Theories of management (learning diary) Essay Example | Topics and Well Written Essays - 2500 words

Theories of management (learning diary) - Essay Example Through this session, a deeper understanding of reasons why leadership and management are so closely related has been obtained by studying the trend of evolution of leadership concept with respect to management. Most of these theories have been based on different attributes of leaders, which made scholars define leadership and theorists theorize the concept of leadership. When these attributes no longer seemed to exist and/or situations had changed, the contingency theory of leadership emerged based on incidents and changing nature of management and demands. A concise view of leadership from emerging contemporary perspectives of management further throws light on how leaders are made and what makes leaders emerge. different viewpoints and ideologies. In general, it can be explained in relative terms based on the qualities and skills possessed, and situations. The underlying essence of leadership is to guide others and set new directions to achieve a goal or accomplish a task. The present leadership philosophy is an outcome of great leaders’ achievements of past. The leaders of past were not involved in management, but were able to direct, guide and mobilize people systematically for achievement of a common cause. Most of such known leaders from history are remembered even today, for example, Albert Einstein, Martin Luther King, Mahatma Gandhi to name a few, were leaders who changed the world through their principles based on humanity and spirituality. On the contrary, Adolf Hitler is also counted among the leaders of the world known for his able administration and creation of strong military regime that was able to devastate the entire world. These perspectives could be the precursors of development of different leadership concepts. the first to define leadership based on management functions including planning, organising, leading and controlling.

Ozone Depletion and the Ozone Hole Assignment Example | Topics and Well Written Essays - 250 words - 2

Ozone Depletion and the Ozone Hole - Assignment Example this happens, is because as the sun moves across the sky, it moves through the atmosphere and this allows it to be absorbed or reflected as necessary. This will mean that the energy cannot reach the ground to warm it. Seasons are also marked with something called equinoxes and solstices. There is one in the summer an one in the winter. When people talk about the solstice it is a term that astronomers use to show which way that the Earth is tilting. When the north and south poles are tilted to the furthest point, either toward the sun or away from it, people call it the solstice. This also is the reason why there is a different between the daytime and night time hours. Every June 20 or 21 and every December 21 or 22, there will be a solstice; everyone knows this as the beginning of summer or winter (Page 2009). The equinoxes are when spring and fall begin. The spring equinox is called the vernal equinox and the fall one is called the autumnal equinox. These two tell us that the seasons are changing again. March 20 or 21 is the official Spring, and September 22 or 23 is the official fall (Page

Tabletop Exercise Essay Example | Topics and Well Written Essays - 5250 words

Tabletop Exercise - Essay Example On 3rd May 1999, a series of tornadoes struck Oklahoma City, which are some of the most expensive in the history of the United States. They caused a damage of more than 1 billion dollars and destroyed more than 2500 structures. In less than 21 hours, a total of 21 tornadoes, swept though the states of Kansas and Oklahoma. There were as many as four tornadoes at one point reported on the ground simultaneously. The strongest and most destructive tornado was rated on the Fujita tornado scale as having a maximum F-5 and tracked for about one and a half hours through southern Oklahoma City from Chickasha and the neighborhoods of Newcastle, Bridge Creek, Del City, Midwest City, and Moore. There are various drills that should be adhered to in case a tornado strikes. However, there is need for the development of a policy on the appropriate standard procedure to be applied at local educational facilities in the vent of such a disaster. There is need for members of the administration of these institutions to be aware of their roles during tornadoes and similar disasters as they are not fully aware, and their skills have not been enhanced to handle such situations. This table top exercise experiment will offer an opportunity to members of the university of Oklahoma college administration and a group of students to learn the launching and use of incidence command system. The exercise should further identify the improvements and preparedness the institution needs, and provide a contribution to the emergency operation plans.

The issues of politics and administration Essay Example | Topics and Well Written Essays - 500 words

The issues of politics and administration - Essay Example This paper will look into the issues of politics and administration. It will also discuss the possibility of separating politics from administration. Holding or having an opinion about such a view is very critical. It is, however, very easy to agree with all those who do not think that Wilson was right. The involvement of politics in the administration process is an everyday occurrence (Naidu, 2005). It has been there ever since the beginning, and it is here to stay. To try and stop the involvement of a higher, organized group of elite people who are out to benefit themselves is a very hard task. It is hard to hide the fact that these two are linked. It is very unlikely for any administration to make a decision without there being any outside influence. That mainly comes from the politics side of that administration. It is fair to say or point out that the dichotomy displayed by Wilson in today’s world is not applicable. The distinction is neither workable nor is it practical. Take, for example, a public school. A public school that gets its funding from the local government is usually very easy to fall prey to the involvement of politics. As the school administration wants to implement their policies, local politics comes into play. It is very easy for them to get side-lined. They get other policies to implement while being given ultimatums if they do not do as they are required (Sapru, 2006). Some of the advantages of this dichotomy would be the fact that, some policies that these administrations are forced to adopt may end up helping people. This is in line with the fact that incentives are always factors that are used to control these administrations, and the people around them. Another advantage would be the rise of more powerful individuals that may be able to run the administration. The recognition that politics gives to individuals is very appealing to many, and the fact that a politician is willing to spend time in the local areas would

EU law (European Court of Justice) Case Study Example | Topics and Well Written Essays - 2000 words

EU law (European Court of Justice) - Case Study Example However, the ECJ in the Van Gend case laid down the conditions before EC law would be capable of direct effect, otherwise known as the Van Gend criteria. First, the provision or law must be "sufficiently clear and precise" before being capable of direct effect although it does not mean that the whole provision must comply such as for example in one case2 where it was held that even if only a part of Article 141 fulfilled this criterion, the same was directly effective. Second, a provision should be unconditional. If it conditional if the right provided depends in some way on the judgment and discretion of an independent body unless such discretion is subject to judicial conduct.3 Finally, the third Van Gend criterion is that the provision should not be subject to any further implanting measures on the part of either the EC or the national authority. The third criterion appears to be liberally applied as can be observed in one case4 where based on the wording of the Treaty, it had bee n anticipated that the EC would have to enact secondary legislation before the objectives contained in Article 43 would provide rights to individuals. However, the ECJ declared the provision to be directly effective ratiocinating that to do otherwise could result in individuals being denied their rights under EC law. In the given problem, it is clear that all the three conditions of the Van Gend criteria are present. First, the provision of the Directive in question is "sufficiently clear and precise" by Defrenne v Sabena standards. The Directive is clear that owners of animals may be compensated from a fund be set up for the purpose of compensating owners whose animals are slaughtered pursuant to the Directive. Second, the provision in the Directive is not conditional. The right to be compensated for animals being slaughtered is not dependent upon the judgment and discretion of an independent body. Finally, the third Van Gend criterion has been complied in the given problem because the Directive is not anymore subject to any further implanting measures on the part of either the EC or the national authority. Be that as it may, the third criterion had been liberally applied because to do otherwise would produce an anomalous result where individuals can be denied of their rights under the EC law. A corollary issue in the given problem is whether the Directive as such may be directly effective. A negative answer to the issue means that James and Neil are without any recourse under the Directive. Article 249 EC provides that: "A directive shall be binding, as to the result to be achieved, upon each Member State to which it is addressed, but shall leave to the national authorities the choice of form and methods." Directives are therefore not directly effective as directives require implementation into national law and as such, directives do not appear to provide rights to individuals until they are incorporated by way of national legislation although directives do place obligations upon member states. However, in another case,5 the ECJ ruled that a directive maybe given direct effect it imposes an obligation to achieve a required result. Furthermore,

ELL Schools and Families Essay Example for Free

ELL Schools and Families Essay The population of English Language Learners (ELL) are increasing in educational institutions primarily influenced by globalization and immigration. It has been projected that within the coming years, the percentage of children attending educational institutions in the country shall be non-English speakers. The term ELL is brought about by the shift in the English language-learning paradigm that represents the trend in language acquisition. (Bank Street) The increasing population of ELL’s are putting pressures on the educational atmosphere as educational institutions are forced to alter their curriculum to accommodate the needs and concerns of the learners. (Abedi, 2002) Integrating a program for ELL’s in the school setting is a great challenge for the educational institution, the teacher, the learner, and one’s family. Teaching non-English speakers who are not able to both understand and speak the language is more difficult than teaching English speakers the rules of the language are, for instance. Challenges include the need for educational institutions to implement a curriculum that fits the requirements of the ELL’s. Teachers, on the other hand need to be aware of the appropriate techniques and strategies that would be efficient in the success of language accommodation and acculturation. For learners, engaging in an unfamiliar environment is not motivating them to eagerly learn. (Mercuri, 2003) To address the problems and concerns that ELL’s face in the learning environment, society looks to the involvement of the family in order to strengthen the school as an institution that fully supports English language learners. (Collier Thomas, 1999) Family involvement play a significant role during the learning process of ELL’s. According to a research conducted in order to determine guidelines that the No Child Left Behind Act shall implement, the involvement of family members to school activities such as programs that aims to promote development of academic standing and preparation for the next level of English language learning increases the chance of successes that a learner shall be able to accomplish. This is because families understand the needs and the difficulties of their children, and are also able to see their progress with regards to academics, pushing them to encourage, support, and value learning as an integral part of their children’s success. (Epstein, 2004) Moreover, it is the responsibility of the school to build a relationship with the family of the learner in order to inform them of the developmental stages and the changes that the children are going to experience, as they grow older. This particular knowledge gives families the idea of how to build a supportive home environment that boosts learning. This particular interaction between the school and the family allows the educational institution to understand the cultural background of families and determine their goals and objectives for their children when it comes to English language learning. (Epstein, 2004) Providing a supportive sociocultural environment is at the heart of tapping into the potential of ELL’s to benefit largely from the English language learning program. Interaction between the educational institution and the families contributes to this objective. Looking at their parents interact with the members of the educational institution motivates learners to build relationships with the institution as well, without any apprehensions as brought about by fear of cultural rejection. (Collier Thomas, 1999) An article written by Rhona Barton for the Northwest Regional Educational Laboratory discovers cases wherein active involvement of parents leads to academic success of the learners, especially in socially interacting within the school environment. (Barton, 2006) Educational institutions with English language learning programs do not necessarily implement the use of the English language at home, as decisions regarding the matter are based on cultural considerations. Schools should consider the importance of native language to ELL’s and their families. However, the continued use of English at home and the support of the family when it comes to home language speeds up the learning process, schools still acknowledge that the ELL’s are aware of language learning based on their knowledge of their native language. (Ortiz, 2001) Schools should also provide alternatives for families in order for them to adjust or cope with the changes that ELL affects within their family life. Schools should inform them of educational options such as tutorial services that are made available at home or in schools, support groups within the community that assists families in their needs and concerns regarding the issue of English language learning. Family counseling is also an option as it allows medical professionals to help in determining problems or obstacles that the family shall be facing, and strengthening family relationships in order to withstand the challenges of immersing into a community and cultural environment that they are not familiar with. For specific problems such as financial aspect of English language learning, the federal government entitles families to funding as authorized by the federal Title I funding program. (Ortiz, 2001) Partnership of educational institutions with families are best established through communication and social interaction. Schools should be able to develop and maintain a stable relationship with the families that is primarily grounded on the objective of affecting learning and making ELL’s experience success within the unfamiliar learning environment. Moreover, through this, schools are enriched and enlightened with the knowledge of different cultural backgrounds within the school environment and be able to modify the learning atmosphere to fit the culture, beliefs, and traditions of non-English speakers. Teachers should be able to communicate the needs and concerns of ELL’s to their families, in order for them to understand how they are going accommodate the needs of their children who are involved in English language learning. Schools should establish regular meetings with the teachers, and ask them to get involved with programs and school activities that harness English language learning and support the need of their children to learn the English language. If possible, home visitations are one of the best ways to establish a strong foundation of relationship between the school and the families. (Barton, 2006) References Abedia, J. (2002). â€Å"Assessment and Accommodation of English Language: Issues, Concerns, and Recommendations. † Retrieved May 1, 2008, from NCA Commission on Accreditation and School Improvement. Website: http://www. ncacasi. org/jsi/2002v3i1/assessment Bank Street. (2008). â€Å"English Language Learners: Working with Children Whom English is a New Language. † Retrieved May 1, 2008, from Bank Street. Website: http://www. bnkst. edu/literacyguide/ell. html Barton, R. (2006). â€Å"Forging Family Ties. † Retrieved May 2, 2008, from Northwest Regional Educational Laboratory. Website: http://www. nwrel. org/nwedu/11-03/forge/ Collier, V. P. Thomas, W. P. (1999). â€Å"Making U. S. Schools Effective for English Language Learners, Part 3. † TESOL Matters, Vol. 9, No. 6. Retrieved May 1, 2008, from TESOL. Website: http://www. tesol. org/s_tesol/sec_document. asp? CID=196DID=826 Epstein, J. (2004). â€Å"Meeting NCLB Requirements for Family Involvement. † Middle Ground, Vol. 4, No. 3. Retrieved May 1, 2008, from National Middle School Association. Website: http://www. nmsa. org/portals/0/pdf/publications/On_Target/family_involvement/family_9. pdf Mercuri, S. (2003). â€Å"Helping Middle and High School Age English Language Learners Achieve Academic Success. † NABE Journal of Research and Practice. Retrieved May 1, 2008. Website: http://www. uc. edu/njrp/pdfs/freeman. pdf Ortiz, A. (2001). â€Å"English Language Learners With Special Needs: Effective Instructional Strategies. † Retrieved May 2, 2008, from CAL. Website:

The Enlightenment Influence on the American Revolution

The Enlightenment Influence on the American Revolution The Enlightenment was the root of many of the ideas of the American Revolution. It was a movement that focused mostly on freedom of speech, equality, freedom of press, and religious tolerance. The American Revolution was the time period where America tried to gain its independence from England. They got influenced very much from many philosophers. That will be discussed throughout the essay. The Enlightenment ideas were the main influences for American Colonies to become their own nation. Some of the leaders of the American Revolution were influenced by Enlightenment ideas which are, freedom of speech, equality, freedom of press, and religious tolerance. American colonists did not have these rights, in result, they rebelled against England for independence. In the Declaration of Independence, Thomas Jefferson wrote about Americans natural rights to life, liberty, and the pursuit of happiness. These ideas came from the Enlightenment, the ideals led towards the American Revolution soon after (Fisk). The American Revolution must be considered as an anticolonial war for independence, not only a war of liberation from overseas rule but a war for freedom. The American Revolution was a movement to fulfill aspirations to acquire more property (Morris, 3). Montesquieu believed that everything was made up of laws or rules that never changed. He wrote the book The Spirit of the Laws, which greatly covers the importance of separation of power in balancing the control of the government. This separation of powers was exemplified in Englands three branches, legislative, executive, and judicial. With these three branches were separated, England made sure that everybody did not have any absolute power. This meant that citizens of the country had a say in the actions of the government, therefore giving them much more power and freedom in the government. The Spirit of the Laws was translated into English, therefore, the American Colonists could read and incorporate its Enlightenment ideals, such as a balance of power that provided greater liberty to individuals. American Colonists wanted freedom and believed that England should not be able to control them overseas (Fisk). Jean-Jacques Rousseau was one of the most influential thinkers during the time period of the Enlightenment. In 1762 Rousseau published The Social Contract, It became one of the most influential works of abstract political thought. This book is about how a government could exist in a way that it protects society and citizens. Rousseau quoted in his book Man was/is born free; and everywhere he is in chains. This philosopher was a great influence to America. These ideas were essential for the American Revolution (Delany). John Locke was one of the most important and influential philosophers in the history of the world. He devoted a lot of his time into writing about philosophy and political thought. The founding fathers of the American Revolution drew heavily on his ideals. John Locke argued The power of any king or government is derived from people who contract to obey their rules in exchange for law and security. Individuals have a natural right to hold property and this can never be taken from them without their own consent. If a ruler infringes the terms of the contract that empowers him or seizes property without consent, the people can resist and depose him (John Locke). These arguments are things that American Colonists wanted to have but couldnt under the control of England. Therefore, American Colonists wanted independence from England. Thomas Hobbes is known for his political thought. His vision of the world is amazingly original. His main concern in the world is how individuals can live together with peace and not think of conflict (Williams). He rejects free will of determinism, in which freedom is treated as having the ability to do what an individual desires (Oregon State). He believes that people should obey a group or person that is in power, rather than a state of nature (Williams). Individuals in a state of nature, that is, a state without a civil government, he said. The way out of this desperate state is to establish social contract, and have the state in peace and order (Oregon State). The American Colonists ended up turning to Hobbes work to justify the passage of the U.S constitution. Soon after America won the war from great Britain, Thomas Jefferson wrote the Declaration of Independence. The Declaration of Independence stated that America had won the revolution from great Britain, and that they had gained their independence. They now had freedom to become their own nation. This just shows that the Enlightenment ideals had a huge impact on America. The Enlightenment ideals were the main influences for American Colonies to become their own nation. Montesquieu, Locke, and Hobbes (philosophers) ideas and thoughts on life were a big impact. Montesquieu mainly influenced the separation of powers, Locke mainly influenced natural rights, Hobbes mainly influenced individuals obeying one in power, and Rousseau influenced the social contract. The United States of America turned to all of the philosophers, and in the end, Enlightenment ideas were the main influences for American Colonies to become their own nation. Work Cited Delany, James J. Rousseau Jean-Jacques [Internet Encyclopedia of Philosophy]. Internet Encyclopedia of Philosophy. N.p. n.d. Web. 13 Dec. 2012. . Fisk, Allison The American Revolution. The Enlightenment Roots of The French and The American Revolution. N.p n.d. Web. 13 Dec. 2012. http://www.intranet.potomacschool.org. John Locke. J.P. Sommerville. N.p. n.d. Web. 13 Dec. 2012. http://faculty.history.wisc.edu. Morris, Richard B., Alden T. Vaughan, and George Athan Billias. Perspectives on early American history; essays in honor of Richard B. Morris.. [1st ed. New York: Harper Row, 1973. Print. Thomas Hobbes. Oregon State University. N.p., n.d. Web. 13 Dec. 2012. . Williams , Garrath. Hobbes: Moral and Political Philosophy [Internet Encyclopedia of Philosophy]. Internet Encyclopedia of Philosophy. N.p., n.d. Web. 13 Dec. 2012. .