves goal attainment (Northouse, 2004, p. 3). For the purpose of this study, leadership will be defined, in Bolman and Deals terms, as a process of mutual influence fusing thought, feeling, and action to produce cooperative effort in the service of purposes and values of both the leader and the led(Bolman Deal, 1997, p. 296 ). Leadership and Management The study of leadership and management has a long history. The concept of effective leadership prompts the question: by whose standards? Historically, school leaders have been portrayed as people in charge of a school who have the sole responsibility for leading those who work for them to success. This kind of school leader has the expectation that when he/she leads, others will follow. More recent views of leadership involve persuading other people to set aside for a period of time their individual concerns and pursue a common goal that is important for the group (Hogan et al., 1999). They express that leadership is persuasion, not domination; persons who can require others to do their bidding because of their power are not leaders. Leadership only occurs when others willingly adopt, for a period of time, the goals of the group as their own. Research from the last two decades has also shown a strong link between effective leadership and effective organizations (Bolman Deal, 1994; Boyan, 1988; Griffiths, 1988; Lezotte, 1997; Sergiovanni, 1995). Hogan et al. (1999) assert that a growing body of evidence supports the common sense belief that leadership matters (p.34). Fullan (2002) expresses that schools need leaders who can change what people in the organization value and how they work together to accomplish it (p.34). Fullan (2002) continues by saying the schools need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself (p.18). Beach and Reinhartz (2000) note that leadership is essential to promoting student achievement and creating a vision of success for the total educational program (p.72). A causal and definitional link exists between leadership and team performance, Hybels and Hodges (1999), who also note that leadership is about serving and starts on the inside and moves outward to serve others. Such leadership has the interest of others in mind, nurtures growth and development in others, is willing to listen, and thinks less about self while held accountable for performance. Lambert (1998) suggests that leadership involves learning together and constructing meaning and knowledge collectively and collaboratively to reflect on and make sense of work in the light of shared beliefs and create actions that grow out of these new understandings (pp.5-6). One of the most influential calls for educational leaders is to develop a vision suitable with the standard of the district .The school leader develops a vision of learning from the culture of the organization and establishes a mission for the school community. The vision is the primary and major influence on both the mission and the culture. Vision can be defined as foresight and forethought. It is the dream of where the school principal wants the school to be in the future. If it is a shared vision, it exceeds what the principal wants; it is now what the staff, students, parents and community leaders want. Every vision should be followed by a mission. Deal and Peterson (1999) wrote that the mission is the focus of what people do (p.23). The culture in a school reflects the vision and the mission of the school. In defining culture, Deal and Peterson (1999) state that it consists of the stable, underlying social meanings that shape beliefs and behavior over time (p.3). The vision is the dream; the mission is how to achieve the dream; and the culture is impacted by the realization of the vision as the mission is accomplished. Culture involves values, beliefs, mores, tools for establishing goals, and the way in which people are valued or devalued. Smith and Andrews (1989) explain that communication of vision is perhaps the most important way for principals to exert effective leadership-to leave no doubt about school priorities These principals know what to expect for the school and students and are able to infect others with that dream, a positive and beneficial contagion. Perhaps these principals can do nothing more important for their teachers and staff than to create a process for forging and reworking the vision or mission of the school. Traditionally, schools have not been places where adults can easily share the collegial relationships that are essential to leadership, as distinct from management, and teacher empowerment. An effective school principal demonstrates a strong interest in promoting collegiality and shared leadership, an interest in shifting the norms of the schools culture from the traditional to more collaborative ways of working together (Owens, 2004, p. 274). Powell (2004), in her research on the behaviors and practices of successful principals working with at risk schools, found that the school vision, mission and culture are important to the success of the school. She found that it is difficult to separate the three because one supports and affects the others. She also found other research that supports this claim. For example, it is the vision of the school that leads the way to accomplishing the goals of the school (Uchiyama Wolf, 2002). Dufour and Eaker (1998) state that the shared vision motivates the staff to work together and gives a sense of direction for what they want to accomplish in the future. The vision of the school principal influences the mission of the school. Papalewis and Fortune (2002) also cited examples of successful schools in which the goals that reflect the mission statement are displayed in every classroom. In these schools everyone knew the direction of the school and the posted goals in the halls and classrooms reflected their knowledge and commitment. In successful schools, there is a culture that shows everyone focused on teaching and learning. Connell (1999) described these schools as a place where everyone is involved in the work of the school. During Connell(1999) study about high-performing and high-poverty schools, Connell(1999) found that a staff focused on engagement in the school is an important aspect of school success. Connell ( 1999) stated: Of primary importance is the principals engagement in a school. There is no high-achieving school where the staff is not serious about their work and where they are not focused. One can sense that people in a building are moving in the same direction. Everyone knows their job and why theyre there even the lunch-room aide. In low-achieving schools, everyone is an island unto themselves. Clearly from the research, the vision of the principal is the key element of school leadership. With a vision, the leader is then able to influence the mission of the school and create a culture of learning that will promote success for all students. Hughes (2004) further explains a schools culture. He states a schools culture is a representation of what its members collectively believe themselves to be: It is their self-concept. It reflects what they value and what they express to others as being important around here'. Culture is a shared reality constructed over time; cultures may be cohesive or fragmented, strong or weak, and functional or dysfunctional depending on the degree to which the same reality is shared by organizational members (Morgan, 1986; Sergiovanni, 1990). It is clear that schooling has reached a turning point and the need for cultivating creative cultures is at hand (Hughes, 2004). The principal has emerged as the energizer and facilitator of this process. Purposeful direction depends on the leaders ability to inspire the creative contribution of all members of the organization. Leadership must become reciprocal as leaders and followers raise one another to higher levels of moral consciousness and improvement of social order. Creative leaders recognize that excellence is facilitated through a bonding of purposes and values rather than through imposed structures designed to streamline, predict and quantify set objectives. Blumberg (1989) explains that the successful principal applies the craft of administration by balancing the art of leadership and the science of management to improve curriculum, instruction, and other important elements of school. He adds that by purposefully adding elements of a specific school setting into the general model, a principal can categorize and assess important site-specific school improvement actions. School leadership has become increasingly more complicated and vital to ensuring school success and soliciting substantial participation from faculty, staff and students. In responding to higher standards of increased student progress, school leaders recognize that they alone cannot be the sole instructional leaders but must coach, mentor, and empower faculty and staff in the pursuit of reform and renewal. As school leaders continue to adapt to their changing roles, effective leadership skills will be essential and the real challenge is providing the type of leadership skills necessary to assist schools in expanding their traditional boundaries (Green, 2001). Lambert (2002) notes that for decades, educators have understood that they are all responsible for student learning, but more recently administrators have come to realize that they are responsible for their own learning and the learning of their colleagues as well. School Leadership Contributes To Student Achievement Since we are focusing on the extent to how the of principals leadership and management style and behaviors affect the school academic achievements. A number of studies have been conducted to develop effective schools towards the achievement of better student outcomes as well as to identify the relationship between school effectiveness and school improvement. There are two related lines of research demonstrating the influence of school leaders on school improvement. The first line of inquiry is what is known as school effectiveness research which identified the characteristics of effective schools that influence the high-achieving schools particularly students achievement. The second line of research is what is focused primarily on the principals role in developing instructional programs which have mainly contributed to create more high-achieving schools. Now, let us focus on the first line of inquiry which primarily emphasizes the features of effective schools movement, leading to increase students achievement. The Coleman Report (1966 ) demonstrated that the school had little or no effect on student achievements, concluding that family background was the key factor influencing the student achievements. Following this report, many researchers in the 1970s and early 1980s intensively conducted similar studies and reacted sharply to the report (Edmonds, 1979, Walberg Scott, 1979; Austin, 1979). In contrast to Coleman report, Edmonds (1979) argued that school leadership behavior is critical in determining the quality of education. Further, on the basis of his research on instructionally effective schools in Detroit and a review of previous studies involving effective schools in New York, California, and Michigan, he has concluded that school factors have predominantly contributed towards the creation of instructionally effective schools. These factors are: (1) strong administrative leadership; (2) high levels of expectations in student achievements; (3) an orderly but not oppressive school cl imate; (4) a focus on pupil acquisition of basic school skills; (5) conducive atmosphere to the instructional process; (6) means of student progress monitoring; and (7) resources that can be focused on the fundamental learning objectives of the school. In line with these findings, Austin (1979) suggests that an effective school which can promote student outcomes need to provide a climate that stimulates ideas and facilitates the exchange of ideas with colleagues. Purkey and Smith (1985) have identified school leadership as one of the major factors in improving academic performance. For the purposes of seeking the perceptions of school communities on factors which mostly help the schools to

Role of Mass Media in Earthquakes

Role of Mass Media in Earthquakes Lai Yuen Yau Choi Kiu Lok Kelly Chu Wing Yan Chu Lok Yin Law Shun Hei Introduction As we humans are living on Earth, natural disasters like earthquake are seemingly inevitable. We can only make our greatest possible effort to minimize the loss in human lives and properties brought by the disaster. According to Haddow Haddow (2008),â€Å"Communication is core to the success of disaster mitigation, preparedness, response and recovery. The media remains the single most effective means for communicating timely and accurate information to the public.† It seems that the mass media has a great contribution in reducing the adverse effect of natural disasters. Therefore, it aroused our curiosity towards the roles that mass media take during disasters, and we will focus on recent earthquakes. In our report, we would like to investigate on the roles and functions of the mass media, namely newspaper, radio, television and new media during earthquake in three phrases: Mitigation Preparedness, Response and Recovery. Besides, we would like to look into the relationship between mass media and earthquake. Definition of mass media Before introducing the roles mass media took during earthquake, it is better for us to define mass media. Since mass media facilitates mass communication, Baran et al. (2004) suggested that communication refers to a reciprocal and ongoing process of creating shared meaning. People create meanings by encoding and decoding messages. The encoded message is carried to the target audience through a medium. If the medium does not only carry the messages to an individual but a large number of people, it is regarded as a mass medium. Newspapers, television broadcasting, radio and new media such as the Internet, Facebook, Weibo, and Twitter are common examples of new media. They all have their own characteristics and fulfill different roles of the mass media during earthquake. Most people’s first heard of a disaster will be through the mass media. (Harrison, 1999) Characteristics of different mass media 1) Printed Newspaper Although printed newspaper lack immediacy, according to Harrison (1999), newspaper still owns the physical advantage that people can hold it in their hands and read it over and over again. It can provide more detailed description of the incident with words and pictures. Moreover, printed newspaper can be kept as references. 2) Television Television has a several roles during an earthquake. Fry (n.d.) suggested that television is â€Å"a purveyor of information, a storyteller and sometimes an agent of change.† Before the disaster approached, television news can give out warnings or vital information of the disaster to the people. By featuring vivid images and videos in the television news, it on one hand informs the people, but on the other it draws connections with the audience. It evokes their emotions and arouses their attention towards the earthquake. (Fry, n.d.) Besides, Television is often used as a platform to raise fund for the victims. 3) Radio Radio still plays a unique role. It can immediately inform a large number of people in vehicles and at home. Unlike newspaper, one doesn’t have to listen to the radio literately. It is inexpensive to own a radio receiver. The poor can also afford owning it. Moreover, radio receivers are portable and do not rely on electric power supply. Therefore, if the earthquake cut down the electrical supply, the victims are able to obtain the newest information through radio. Radio is being regarded as a one-chance medium that audience may easily miss out the message brought by the radio. (Harrison, 1999) However, by repeating the of importance message, reinforcement effect is resulted. 4) New Media New media is often regarded as media that is related to the Internet and the interplay between technology, images and sound (Socha Eber-Schmid, n.d.). Facebook, Twitter, Weibo are common examples of the new media. They have the highest immediacy among the media. People can quickly post information or spread messages on the Internet if earthquakes suddenly occurs. Since anybody can share their views or comments and post photos to the Internet, information on the Internet may not be reliable. Some of them may be rumors. Mitigation and Preparedness In this phase, it is important to send preparedness messages to notice the public in anticipation of the coming earthquake through different forms of technologies and media, in order to reduce the maximum loss of life and property. In most countries, such as the United States and Japan, billions of money is invested in researching and developing an earthquake early warning system. It uses seismic networks to detect earthquake very quickly, so that advance announcement and warning signals can be sent before the arrival of destructive seismic waves to evacuate general public. It aims at mitigating earthquake-related damages by allowing people to have more time to take immediate protective action after the warning signs (Earthquake Early Warning System, 2012) . Also it triggers automatic responses to safeguard critical infrastructure such as providing time for moving trains to slow down and stop; opening elevator doors, stopping landings and take-offs of flight at the airport. Take the example of 2011 Tohoku earthquake and tsunami. When earthquake occurred, Earthquake Early Warning (EEW) system (Kinkyu Jishin Sokuho) activated instantly. This is an Earthquake Early Warning. Please prepare for powerful tremors. Immediate warning alert like this was announced immediately in the affected regions. It also informed the public whether there would be a risk of a landslide or tsunami caused by the quake in the affected area. When tsunami warnings were issued, it activated an Emergency Warning Broadcast system which automatically turned on all the radios and televisions in the warned areas. Announcements are then broadcasted in different languages to reach a wide range of people including the tourists in the district. During this phase, radio broadcasting plays an effective role. The specific chime tone from FM stations is automatically detected internally and turns on the radio and sounds a chime tone and EEW message to people for careful attention and wake up people in bed by a very loud sound before any destructive shaking occurs. Radios, as a traditional media, are very common and easy to access. EEW radio waves can reach remote areas and can be received in areas where no broadband internet is available. The general public can therefore listen to the announcement even with limited electrical power, from anywhere and with groups. Mobile Networks Warning System In modern days, mobile phone networks maybe a better medium to send mass warning message to the general public, as most people will have cell phones by their sides. In Japan, in addition to media broadcasting, cell broadcasting is also another way to warn the public. With sophisticated communication technology, it allows millions of early warning text messages to be sent simultaneously to individual cell phones (Earth Systems group of companies, 2012). After 2007, it is mandatory for Japanese mobile phone manufacturers and mobile network service providers to support EEW early warning notification in their phones and services. And NTT docomo, au (KDDI and Okinawa Cellular) and SoftBank Mobile, have developed the simultaneous broadcast systems conforming Cell Broadcast to receive EEW and provided phones with this service since 2007 (NTT docomo, 2007). Response According to Haddow Haddow (2009), â€Å"the primary purpose of communications activities in a disaster response is to provide accurate and timely information to the public.† It provides notification, warning evacuation and situation reports on the ongoing disaster to the public. It also aims to describe what has happened and is happening in the aftermath of a disaster event; what impact the disaster event has had on individuals, the community, and the physical landscape and what is being done by the various organizations responding to the disaster to help the prone parties to recover. Newspaper Newspaper has a lower priority compared to television and radio, so it cannot provide live reports to the readers; instead, it gives in-depth and detailed reports from different perspectives on what has happened and is happening after the disaster. It is involved in the â€Å"response† phrase, providing first-hand detailed reports about the disaster. Reporters were sent to the disaster areas, to reveal the rescue condition after the disaster, and how is the on-going rescue progress. Take example of a news article from Reuters, dated 12 May 2008, â€Å"China quake kills nearly 10,000 in Sichuan†. It provides confirmed and official information regarding the 2008 Sichuan Earthquake, like the estimated death toll and the destruction of the facilities. Readers can get the first-hand information about the disaster and how the authority handle the case and settle the victims. Another article on 2008 Sichuan Earthquake from NBC News, dated 13 May 2008 also focuses on the number of casualties, entitled â€Å"Massive quake kills nearly 10,000 in China†. Despite reporting the seriousness of the disaster, this article also looks into the impacts from different angles, giving sub-headings ranging from â€Å"thousands of students buried†, â€Å"panda refuge threatened†, â€Å"worldwide condolences† and â€Å"advice for the trapped†. The detailed description of the disaster shows the characteristics of newspaper reporting, and gives a full impression to the readers on the quake. Opinions from different parties and victims were also reported, as well as the immediate influences brought by the quake to other cities. Likewise, in the 2011 Tohoku Earthquake, similar ways of reporting appeared immediately after the quake happened. A news article from CBC News, dated 11 March 2011, entitled â€Å"Japan quake, tsunami cause ‘major damage’† reported on this most powerful earthquake in Japan’s recorded history, which struck off the country’s northeast coast.The destruction and damage caused by the quake was also revealed in the report, in which the nuclear power plant issue caught the attention from the whole world, yet, it wasn’t confirmed as nuclear leakage at that time. Even the International Atomic Energy Agency said that there was no radiation detected at that time. New Media New media’s role in the phrase of response is to provide immediate background information and latest situation of earthquake to the public. The background information mainly includes the time, the venue, the magnitude of the earthquake and the immediate effects. 1)  Social media Social media together with Internet perform vital relief functions such as safety identification, warning evacuation, displaced-persons locating and damage information. For example, the transportation arrangement due to road damage in an earthquake. Social Networking sites like Facebook and Twitter are facilitators to wide currency of news. As they are public social media platforms, which people can see what their friends followed, liked, commented or shared if the user does not intentionally set it in private. Hence, the flow of information is encouraged. People share their first-hand experience or second-hand information on those social networking sites. For example in Twitter, there are specific users who keep updating information during earthquake. Like the twitter account â€Å"à ¥Ã…“ °Ãƒ ©Ã…“†¡Ãƒ ©Ã¢â€š ¬Ã… ¸Ãƒ ¥Ã‚  Ã‚ ± ( @eew_jp)†, having more than 76.9 thousands followers, is the offical account of the Japan Meteorological Agency. For example, on March 11, the day of 2011 Tohoku Earthquake happened, more than 25 updates posting any preliminary earthquake forecast or any lastest earthquake were recorded. During the emergent situation, important informations were spreaded in the tweets to notify the public of the time, the venue and the magnitude of the earthquakes. Another example is Facebook. There were more than 4.5 million status updates from 3.8 million users in the 2011 Tohoku Earthquake. News, reports and prayers were shared on the day the 8.9-magnitude earthquake struck the coast of Japan. (Kessler, 2011) 2) Internet Internet also contributes in the phrase of response in an earthquake. In 2011 Tohoku Earthquake, different news agencies had made updates on the internet. NHK news network should be the fastest one in updating news. In addition to the photos taken by people on the scene, the website showed images of news reports on television, as well as images expressing condolences to people affected by the attack. Recovery As Haddow Haddow (2009) points out, the focus of communication efforts in the recovery phrase of a disaster is on providing timely information about the types of relief assistance available to the individuals and communities victimized by the disaster and how they can access this assistance. Therefore, reports on relief measures and after-quake work are focused in this phrase. Besides, the role of monitoring is also shown here. When more and more information are collected, reporters or audience could keep an eye on the authority during the disaster. Anything hiding or misleading could then be pointed out and exposed to the public. In short term, a fast recovery of radio system and frequent reports of earthquake situations in newspapers keep local citizens updated about the destruction and other information about the earthquake. Media can also help raise the international concerns about the earthquake hence gaining more international help for recuse work as well as immediate financial support. For example, international citizens offered financial assistance to Japan Tohoku earthquake victims and recovery work. After media reported the massive destruction during the earthquake, UNICEF responded by setting up a team called â€Å"Japan Commmittee for UNICEF; Emergency Relief and Reconstruction Support†. Next, in terms of long-term roles, media can keep people updated about reconstruction work and also point out problems during reconstruction. Newspaper and various reports can act as an alarm to remind people about the recent situation of the severely destructed areas while some people forgets about the recovery work of the earthquake. For example, Xinhua News Agency reminds the public about the Sichuan earthquake that took place in 2008. Xinhua News published an article to raise the attention of the public about the current recovery problems of an earthquake that took place six years ago. Media guides people to reflect about the problems remained after a serious earthquake, which is a prolonged problem. Another example is 2011 Tohoku Earthquake, in which Huffington Post (American online newspaper) reports about where were people’s donation gone on an anniversary of the earthquake. The newspaper article also provided alternatives of how people could still help after the earthq uake. Newspaper During the â€Å"recovery† phrase, sources of detailed information concerning relief programs and how to apply are contained in the newspaper. Besides, newspaper reporters gave in-depth reflection on the disaster. There were also reports on epidemic prevention, settling victims and analyzing the disaster. At the same time, there are more designated topics focusing on specific angle about the disaster. For example, in BBC News dated 9 May 2013, â€Å"Sichuan 2008: A disaster on an immense scale†, it summarizes the statistics of the massive destruction in the earthquake and its effect brought. Another news roundup about the earthquake was written by Sina News, featuring a set of articles on recovery work and stories of the victims. Headings like â€Å"Village old woman after 28 days of quake: Struggling between living and dying alone are reporting touching stories of the survivors. Others like â€Å"No serious epidemic broke out in the quake area† reports the after-quake cases. As time passes by, many â€Å"truths† during and after the earthquake are exposed. In 2011 Tohoku Earthquake, the Japanese government were hiding the nuclear power plant leakage accident. Radio Radio is always an important source for communication during and after earthquakes. When disastrous earthquakes occur, radio systems are very likely to be disrupted. Emergency restoration of two-way radios and radio receivers will usually be conducted in order to facilitate and speed up the recovery process. Besides from emergency restoration of radio and broadcasting systems, licenses will also be granted to temporary FM radio stations established by various local authorities. Take 2011 Tohoku Earthquake as an example, Tohoku Bureau of Telecommunications granted temporary broadcasting licenses to let local authorities help spreading information and community notices to the victims in the earthquake. Radio stations can obtain licenses within shorter period of time, and it is easier for the public to obtain information, such as the number of deaths and injuries or methods to make donations after the disastrous situations.

Technological Frontier :: essays research papers

America has been a country full of optimism, perseverance, and freedom of ideas and beliefs. The frontier- a mental or physical area where much remains to be done- is a belief that has and still propels and influences America today. The technological frontier is probably the most influenced by the frontier belief. There is always room for better in technology. The technological advancements in the past 50 years outnumber the amount advancements from the beginning of time up to 50 years ago. Technological advancements have made it easier to for humans to live and adapt to their universe. Technology has expanded exponentially from the beginning of time until the 90's. In the 90's technological advancements have taken off at a higher exponential rate. For every frontier that appears to be complete, a new frontier has opened up and is unsolved. The frontier consists of branches that have branches themselves, resembling a tree. The frontier is far from ending, if there is an ending. Duri ng this rapid technological advancement period where we are trying to fulfill that long-term, near perfect technology, there have been short-term constraints in technology that have and will continue to open new branches in technology. Engineers have been trained to discover new technologies that enhance human life by designing new products and things that make life easier and safer for everyone. Engineers are obligated to use their skills, intelligence and apply their knowledge to promote human welfare. An example of this has been the advancement of communications. Instead of sending a letter to a family member or loved one by pony express, now one can send mail in just seconds through e-mail. This technological advancement makes it easier and better to communicate that is satisfying to humans. These advancements in the long term will have small constraints, but in the short term there're broader constraints and limits. Email about five years ago could only be accessed through internet service providers such as: AOL, Prodigy, CompuServe, TexasNet, and institution accounts. Now email can be retrieved and sent over the internet without having these big name internet service providers. There are now services like Yah oo, Hotmail, Rocketmail, and Juno that offer free email accounts over the web for any one. Within the past few years, technology has allowed email users to send voice and video emails, which was impossible before. Email still has delays ranging from a few seconds to a few minutes when you send your email over the internet.

My Philosophy of Education Essay -- Philosophy of Education Statement

My Philosophy of Education All children can learn. This has been a philosophy of mine ever since I won a contest in fourth grade. All fourth graders were asked to submit a saying a that was going to be put on our school flag. To my surprise, I won and that was what made me realize just how true that statement is. However, that philosophy can be broken up into five components. The first being the purpose of education. Second, the nature of knowledge. Third, the nature of the student. Next, the method used in teaching. Last, but of course not least, the curriculum that is taught in schools. I feel the purpose of education is to create a better person as well as a better society. In today’s society, people need an education more than ever. If a person has an education , they will have better job security which means they will not be as likely to lose their job to technology. Technology gets better by the day. Jobs that required manual work fifteen years ago are now being done by computers or machines. Car factory assembly lines is a good example because the machines can now put the parts together. Another good example is in libraries, when people used to check out books they would have to fill out a card and write down all kinds of book information. Now however, the librarians simply scan the book. I do not know, nor do I want to know how it would feel to have a nonliving â€Å"thing† take your job. This could cause a person to have some serious mental downfalls which brings me to Rousseau. I agree with him when he said people should be able to ma ke their decision and have the right to choose to be good, physically fit, and happy. These three things are so important when it comes to bettering a person. The nat... ... After graduation, I hope to get a job that will give me the opportunity to make these ideas reality. I know that after a few years of teaching I will make a lot of changes as well as adjustments. Seeing the varieties of teaching styles through my co-workers will give me different ideas on teaching. I eventually would like to be able to join groups of with other teachers and professionals that will allow me to learn more about teaching. Well, there you have it. My philosophy of education. I am aware that there are many ways of teaching and I am going to be very open minded about other teachers philosophies and not criticize them. The variety of people is what makes the world go ‘round and that is why all teachers have a different way of teaching. However, I feel that the importance of these five components need to be stressed throughout all classrooms. My Philosophy of Education Essay -- Philosophy of Education Statement My Philosophy of Education All children can learn. This has been a philosophy of mine ever since I won a contest in fourth grade. All fourth graders were asked to submit a saying a that was going to be put on our school flag. To my surprise, I won and that was what made me realize just how true that statement is. However, that philosophy can be broken up into five components. The first being the purpose of education. Second, the nature of knowledge. Third, the nature of the student. Next, the method used in teaching. Last, but of course not least, the curriculum that is taught in schools. I feel the purpose of education is to create a better person as well as a better society. In today’s society, people need an education more than ever. If a person has an education , they will have better job security which means they will not be as likely to lose their job to technology. Technology gets better by the day. Jobs that required manual work fifteen years ago are now being done by computers or machines. Car factory assembly lines is a good example because the machines can now put the parts together. Another good example is in libraries, when people used to check out books they would have to fill out a card and write down all kinds of book information. Now however, the librarians simply scan the book. I do not know, nor do I want to know how it would feel to have a nonliving â€Å"thing† take your job. This could cause a person to have some serious mental downfalls which brings me to Rousseau. I agree with him when he said people should be able to ma ke their decision and have the right to choose to be good, physically fit, and happy. These three things are so important when it comes to bettering a person. The nat... ... After graduation, I hope to get a job that will give me the opportunity to make these ideas reality. I know that after a few years of teaching I will make a lot of changes as well as adjustments. Seeing the varieties of teaching styles through my co-workers will give me different ideas on teaching. I eventually would like to be able to join groups of with other teachers and professionals that will allow me to learn more about teaching. Well, there you have it. My philosophy of education. I am aware that there are many ways of teaching and I am going to be very open minded about other teachers philosophies and not criticize them. The variety of people is what makes the world go ‘round and that is why all teachers have a different way of teaching. However, I feel that the importance of these five components need to be stressed throughout all classrooms.