Free Essays on Basquiat

I saw Basquiat the movie, and it wasn’t what I expected. Although, I am not sure what exactly I expected. Before watching this movie, I had no knowledge of John-Michel Basquiat, except for the slides that were shown in art appreciation of his work. I was quite confused by his economic status, did he have money and pretend to be poor? Or was he actually poor because he didn’t get along with his wealthy parents? He was sleeping in a box in the beginning and then he was staying at his friends house, then he had his own place, then he lived with his girlfriend and then someone said something about his parents having money, I was very confused by all of this. Also, I didn’t know that Andy Worhol was whacked, but I guess all creative people have to be at least a little crazy, that’s not a bad thing. David Bowie was very endearing as Worhol, I really liked the way he played it. Another thing that surprised me is that people were smoking in buildings, I was n’t really around back when that was aloud so it was kind of surreal to me. And it looked like Basquiat constantly had a joint in his hand! I don’t know how things were back then, but smoking weed in an art gallery? I just don’t see how that’s appropriate, maybe they let him get away with more because he’s the revered artist, but that’s crazy! Basquiat really showed the bad side of the art world, a side I had never contemplated before. For instance, when Basquiat was sleeping in the box outside and Rene was on the bench, Rene didn’t even acknowledge him when he stepped out of his box. They ran into each other a few more times without any conversation or acknowledgement. Until they were both at a party and Basquiot had some of his work there, Rene saw it and all of the sudden, he cared who that grubby looking black boy was. That’s so superficial. Then Rene took him under his wing, but once everyone heard that Basquiat was the hot new thing, they all wa... Free Essays on Basquiat Free Essays on Basquiat I saw Basquiat the movie, and it wasn’t what I expected. Although, I am not sure what exactly I expected. Before watching this movie, I had no knowledge of John-Michel Basquiat, except for the slides that were shown in art appreciation of his work. I was quite confused by his economic status, did he have money and pretend to be poor? Or was he actually poor because he didn’t get along with his wealthy parents? He was sleeping in a box in the beginning and then he was staying at his friends house, then he had his own place, then he lived with his girlfriend and then someone said something about his parents having money, I was very confused by all of this. Also, I didn’t know that Andy Worhol was whacked, but I guess all creative people have to be at least a little crazy, that’s not a bad thing. David Bowie was very endearing as Worhol, I really liked the way he played it. Another thing that surprised me is that people were smoking in buildings, I was n’t really around back when that was aloud so it was kind of surreal to me. And it looked like Basquiat constantly had a joint in his hand! I don’t know how things were back then, but smoking weed in an art gallery? I just don’t see how that’s appropriate, maybe they let him get away with more because he’s the revered artist, but that’s crazy! Basquiat really showed the bad side of the art world, a side I had never contemplated before. For instance, when Basquiat was sleeping in the box outside and Rene was on the bench, Rene didn’t even acknowledge him when he stepped out of his box. They ran into each other a few more times without any conversation or acknowledgement. Until they were both at a party and Basquiot had some of his work there, Rene saw it and all of the sudden, he cared who that grubby looking black boy was. That’s so superficial. Then Rene took him under his wing, but once everyone heard that Basquiat was the hot new thing, they all wa...

How to Write a Research Paper

How to Write a Research Paper How to Write a Research Paper How to Write a Research Paper A research paper is not an essay that presents your own interpretation of evaluation of the argument.   While writing a research   paper, you need to integrate your personal knowledge and thoughts on specific problem with the secondary publications.   The initial aim of research paper writing is to gather enough information on specific case and critically assess it.   Thus, while writing a research paper you use your own thoughts and ideas, but also try to find out what experts know or say about the problem. Research paper writing is about locating the best possible information in the field of your investigation. The main point of the research paper writing is to learn more about a topic. Research paper writing requires refined research skills to write what you have learned in an organized, readable form. Writing a research paper involves reading what scholars and critics have said about a particular topic and evaluating it. Research Paper Writing Research paper is an individual study.  The success of the research paper depends on how well the student can conduct research, analyze and organize the information and present it clearly in a written form. Your essay may focus on analysis of the topic and its solutions, from both historical and current perspectives for example. You can take a stand on the topic and defend it against opposing points of view. Thus, your research paper should present arguments for and against. Research Paper Ideas First, you need to define a good research paper topic. Choose a topic which interests and challenges you, the one which is not widely discussed, the one which is thoroughly researched.   Second, find information, arrange your ideas and make outline. Once you know what you want to talk about and you have written your thesis statement, you're ready to write body of your research paper. While writing the central part of your research paper, keep thesis statement in mind and avoid presenting irrelevant information.   For example, if your topic is abortion legislation, avoid touching moral side of abortion issue because it is not relevant to your initial purpose of research paper writing.   All ideas should be supported with examples and evidence. It is very important to reference many articles to lead your reader through your ideas. Add linking sentences between the paragraphs and develop ideas either chronologically or thematically. There can be many different conclusions to the s ame research paper depending on who your readers are and where you want to direct them. The last task is proofreading. Check carefully spelling, grammar, sentence structure, punctuation. Custom Written Research Papers Why to order custom written research paper?   First, guarantees 100% plagiarism free essay delivery.   Second, we provide free plagiarism report.   Third, we are never late with research paper delivery.   Forth, our writers are educated and experienced, there is no topic we cannot research. Fifth, you can request unlimited number of revisions.   Place an order and get 100% plagiarism free custom written research paper prior to deadline!

The affect the Porsche plant will have on Atlanta Essay

The affect the Porsche plant will have on Atlanta - Essay Example Therefore, opening a new site of the Porsche plan in Atlanta is a good idea because this will create more job opportunities to the community. Although opening the Porsche plant in Atlanta my pose some potential drawbacks, the plant will offer varied benefits to the community including creation of new jobs and expansion of economic growth of the country. Establishing the Porsche plan in Atlanta would be of great significant to the community. This is because many new job opportunities will be created that will benefit the community. The study indicates that the new plant, which will be allocated in Atlanta development site, will have modern office facilities for the workforce, which will eventfully offer more than 400 employees job opportunities. The newer plant in its place will mean 400 jobs of which 100 of these are new jobs or positions. These includes technical services, training centre and also a leading edge customer experience centre, which will feature a handling road course t o boast the capability of the industry loading vehicles. Although opening a new manufacturing plant can be at times costly and a tough business, it can create job satisfaction to the community. This is because instead of manufacturing a service, a company can create a new item and this is vital because it can offer the company with satisfaction of the services. The expansion of the Porsche plant in Atlanta is effective because this is one way of boosting economic development of the country. The new plant will be fully operational by the year 2014, along with a training center and 1.6-mile race track for potential buyers to test-drive their cars. This event marks an economic revival in the area as it injects some $100M into the new U.S. headquarters of the German automaker. Selko (46) argues that in case fragility is a key to ensuring a successful manufacturing plant in Atlanta, the same characteristics holds true for the viability of the city. The agility of Atlanta stems for the fl exibility of the state to grow; thus retaining its manufacturing base while advancing new ways of encouraging future economic growth of Atlanta. The strategic goal is to be in a position to take advantage of opportunities that come up; thus the new plant will deliver brand or product experiences to their employees, dealers and customers; thereby contributing to increased business performance. The success of the Porsche plant can hinge upon the competitive business model; thus enabling the demand for the manufactured brand products to continue increasing. The business can remain competitive since the new site was chosen due to its strategic location, as it is near the Atlanta airport which has direct flights to Stuttgart in Germany and close enough for 80% of Americans to reach it (Bruns 160). This will also benefit the company because delivering high brand and quality products in the global market will enable the company to sustain their business; thus achieving a competitive busine ss advantage in the competitive global market. However, opening the Porsche plant in Atlanta will create some drawbacks. One of the drawbacks is the possible backlash meaning that when a company opens a new firm in a foreign country, it is not always an accepted decision at home. The industry may be forced to eliminate the American jobs with an aim of taking cheaper

Do the questions below. ( every questions should be more than 200 Term Paper - 1

Do the questions below. ( every questions should be more than 200 words) - Term Paper Example By analyzing commodity in terms of use-value, the diversity of production is reflected through it since the generated goods are not limited to few modes of use. Exchange-value, likewise, signifies commodity by assigning to it various equivalents that are often relative to human aim and preference. There are, however, occasions when utilization of something ceases or times when people could no longer find accidental worth and equivalence between things and for this ground, it becomes complex to make commodity yield a single compact definition. In association to human labor, commodity is evaluated as the first product of the worker and thus, possesses inherence in this aspect. Consequently, commodity may be defined as an entity of intrinsic value which can be utilized often or be found in the process of trade at times after it has undergone production where it begins to acquire value and be translated between value forms. Q.140. Can you think of determinants of the labor process which do not belong to it as useful labor? With reference to Marx’s proposition, one such determinant can be human labor in the abstract since such labor, though not used in the actual process of creating tangible goods, is capable of value formation. By abstraction, a value found in the output of concrete labor is translated through exchange. Hence, since trade makes it possible to produce value, the labor process need not depend upon concrete or useful labor at all times for it can meet production demands via unseen workers as well. A pertinent illustration of this is manifested in the development of cash economy where Marx observes that: â€Å"In proportion as exchange bursts its local bonds, and the value of commodities more and more expands into an embodiment of human labour in the abstract, in the same proportion the character of money attaches itself to commodities that are by nature fitted to perform the social function of a universal equivalent† (Marx Vol. 1, Part 1 , Chap. 2, Par. 9). Similarly, labor derived by manual efforts can be made equivalent to certain machines at work which are altogether part of capitalist assets even if no useful labor is necessary to operate them. These tools may be treated as determinants to the labor process since their collective functions are still integrated to the entire scheme of production, affecting the manual labor utilized at stages where mechanical results can determine whether more or less number of labor hours must be expended. Q.184. What is according to Marx the relative value of a commodity? To describe the principle of relative value, Marx exemplifies â€Å"the bodily form of commodity B becomes the value form of commodity A, or the body of commodity B acts as a mirror to the value of commodity A. By putting itself in relation with commodity B, commodity A converts the value in use, B, into the substance in which to express its A’s own. The value of A, thus expressed in the use value of B, has taken the form of relative value.† Based on this, relative value may be perceived as measure of significance of an object relative or with respect to the degree of significance of another to which the former is held in comparison. Through linen-coat example, Marx illustrates how relative value may be understood in the light of value expression. According to Marx, value only emerges upon the confrontation of its equivalent and

Oppisition Arguments Essay Example for Free

Oppisition Arguments Essay Animals deserve the same rights as people because they can feel pain; therefore, everyone in the world should become vegetarians. Animals do not deserve the same rights as humans. If so then we should give plants and vegetables rights as well. We kill a lot more plants then we do animals, so I believe that everyone should eat strictly meat only. America should not act as a â€Å"World Policeman† because it has enough domestic issues of its own to deal with. Even though America has a lot bases throughout the world, this does not mean that we are the world Policeman. We are just helping our allies so we could keep trading with these countries for natural Resources. Immigration should be allowed without any caps because it brings in skilled workers and increases the cultural variety of American Society. If we decided to take the cap off on immigration then we can see a lot more businesses hiring cheaper labor which means the unemployment percentage will go up and cause us to have another great depression. Parents should never be held responsible for the crimes of their juvenile children because children should be held responsible for their own actions, even if it means trying them as an adult. Parents should be held responsible for their kids because it is their job to raise them and look after them. If they were watching their kids then their kids probably wouldn’t be committing crimes. Beauty pageants are a fantastic way for young girls to increase their self-esteem, practice public speaking and cultivate their talents. Beauty pageants are one of the worst places for young girls to increase self-esteem. You’re in a competition were all the contestants are trying to be the most beautiful of them all and will try to put you down to win.

Body Image in African American Women Essay -- Health Weight Essays

Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73. Body Image in African American Women Essay -- Health Weight Essays Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73.

Abridged Literature Review

Many institutions seek authentic and ethical leadership personalities, as a widening body of literature addresses the styles of leadership and their perceived outcome in institutional performance. Servant-leadership, coined by Robert Greenleaf (1970), has spanned a substantial amount of literal interest (SanFacon & Spears, 2010) but there lacks enough empirical evidence regarding the actual demonstration and utilization of servant- leadership in institutions (Crippen, 2005).Worth noting is that practices in most of the current organizations today are geared towards individual interests, and imbedding these profit goals with servant-leadership seems mythical. Various leadership models are applied in education and business institutions. These include servant-leadership, transformational leadership and business leadership models (Hawkins, 2009). Servant-leadership is the most desired model for educational leadership because education imparts the lives of people in all aspects in both in dividual and societal life (Crippen, 2005; Normore, 2010).While campaigning for board membership at schools, most aspiring leaders promise to give back to the society, an admirable quality of a servant-leader. However, as Cassel and Holt (2008) establish, servant-leadership exists only in a literal sense in schools, and there is still a lot to be done as far as actualizing servant-leadership is concerned. Currently, schools are out to seek ways of improving the quality of education and much faith is based on servant- leadership for this objective (Crippen, 2005b; Silva, 2010).Proprietorship in higher education is in existence today, compromising the quality of leadership, yet exemplified real life situations of servant-leadership can be demonstrated through educational leadership of outstanding, highly regarded leaders like Dr. Jim Otten. Concepts of leadership are taught and at the same time practiced in education, and therefore it is important to analyze how servant- leadership ar ticulates with leadership in the education sector. The servant-leadership traits coined by Spears (Crippen, 2005a.) include; listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others and building community, and have been identified in various literatures. Cassel and Holt (2008) humorously point out that being an unpaid member of the school board does not guarantee one to be a servant-leader, as is the situation in schools, but the ability to exercise the ten innate qualities of leadership. These qualities have been defined by Crippen (2005b. ) through combining the description of other several authors.Listening involves paying a high level of attentiveness and commitment in listening. Boyum (2008) and Crippen (2005) draws the description of servant-leadership from the historical and philosophical works of Greenleaf whereby a servant-leader is described as one who has the innate value and desire to serve others. This indicates that a servant-leader would prioritize the needs of others before the individual self, with the desire to see the followers excel in body, mind and spirit, as a result of their leadership.The servant-leader therefore possesses one of the traits described by Spear (1998) and that is commitment to the growth of others. Additionally, Boyum (2008) highlights two distinguishing features of effective leadership, as being built on relational and interpersonal perspectives. Serving others mean that one has to relate with the followers at personal level, identify and meet their needs through the leadership process. Transformational, transactional and servant-leadership all meet the aspects of interpersonal and interrelation leadership (Boyum, 2008).However, while transformational and transactional leadership encourage interrelationships for the sake of achieving the goals of the leader, servant-leadership focuses on the goals of the followers (Buyom, 2008; Hawkins, 2009; Whale , 2004). How then can the model of servant-leadership be applicable in educational institutes considering that the control-kind of traditional leadership method is rooted in our systems, and that profit-making has become the main center of focus in the institutions? According to Crippen (2005b.) the answer lies in Greenleaf’s philosophy where teachers are cited to have sufficient latitude to nurture the model in young people. Higher education institutes have been faced with leadership crises over the years. According to Normore (2010), environmental pressure changes brought about by globalization, competition and technology among other aspects warrants the change in leadership tactics at the higher education institutes. However, higher education institutes have been at the forefront in teaching and recommending leadership practices, but reluctant in embracing favorable leadership models for their own practice.Normore (2010) reviews the work of Michael Fullan and Geoff Scott ( 2009) who assert that cultural change in the institutions and capacity of leadership must mirror each other. It is only through proactive leadership that the higher education institutions can effectively handle the growing challenges facing the institutions. A proactive leader is one who takes part in the leadership process through subjectivity in the activities of the followers. On the other hand, transactional kind of leadership involves control and creates a sharp distinction between the leaders and the subordinates.Transactional leadership therefore, does not involve being proactive because all the leader has to do is command or give orders of which the subordinates must follow without questioning or doubt, despite whether the outcome is beneficial or disastrous. This kind of leader as cited by Normore (2010) through the works of Fullan and Scott is not equipped to handle the current challenges facing the higher education learning institutes. Unlike the traditional control kind of leadership that gets followers to work through fear and obedience, servant-leadership achieves the same outcome through trust and respect.The leader’s ability to relate with followers and empathize in their situation enables a bond of trust to form between the two parties. People who trust their leaders are able to share openly on information and ideas that will enable development of the society (Shugart, 1999). Notably, transformational leadership also creates a bond of trust where the leaders can delegate duties to the employees while they explore other opportunities for success (Hawkins, 2009). The employees work on the basis of trust and loyalty irrespective of the gain.Trust as cited by Cassel and Holt (2008) can be achieved where the leaders avoid micro managing all aspects in the organizations and let the followers develop through decentralization of leadership. Thomas and Wohlstetter (2010) compare the development progress of various district schools in relation to the community, and their findings reveal that leadership determined the success of the projects a lot. Success was observed where the leaders participated on a hands-on basis rather than control and micromanaging.The society needs people who are empowered to get involved in successful ventures and is only through being led by a servant-leader. The educational institutes need leaders who have the ability to listen, lead and link (Normore 2010). This is also in accordance to the leadership trait outlined by Spear (1998). Listening to subordinates requires a leader with humility, and the trait of humility is associated with servants, unlike in the much upheld transactional leadership where commanding authority is preferred to humbleness.Shugart (1999) highlights the unfortunate situation where transactional leadership has borne egocentric leaders who lead, not on a visionary basis but by their ability to force their own thoughts on followers; a dictatorship kind of rule. Basing in thi s century where transfer of knowledge and innovation are the order of the day, it will be difficult for a powerful authoritative leader to encourage the followers’ thinking into substantiality, and this means that other than the theoretical aspect, the students in universities are not equipped with self- innovative skills where servant-leadership is lacking.Leading entails that the leader is a steward. A steward, according to Shugart (1999) is one who leads the college thoughtfully through challenging times, with the future in focus. A steward ensures that the vision of the college comes to life and is felt at both institutional and societal level. Similarly to Normore (2010), Shugart (1999) agrees that change and continuity should be in coexistence. A steward therefore is responsible in linking the university to the larger society through coherence in terms of communication, diplomacy, persuasion and pubic advocacy (p. 1).According Boyum (2008), values are incorporated in st ewardship. A servant-leader is grounded in values, manages by values and has vision or foresight just as implicated in Spear’s traits of servant- leadership. The issue of values is significant in the context of educational leadership. Familiarly, there have been concerns about practices of turning institutions into business ventures. Earning from an investment cannot be considered evil as such, but it is the practices behind the venture that raises eyebrows; and this entails venturing in both ethical and non ethical practices as long as money is forthcoming.This is one issue that calls for quality management of educational institutions, and it is time that academic institutions face a turnaround in leadership. Normore (2010) highlights that higher education institutes hold greater influences on the lives of students in the future, in relation to the university academy and the society at large. Therefore, leadership practices considered to be ethical and of value should be tau ght and implemented at this stage of the students lives (Herman &Marlowe, 2005). Normore’s (2010) observation aligns with that of Boyum (2008) and Shugart (1999) concerning service to the individual and the society.The component of service to the society was stressed by Robert Greenleaf (Boyum, 1998) an outstanding philosopher in the work of servant-leadership. If these qualities of leadership can enable the higher education institutes to overcome challenges in the 21st century, and place themselves in better positions to achieve their visions in the future; and if these qualities are innate in the servant-leaders, (Wis, 2002) then it is time that higher education institutions embrace servant-leadership in actual practice.Many educational leaders admit that these are tough economic times, and coping with such time require a change of management styles at the institutions (Negron, 2010). However, there are no significant changes embraced in terms of attaining a leadership styl e that can enable higher education institutes cope with the situation. Negron (2010) reviews the quotations of various personalities like policy makers, philanthropists and university presidents among others where the common agenda was to initiate campaign leadership that calls for structures which fit in today’s society.A 2008 study by Waks is illustrated by Ellet (2010) which involved two dozens of influential educational philosophers who were willing to write about their early and current experiences in the field of education, through a semi-structured and open-ended questions interview prepared by Waks (2008). The purpose was to find out the rationale under which a concept is determined through empirical research. The educators point on the importance of using conceptual analysis through critical thinking for the purpose of developing and defending educational goals that are of importance.This means that the students’ rights to quality education despite the proprie ty expectancy of the institution must be upheld. Students need to be equipped with knowledge and skills that will enable them to survive well in the society as well as contribute to the society’s development. Importantly, students need to be equipped with good leadership skills to enable them become good leaders after their teachers (Moore & Berry, 2010; Bowman, 2005). This can only be achieved if there a high coordination and mutual corporation between the associates, superiors and subordinates of the institution.Together they can identify the requirements of the students at the present era and sort out the kind of curricular to be incorporated in the education system. However, where self-interests exceed the societal expectation, it will be difficult to come up with honest, visionary strategies that will benefit students and the community. Servant-leadership therefore requires that the leader be grounded in values (Boyum, 2008) as already stated. A leader who foregoes his d esire to make a lot of money at the expense of the kind of education delivered on the universities.A leader filled with awareness and is able to reconcile the education system with the changing environment. A leader who empathizes with the followers’ situation and is able to make it up to them, that is a leader who is proud to see others excel as a result of the leadership tactics. Hawkins (2009) reports that there is a demand for new community college leaders as the elder ones retire, but the issue of contention is, how well are these new leaders prepared for the task of quality leadership (Moore & Berry, 2010).Although servant-leadership has not garnered substantial empirical evidence to showcase its utilization in educational leadership, there are existing isolated cases of servant- leadership, known to benefit the institution and therefore highly regarded. Richardson (2008) records an interview that reflects a servant-leader. Lisa Harrold, an emerging leader in Steger Sch ool District indiscriminately engages both teachers and students towards attaining their goals. Teachers are provided for all the requirements needed to help students achieve their goals at high levels despite the students’ weaknesses.Crippen (2005b. ) points on the changed leadership style in University of Manitoba. Servant-leadership as indicated by the author can enable schools attain democratization which many schools are adopting. Crippen (2005a, b. ) recommends that schools incorporate servant-leadership through first, reading, discussing and analyzing Greenleaf’s concept of a servant-leader. Secondly, those schools can incorporate the ten qualities of servant-leadership in the development of the school plans. Importantly, the society should be considered in the leadership and development programs of schools.SanFacon and Spears (2010) are proprietors who value servant-leadership. In their work, they describe, three domineering components of servant-leadership; fi rst, the motive behind the leadership process (what is the intention of serving people? ). Second, they state that servant- leadership is defined by the means of achieving the intentions, and third; servant-leadership focuses on the end (that is, the outcome of the leadership process). Changes bring the desire to change leadership styles in the organizations depending on the prevailing circumstance.Globalization and general advancement in knowledge and technology require that educational systems impart students with skills and knowledge that will enable them suit in the current society and meet its needs. Greenleaf’s model of servant-leadership is believed to include the necessities that higher education facilities require to educate the future generation. However, schools have been known to literally propose servant-leadership for their organizations but never practice it in reality. Servant-leadership is based on moral authority, and unlike transactional leadership, servant -leadership warrants a proactive rather than a control leader.Servant-leadership is based first on serving others before self, unlike in transformational leadership. Teachers who are servants are highly regarded because of the transformation of their quality work to their students and the society at large. Changes are taking place, and the old generation of teachers is going into retire. The society is at risk of losing virtuous leaders if servant-leadership is not embraced in reality in the school curricular. There is a wake up call for school leaders to stimulate the innate leadership qualities in teachers and students.The ten qualities of servant-leadership were described to be innate in all individuals by Greenleaf. Further research should focus on determining the quantity of these innate values in the population. References Bowman, R. (2005, July). â€Å"Teacher as servant-leader. † Clearing House, Vol. 78 (6); 257-259. Boyum, G. (2008). The historical and philosophical influences on Greenleaf’s concept of servant- leadership: Setting the stage for theory building. University of Minnesota. Cassel, J. & Holt, T. (2008). â€Å"The servant-leader: Mature and thoughtful board members work for the common good-not for individual gain.† American School Board Journal. Crippen, C. (2005a. ). â€Å"Inclusive education: A servant-leadership perspective. † Educational Canada, Vol, 45(4); 19-22. Crippen, C. (2005b. ). â€Å"The democratic school: First to serve, then to lead. † Canadian Journal of Educational Administration and Policy, Vol, 1(47); 1-17. Ellet, F. (2010). â€Å"Leaders in education: Intellectual self portraits. † Ed. Leonard, Waks. Stud Philos Educ, Vol, 29: 315-320. Hawkins, C. (2009). Leadership theories-managing practices, challenges, suggestions. Michigan: The Community College Enterprise. Herman, D.& Marlowe, M. (2005). â€Å"Modeling meaning in life: The teacher as servant leader. † Reclaiming Chil dren & Youth, Vol. 14(3); 175-178. Moore, R. & Berry, B. (2010). â€Å"The teachers of 2030. How will the teaching profession change in the next 20 years? † Educational Leadership; 36-40 Negro, M. (2010). â€Å"Campaign leadership: New heights for summit. † Currents, Vol, 36(5); 49. Normore, A. (2010). â€Å"Michael Fullan and Geoff Scott, turnaround leadership for Higher Education. † Higher Education, Vol, 59(6); 801-803 Richardson, J. (2008). â€Å"Emerging leader engages students, teachers.† Phi Delta Kappan intenational. SanFacon, G. & Spears, L. (2010). â€Å"Servant-leaders: Embody motive, means and ends. † Leadership Excellence. Michigan: Executive Excellence Publishing. Silva, E. (2010, May). â€Å"Rebuilt it and they will come. † Educational Leadership, Vol, 2: 60- 64 Shugart, S. (1999). A brief philosophy of community college leadership. Florida: Valencia Community College. Thomas, A. & Wohlstetter, P. (2010). Six keys to success: Districts attempting urban reforms can learn from these strategies that work. † American Sch

Family seperation Essay

Although in this scene they annoy the teacher Linda doesn’t dream of swearing at the teacher and finds it hard to call the teacher a name, she stutters and comes out with â€Å"you big worm† but in Edwards scene in a polite manner he swears at the teacher have all the courage this is ironic. The problem of staging various locations: Me and my group acted out pg 47 which showed different locations. Mrs Johnstone begins with talking about children including her son she is narrating this. And then once she has finished the scene cuts and goes straight into Mrs Lyons teaching Edward to dance. Because these scenes where so close together as a group we decided that for this to be effective we would have the whole scene with a blackout with only a spotlight on Mrs Johnstone and Mickey first. Then After Mrs Johnstone and Mickey finish talking we would immediately change the spotlight to Mrs Lyons and Edward. By doing this make the scene a lot more effective than having to walk on and off stage moving props ect. The three scenes we chose where: In the hospital Where Mrs Johnstone has just had the two boys and Mrs Lyons takes one of them.   When Mickey is arrested. Mickey is told by Mrs Lyons about Linda and Edward. These scenes are essential because if these scenes didn’t occur then the whole plot would never have happened. These scenes affect the main characters and are what the novel is about. The First scene: The scene begins with Mrs Johnstone holding her new born children, talking to a nurse that comes in this builds up. Mrs Lyons enters and takes one of the twin boys. If this scene didn’t happen then the two boys would never had been separated and Mickey would never have been arrested and suffered from his depression. This scene is what makes the story and without it the story would have never happened and also the final scene which two is quite important. The second scene: This is the beginning of Mickey’s reason for depression. The scene starts with Mickey and Sam committing a robbery and Mickey is arrested. He becomes mentally ill and is unable to do things for himself. He becomes addicted to his anti-depression tablets. After all this Linda cant cope and turns to Edward whom both seem to get very close, Mickey learns of this and the build up of the final scene. With out this scene the final scene would not have happened. The final scene: This scene is where Mrs Lyons tells Mickey of Linda and Edwards’s betrayal, at first Mickey doesn’t believe it but Mrs Lyons takes it a step further and proves it. This is a twist because in the play you see Mrs Lyons feelings towards her son and you think that they have a strong bond and a good mother and son relationship. But from this scene you can clearly see there’s some kind of jealousy. Mickey can’t take anymore and has suffered enough already so he takes the gun which the robbery had been committed and heads for the court room. This is where the final scene takes place. This is an extremely important because this is the final scene without this scene; the ending to the play would not be so effective because of what Mrs Lyons and Mrs Johnstone where discussing about. The ending to the play is all to do with superstition. In this exercise we looked at the issues of unemployment, prison, betrayal, drug addiction and gun crime. These are just some of the things that the character of Mickey has to go through in the play nut in the role-plays/ narration we wanted to show the stories from the other people’s perspective. Unemployment: I learnt that by not having qualifications it is not so easy to get a job. Also as an individual I saw that people aren’t so sociable and forthcoming when it comes to jobs and unemployment, when acting this out the woman at the job centre was prejudice against them, she was very rude and conceited. If I was that person looking for a job, I would be very depressed and feel very useless because of the little options I had. In the play Mickey should show his depression through his body language, he should be walking backwards and forwards to show he’s thinking and nervous. By doing a lot of movement shows thought and frustration. Always putting his hand on his face and leaning on things to show he needs support. His tone of voice should be slow to show depression. Prison: I learnt that most of the people that are in prison are all working class or lower class people. By this I could see that these people turn to crime in a desperate attempt to have some money, or to have some kind of food or clothing. Once the prisoner is let free they have a much lesser chance of earning money and the whole thing is just repeated. If I was the child of my mother and Father I know that they would feel embarrassed and ashamed of me and so I wouldn’t be able to face them. I think that I would ashamed to. In this situation Mickey should feels scared and frightened and helpless. He would do this thought facial expressions, looking around a lot and perhaps crying too. Betrayal: In the play there’s a number of times where Mickey is be trade. By this I learnt that betrayal is mostly lying and doing things behind people’s backs. In the play Mickey is be trade by Linda and Edward, and by his mother. If someone was betraying me I would feel very hurt and angry, I think I would also shout a lot. Mickey’s movement and gestures would be very big and exaggerated. He should show his anger through facial expressions and movement. Drug addiction: I could see how easy drug addiction is. It revolves a lot around your past and comes from the issues I’m talking about (unemployment, prison, betrayal, gun crime). Most people turn to drugs because they have nothing else to turn to and this also can be done through pier pressure. If I was a family member I would do all I can to help them through this. Mickey’s movement should be slow, and not much movement at all. He should be still and day dream a lot. Gun Crime: From this I learnt that crime was committed by mostly males who where unable to cope and had money problems, they where also teens, and young adults and some middle aged. And a lot of the time the crime would be committed where there was a store of money. If I was the mother of my child who had committed a crime I would be irritated, and express myself through my tone I would do a lot of shouting too. I would feel that it was my fault in the way I had brought up my child. Mickey should be very nervous and walk around a lot, he should speak quickly and be very helpless and his voice should be slurred. I think blood brothers is a tragic comedy according to the definitions. I feel that it is a tragic comedy because both aspects exist. There’s a lot of comedy in the play like when the class room scene happens. Edward is very superior and the way he back chats the teacher is shocking yet amusing. Even though in Mickey’s scene there lower class they still didn’t dare swear at the teacher and the only thing Linda can come out with is â€Å"you big worm†. Also the scene where Mickey and Edward meet for the first time. There both very curious and the way they deal with it is funny. Even though their physical difference is very clear there’s a lot that they don’t realise they have in common they contrast greatly. The tragedy more or less comes at the end. And by the play being a tragic comedy is much more realistic and enjoyable to watch.

Why the Third Crusade Failed essays

Why the Third Crusade Failed essays Between the terrible loss at Hattin and the loss of Jerusalem, news horrified Latin Europe. This provoked the leaders of the three principal countries: Frederick I of Germany, Philip Augustus of France, and Richard Coeur-de-Lion (Lionhearted) of England, to engage in the Third Crusade. But due to many reasons the campaign did not succeed. First there were many delays before the England and France finally set off to the Holy Land. The two countries were engaged in war at the time, but decided to negotiate a truce. When they were ready to march off, they became embroiled in war again. They did not depart until July of 1190, which was three years after the fall of Jerusalem. Then Richard had to settle a family problem concerning his sister Joanna in Sicily. After which Richard stopped to conquer Cyprus, which did help the crusade by giving him better position to supply his armies. All of this time allowed Saladim to build up and set up his forces (Knox, Third Crusade). Frederick, nicknamed Barbarrosa by the Italians, on the other hand had departed in May of 1189. He possessed the largest army ever present in the Third Crusade. It was said there were up to 100,000 people but since medieval estimates are largely exaggerated it was probably in the figures of 50,000 (Oldenbourg 447). Saladin was not looking forward to the day in which Barbarrosa arrived. He secretly made an agreement for Isaac Angelus to delay Barbarrosa. Angelus did not delay the Germans much but he did annoy Frederick terribly. After they had stayed in Edirne for the winter, they entered Asia Minor (Oldenbourg 447). Then came a tragic event that if it had not occurred, it might have changed the entire outcome of the Third Crusade. On June 10, 1190, Barbarrosa went to take a bath in the Cydnus River. He was seventy years old at the time and died of a heart failure ( ...

Brooklyn Bridge Disaster

Brooklyn Bridge Disaster The walkway of the  Brooklyn Bridge was the site of a shocking disaster on May 30, 1883, only  a week after it opened to the public. With businesses closed for a patriotic holiday,  crowds had flocked to the bridges promenade, the highest vantage point in New York City at the time. Near the Manhattan  side of the great bridge a pedestrian bottleneck  became tightly packed, and the shoving of the crowd  sent people toppling down a short flight of stairs. People screamed. The crowd panicked, fearful that the entire structure was in danger of collapsing into the river. The crush of people on  the walkway became intense. Workmen  putting finishing touches on the bridge  raced along trusses to the scene and began tearing down railings to alleviate the crowding. People picked up babies and children and tried to pass them overhead, out of the crowd. Within just a few minutes the frenzy  had passed. But 12 people had been crushed to death. Hundreds more were injured, many seriously. The deadly stampede placed a dark cloud over  what had been a celebratory first week for the bridge. Detailed accounts of the mayhem on the bridge became a sensation in the highly competitive world of New York City newspapers. As the citys papers were still congregated in the neighborhood of Park Row, only blocks from the Manhattan end of the bridge, the story could not have been more local. The Scene on the Bridge The bridge had officially opened on Thursday, May 24, 1883. Traffic during the first weekend was very heavy, as sightseers flocked to enjoy the novelty of strolling  hundreds of feet above  the East River. The New York Tribune, on Monday, May 28, 1883, printed a front page story indicating that the bridge might have become too popular. It ominously mentioned that bridge workers, at one point on Sunday afternoon, feared a riot. The pedestrian promenade was popular on the Brooklyn Bridge. Getty Images Decoration Day, the precursor to Memorial Day fell that  Wednesday, May 30, 1883. After morning rain, the day turned very pleasant. The New York Sun, on the front page of the next days edition, described the scene: When the rain was over yesterday afternoon the Brooklyn Bridge, which had its crowds in the morning, but had become comparatively open again, began to threaten a blockade. With the hundreds who came down town to the New York gates were hundreds of men in the uniform of the Grand Army of the Republic. Most of the people strolled over to Brooklyn, and then turned back without leaving the bridge. Thousands were coming over from Brooklyn, returning from cemeteries where soldiers graves had been decorated, or taking advantage of the holiday to see the bridge. There were not so many on the bridge as on the day after the opening, or on the following Sunday, but they seemed inclined to loiter. There would be an open space of from fifty to one hundred feet, and then a dense jam. Problems became intense at the top of a nine-foot high flight of stairs built into the walkway, near the point at which the main suspension cables passed by the promenade on the Manhattan side of the bridge. The pressing of the crowd pushed some people down the stairs.   Did You Know? Predictions of the Brooklyn Bridges collapse had been common. In 1876, at about the halfway point of its construction, the chief mechanic of the bridge crossed between the Brooklyn and Manhattan towers on a cable to publicly demonstrate confidence in the bridges design. Somebody shouted out that there was danger, reported  the New York Sun. And the impression prevailed that the bridge was giving way beneath the crowd. The newspaper mentioned,  A woman held her baby over the trestle work and begged someone to take it. The situation had turned desperate. From the New York Sun: At last, with a single shriek that cut through the clamor of thousands of voices, a young girl lost her footing, and fell down the lower flight of steps. She lay for a moment, and then raised herself on her hands, and would have got up. But in another moment she was buried under the bodies of others who fell over the steps after her. She was dead when they got her out more than half an hour afterward. Men sprang upon the rails at the side and waved the crowds back from both the New York and Brooklyn sides. But the people continued to crowd on toward the steps. No police were in sight. Men in the crowd lifted their children above their heads to save them from the crush. People were still paying their pennies at both gates and swarming in. Within minutes the frantic scene had calmed. Soldiers, who had been parading near the bridge in  Decoration Day commemorations, rushed to the scene.  The New York Sun described the aftermath: A company of the Twelfth New York Regiment worked hard at dragging them out. Twenty-five seemed to be nearly dead. They were laid along the north and south sides of the pathway, and the people from Brooklyn passed on between them. Men and women turned faint at the sight of the swollen and blood-stained faces of the dead. Four men, a lad, six women, and a girl of 15 were quite dead, or died in a few moments. They had been found at the bottom of the heap. The police stopped grocers wagons coming from Brooklyn, and, carrying the bodies of the wounded and climbing down the planks to the road, laid them in the wagons, and told the drivers to hurry to the Chambers Street Hospital. Six bodies were laid in one wagon. The drivers whipped up their horses and drove with full speed to the hospital. Newspaper accounts of the dead and wounded were heartbreaking. The New York Sun described how one young couples afternoon stroll on the bridge turned tragic: Sarah Hennessey was married on Easter, and was walking on the bridge with her husband when the crowd closed in upon them. Her husband injured his left arm a week ago, and clung to his wife with his right hand. A little girl fell in front of him, and he was thrown upon his knees and kicked and bruised. Then his wife was torn from him, and he saw her trampled upon and killed. When he got off the bridge he searched for his wife and found her in the hospital. According to a report in the New York Tribune of May 31, 1883, Sarah Hennessey had been married to her husband John Hennessey for seven weeks. She was 22 years old. They had lived in Brooklyn. Rumors of the disaster spread quickly through the city. The New York Tribune reported:  An hour after the accident it was told in the vicinity of Madison Square that 25 persons were killed and hundreds wounded, and at 42nd Street that the bridge had fallen down and 1,500 had lost their lives. In the days and weeks following the disaster the blame for the tragedy was directed at the management of the bridge. The bridge had its own small police force, and officials of the bridge company were criticized for failing to place policeman at strategic place to keep crowds dispersed. It became standard practice  for uniformed officers on the bridge to keep people moving along, and the Decoration Day tragedy was never repeated. The fear  that the bridge was in danger of collapsing was, of course, completely unfounded. The Brooklyn Bridge has been renovated to some extent, and the original trolley track was removed in the late 1940s and the roadways changed to accommodate more automobiles. But the walkway still stretches down the middle of the bridge and is still in use. The bridge is crossed every  day by thousands of pedestrians, and the promenade with striking views that drew revelers in May 1883 is still an attraction for tourists today.

What cultural, political and economic forces encouraged the nations of Essay

What cultural, political and economic forces encouraged the nations of Europe to create overseas empires in the late 19th century - Essay Example During the last quarter of the nineteenth century, the European civilization experienced a marvelous imperial expansion and, there have been plenty of efforts made by the European navigators to cross the sea to different other regions of the world for various reasons. European powers like England, France, Portugal, and Spain supported the search for new colonies and their objectives were economic exploitation, the spread of Christianity and the strengthening of their empires and England succeeded in establishing its power over the colonies even from the beginning of the nineteenth century. Europeans were focusing on the shores of Africa, Asia and Latin America and various social, political and cultural factors have motivated them in this widening of imperialism. Cultural factors: The desire to preserve the cultural values, identity and improvement of the society as a whole was an important driving force behind colonization. For instance, it was the British who introduced secondary ed ucation system in India which helped Indians to advance to the frontline of administration. These statements explain the impact of imperialism in carrying out modifications in the social and cultural set up of European colonies (Baker 184). The role of missionaries in the process of colonization is another important factor to be discussed. Their mission was to popularize the teachings of Bible and propagate Christ’s preaching; however, Christianity was employed by the missionaries as an ideology used to convince people to accept the domination of the white. Missionaries provided information regarding social political and economic structure of particular regions to the imperialists so that they could plan appropriate strategies for colonization. Political factors: One can never undermine the political motivations behind colonization during the nineteenth century. During the war of Sedan in1870, the political situation was disturbing and conflicts were there among European nati on. The French nationalism became deep rooted after the war and colonial imperialism turned to be a means of revenge for France. Other European nations used colonialism as an instrument to divert the attention from their internal issues. National prestige was another key factor which compelled the Europeans to concentrate more on the division of existing colonies and occupying power over new colonies (Mathias & Todorov 68). Modern systems of communication and transportation have been introduced as a result of the technological development. These innovations eventually restructured European colonies. Economic factors: The nineteenth century industrialization could be connected with the colonization. As a result of the industrial expansion, Europeans went in search of raw materials and new markets for their products. According to Lenin’s theory, an enlargement of scale of production would result in a decline of profit in capitalist economies and as a result of the accumulation of capital the production will increase and the excessive production would result in the accumulation of unsold products (Mathias & Todorov 68). Industrial revolution resulted in the generation of such a situation. Imperialist policy and an overseas expansion became necessary to overcome this difficulty. It became an important objective of the statesmen to improve on the participation and share in the world trade so as to increase the national wealth and thereby national power (Mathias & Todorov 68). Impact on the international relationship: Most of the Asian and African countries were European colonies and their influence played a major role in shaping the social and educational institutions and the economic structur

The importance of multicultural managemnt in hotel industry in sudan Essay

The importance of multicultural managemnt in hotel industry in sudan to sustain a competitive advantage - Essay Example Familiarity with both is essential because each has a bearing on an employee's every day behavior† (Tabije 2006, para. 1). In the study the questionnaires were two kinds they were the manager’s questionnaire and the employee’s questionnaire. The questionnaire is the method of data collection hired by the individual's researchers, and the organizations in getting the adequate information. A questionnaire consists of the series of questions, given to the chosen respondents for getting the data. In questionnaire method, we use two categories of questions such as Open ended and closed questions. These two categories of the questions are extremely diverse in nature and usage. Open ended questions are expected to obtain descriptive answers. This type of question starts with what, describe, why and how. Closed questions can be replied with a single or small phrase. Also, this type of questions can have a limited application. The samples obtained from the questionnaire we re collected and the study consists of the various sampling techniques employed for the research work. The sample in this particular portion of the survey is about population. The samples here were classified on the basis of the socio-economic characteristics of the employees in the hotel, gender, age groups, religion, language spoken, qualification, department which they belong to and the experience in the field. At times the employees filled the questionnaires partly and at times considered them an intrusion on the privacy of an individual and unwarranted for the research. Demographic Data: A number of questions were filled in the last section of the review about traits demographic individuality of the respondents, and the circumstances they lived. Behavior demographics were collected on sex, location categorization. Other information in this section was concerning industry sector of the business they work for and the volume of the company. Demographic data was unruffled on indivi dual respondents due of concern about confidentiality. Respondents by Socio-Economic Characters: As the questionnaires were two kinds one to be filled up by the mangers and the others to be filled up by the employees, the questionnaires of the mangers consisted of descriptive questions, and that of the employees consisted of the questions based on the culture,language,experience,religion,qualifications etc. The mangers were to answer based on the various facts like the affect of the culture on the work attitudes, the impact of the diversification in the workplace of the organization, usefulness of the application of the multicultural theories in suggesting the synergy of the organization and on the cultural needs and the intergration of the same. Managers require to be conscious of the two systems and their possessions. At the boundaries a strong, controlling official work system can strangle inventiveness and inspiration and a strong, insubordinate can effect in chaos and weaken an d demolish the Reliability and practical use of the administrator work system. The response for management is to struggle for an optimal point on the band at which to operate. The employee’s questionnaire was based on the job satisfaction and the employees’ perception on the hotel management culture which include the perceptions on the culture of the