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. 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