How does McKibbens book conclude What is his final argument Essay

How does McKibbens book conclude What is his final argument - Essay Example McKibbens concludes that human beings should expect massive extinction of species and higher cost of living in the future. In addition, the author relates scientific effects of global warming with local effects that individuals will experience. Mckibben concludes that people should stop focusing so much on economic growth, which according to him is the main cause of environmental changes. This is because economies all over the world have been striping off natural resources from earth to improve their economic status. However, according to McKibben the new earth should include living in a world where people are willing to live with less. This earth will have many economic problems since people will have less attachment to material things and be more connected to the nature. Furthermore, this book points out that the new earth will have repercussions on the economic status of generations to come. However, according to him, human beings cannot escape the new earth since they have already killed the old earth; thus, the new earth will not use machines in its food production to avoid polluting the environment. This means that it will be more labor intensive than the old earth and according to the author; more focus will be give n to farming and producing organic

The Effects of Burning Essay Example for Free

The Effects of Burning Essay This study analyzes the effect of burning on the decay process, abundance of invertebrate fauna, and the diversity of invertebrate fauna in the pig liver samples; effect of the length of decay to the diversity of soil invertebrate fauna; and, the effect of the length of decay to the numbers of the soil invertebrate fauna. Two hundred grams (440 lbs) samples of pig (Sus scrofa L. ) liver were utilized in this experiment by exposing it to the grassland soil environment around Byrom Street Complex between 2 days and 4 weeks. At day 3, 7, 10, 14, and 17 burnt and unburnt liver samples and five soil cores from underneath the liver samples were collected and placed at -20 °C to prevent further degradation and multiplication of the invertebrate fauna present in the sample. Then the invertebrates present in the pig liver samples and soil cores were extracted, identified, and counted. The study results which were tested with a two sided t-test shows evidence that there is significant effect of burning in the abundance of invertebrate fauna in the corpse of vertebrate animal species. Burning decreases the number of invertebrate fauna colonizing the dead body remains. The t-test analysis of the data gathered also proves the significance of the relationship between the rate of decay of dead body remains and the burning. The study concludes that the invertebrate fauna abundance does not increase in relation to the length of decay. The Effects of Burning on Diversity and Numbers of Invertebrate Fauna in Decaying Dead Bodies of Vertebrate Animals and Soil with Decaying Dead Matter INTRODUCTION Decaying vertebrate remains are good food source for insects whilst these insects are also of significance in the decomposition of these remains. The scavenging invertebrate fauna of vertebrate body remains today is utilized as important tools in the identification of the time elapsed since the death of the body. Continuous research has been done on the matter thus the emergence of forensic entomology which is the employment of invertebrate fauna such as arthropods, earthworms, and slugs in determining the time elapse from the death of the vertebrate animals especially human beings(Gomes, 2006). This field in forensic science known specifically as medicocriminal or medicolegal entomology which focus on the utilization of arthropod evidence for the criminal investigation of wrongful or unexplained deaths has gained significant importance in legal medicine(Tabor, 2004). Body temperature and conditions like rigor mortis or livor mortis are insignificant factors to consider during cases wherein the human carcass has been found days after his or her death. During these cases the insects that colonize the decaying dead human’s remains can provide information about the postmortem interval (PMI). Evidence that can serve as tool for the measurement of the PMI can be provided by the age of the immature stages of insects existing in the human carcass(Gomes, 2006). Established data regarding the development of arthropods which are significant in forensic investigations on the dead body remains that are derived through various controlled studies are employed in the conduct of forensic entomology(Tabor, 2004). Various conditions though like the species of invertebrate animals to be considered and the climatic condition of the location of death affect the accuracy of the information provided by this forensic entomology(Gomes, 2006). Thus, there is a necessity to conduct studies and establish arthropod colonization patterns in corpse of different locations of the globe. The progression of the global acceptance of forensic entomology in the investigation of criminal cases like murders catalyzed the various studies and researches conducted on this matter. The insects belonging to the family Calliphoridae which is commonly known as â€Å"blowflies† in particular are currently employed as biological clock for the determination of the time of death for more than two weeks. Some of the other insects found to be of significant importance in forensic entomology are: Chrysomya spp. , Cochliomyia spp. , Lucilia spp. , Fannia spp. , Drosophila spp. , Musca spp. , Nasonia spp. , Tineola spp. , Geotrupes spp. , and Necrobia spp(Gomes, 2006). The earliest invertebrates which will colonize dead body remains of vertebrate animals including humans are the necrophilus fly species which are of the family Calliphoridae and Sarcophagidae. When the maggots of these invertebrates arise, beetles which belong to the families Staphylidae, Silphidae, and Histeridae are the next ones to colonize the corpse because they fed on the maggots of the necrophilus flies. Beetles that are under the family Dermestidae are usually the late ones to colonize the dead body remains of vertebrates because they thrive on dry stages of decomposing corpse. In different locations around the globe there is variation in the patterns of invertebrate fauna colonization due to the variations in arthropod families thriving factors(Tabor, 2004). The general objective of this study is to verify the utilization of invertebrate fauna as indicators of the time elapsed from the death of the vertebrate animal. The specific objectives of this study are to determine the following: the existence of the effect of burning on the decay process, abundance of invertebrate fauna, and the diversity of invertebrate fauna in the pig liver samples; effect of the length of decay to the diversity of soil invertebrate fauna; and, the effect of the length of decay to the numbers of the soil invertebrate fauna MATERIALS AND METHODS Studies associated to forensic entomology use various types of carcasses like that of the dogs, pigs, and calves. In this study, samples of the pig (Sus scrofa) liver were utilized because whilst it is the widely utilized and acceptable animal model, humans have similar characteristics with this animal specie such as the type of digestive system and the omnivorous characteristic. Two hundred grams (440 lbs) samples of pig liver were utilized for the experiments. All the pig livers were placed on the same day on the surface of the grassland soil around Byrom Street Complex between 2 days and 4 weeks. Wire coverings were utilized to prevent seagulls and other scavengers from consuming the pig liver samples placed in the grassland soil. All the samples have the same exposure to the weather and invertebrate infestation. The pig liver samples were of two types the burnt and unburned (control) samples. At day 3, 7, 10, 14, and 17 burnt and unburnt liver samples were collected and placed at -20 °C to prevent further degradation and multiplication of the invertebrate fauna present in the samples. The unburnt and burnt liver samples utilized in the experiment were identical in number. The liver samples which were used as the burnt variable were first covered with petrol before being burnt until crisp, dry, and black in the outer surface. In each same time intervals, five soil cores were collected from underneath the liver samples. The invertebrates which were present in these soil cores were extracted, identified, and counted. During the examination time, the pig liver samples from the temperature of -20 °C were weighed and then the colour and the state of decay were noted. The invertebrates which were present in the in the pig liver samples were extracted, identified, and counted. The larvae of flies were classified into first, second, or third instar. The taxonomic groupings like the phylum, orders, and genus of the invertebrates collected from the pig liver samples were included in the identification, classification, and recording of the invertebrate species present in the samples. The species considered in the identification and classification of the invertebrate fauna extracted from the pig liver samples were: species under suborder Nematocera, Stratiomyia species, Fannia spp. , Calliphora spp. (blowflies), species of family Lumbricidae (Earthworms), species of class Gastropoda (Slugs), species of Subclass Acari (Mites), species of order Collembola, species of order Diplura, Superclass Myriapoda (Millipedes and Centipedes), and species of family Carabidae. All the observations were recorded and tabulated after the experimentation proper. STATISTICAL ANALYSIS There are a variety of data gathered in this study thus the t-test was employed not only once in the analysis of the diverse gathered data. To determine the effect of burning on the abundance of invertebrate fauna in the decaying body remains a two sided t-test is done. The hypothesis (ho) is that the number of Calliphora spp. colonizing the decomposing vertebrate animal part is equal in the burnt and unburnt pig liver samples. The effect of burning on the rate of decomposition of body tissues was also analyzed through a two way t-test and the hypothesis (ho) is that the rate of decay process is equal in both the burnt and unburnt pig liver samples. Abundance of invertebrate fauna in soil in relation to the length of pig liver sample decay is determined by a two sided t-test with the hypothesis (ho) that the invertebrate fauna abundance RESULTS The primary invertebrate fauna which was observed in this study is the blowflies or Calliphora species. There are other species that were extracted from the liver sample though but the numbers are lesser than ten for each species and compared to the number of the Calliphora species the collected other invertebrate species are insignificant in number. The results of the two sided t-test done for the determination if burning has effects on the abundance of invertebrate species implies that indeed burning vertebrate animal carcass is associated with decreased number of Calliphora spp. compared to the invertebrate animal species collected in the raw pig liver samples. At ? =10%, the computed value for /ttab/ is 1. 622 which is greater than ttab =1. 303. Then hypothesis (ho) which is the number of Calliphora spp. colonizing the decomposing vertebrate animal part is equal in the burnt and unburnt pig liver samples was rejected. Thus, the ha that is the number of Calliphora spp. collected from the raw pig liver samples are greater than the number of Calliphora spp. collected from the burnt pig liver sample is accepted. Therefore, there is significant evidence which supports that burning affects the abundance of invertebrate fauna colonizing vertebrate animal corpse by creating a condition that facilitates the decrease of the number of the invertebrate fauna being able to colonize the burnt vertebrate animal corpse. The existence larvae in the control liver pig samples were observed only until day 7 and the stage of larvae development is in the 1st and 2nd instar in both the raw (unburnt) and burnt pig liver samples. On the 10th day, a reduction in the number of Calliphora spp. larvae is observed whilst there is the development of some of the larvae into the third instar stage hence the stages of larvae observed in this collection period were 1st, 2nd, and 3rd instars for the unburnt pig liver samples. In the burnt liver samples the larval stages were not identified. On day 14, the numbers of Calliphora species extracted continued to decrease whilst the larval stages are 1st, 2nd, and 3rd instar for the unburnt pig liver samples. The Callipora spp. larvae collected from the burnt pig liver samples on day 14 are on the 3rd instar. On the 17th day a greater reduction in the number of Calliphora species present is observed but mainly the larval stage is the 3rd instar (Table 1). SAMPLES DAY 1 DAY 7 DAY 10 DAY 14 DAY 17 Raw liver sample 1 no larvae 1st 2nd instar larvae 1st, 2nd and 3rd instar larvae 1st, 2nd and 3rd instar larvae no larvae Raw liver sample 2 no larvae 1st 2nd instar larvae 1st, 2nd and 3rd instar larvae 2nd and 3rd instar larvae 3rd instar larvae Burnt liver sample 1 no larvae 1st 2nd instar larvae Larval stage not identified 3rd instar larvae 3rd instar larvae Burnt liver sample 2 no larvae 1st 2nd instar larvae Larval stage not identified 3rd instar larvae 3rd instar larvae Table 1. The stages of larval development observed in the burnt and unburnt pig liver samples. The effect of burning on the rate of decomposition of body tissues (pig liver samples) were analyzed also using a two sided t-test. Since the data on the burnt and unburnt pig liver samples have two replicates the average of this data was used in the analysis. A graph of this average shows the difference of the decomposition rate of body tissues in the raw state and the burnt state (Figure 1). There is an observable greater decrease in tissue mass of the raw pig liver samples onwhen compared to the tissue mass decay of the burnt pig liver samples. The two sided t-test analysis result reject the hypothesis (ho) is that the rate of decay process is equal in both the burnt and unburnt pig liver samples. The computed value for /ttab/ at ? =10% is 1. 899. This is greater than ttab =1. 303 , thus the null hypothesis (ho) is rejected and the alternative hypothesis which is raw pig liver sample tissue decomposed (in kilograms) is greater than the tissue decomposed in the burnt pig liver samples. The rate of decomposition thus is faster in unburnt vertebrate body remains when compared to the burnt body remains. The number of invertebrate colonization in the soil in relation to the length of corpse decay in the different sample types is shown in figure 2. In each sample type (control, raw, and burnt pig liver samples) there were 6 replicates thus the values of the replicates were averaged and then tabulated and converted into a graph. The graph shows that in both the raw (unburnt) and burnt pig liver samples the peak number of invertebrates collected is in day 7. There was greater number of invertebrates collected in the soil with burnt pig liver sample (average of 234 invertebrates) on the 7th day collection compared to the collected invertebrates in the soil with raw pig liver sample. Abundance of invertebrate fauna in soil in relation to the length of pig liver sample decay is determined by a two sided t-test with the hypothesis (ho) that the invertebrate fauna abundance (number of invertebrates) increases in relation to the progression of the length of decay. The t- test result rejects the hypothesis (ho) that the invertebrate fauna abundance (number of invertebrates) increases in relation to the progression of the length of decay. The computed value for /ttab/ at ? =10% is 2. 278 which is greater than ttab =1. 303. The invertebrate fauna does not decrease with the progression of the decay due to the life cycling of the invertebrates. DISCUSSION The predominant invertebrate species that first arrive in the dead body remains of vertebrates especially humans are the blowflies which belong to the family Calliphoridae and the members of these family are commonly known as Green bottle flies, House flies, and Blue Bottle flies. The stages of the life cycle of these flies are the egg, first instar larvae, second instar larvae, third instar larvae, prepupa, pupa, and adult(Steck-Flynn, 2003). These species of invertebrate fauna are first colonizers of vertebrate dead animal remains hence there population are the predominant ones observed in this study. The pattern of colonization abundance in the soil is different in both the raw and burnt liver pig samples (Fig. 2). The colonization abundance in the soil with raw pig liver samples has a major and minor peak in the five collection days which is in day 7 and day 14 respectively. The invertebrate fauna collected on the soil with burnt pig sample on the other hand has the major peak also at day 7 but the other peak is not in the scope of the 5 collection days (day3, 7, 10, 14, 17). The soil invertebrate colonization thus has a later cycle in the burnt pig liver sample when compared to the raw pig liver sample. The invertebrate fauna species that have majority of the population of the collected specimens were the blowflies (Calliphora spp. ). The other invertebrate species that has significant numbers in the collected population are: Mites, Collembola, Diplura, Carabid/ Staphylinid larvae, and Earthworms. The faster rate of decomposition of raw vertebrate dead body tissues when compared to the burnt vertebrate dead body tissues is attributed to the presence of more materials that the invertebrates can fed on. The burnt tissues of invertebrate dead bodies have have lesser water content and the tissues are covered with carbon dioxide instead of oxygen. Palatability may be the reason behind the invertebrate animal’s preference for raw than burnt corpse. The lesser invertebrates that feed on the dead body remains the longer the decay of it hence the burnt dead body remains will take longer time to decompose(de Carvalho, 2001). ACKNOWLEDGEMENT REFERENCES de Carvalho, L. (2001).Seasonality of insect succession and pig carcass decomposition in a natural forest area in southeastern Brazil Journal of Forensic Sciences, 46(3). Gomes, L. V. Z. , CL. (2006). Forensic Entomology and Main Challenges in Brazil. Neotropical Entomology, 35(1), 001-011. Steck-Flynn, K. (2003). The Role Of Entomology In Forensic Investigations. Crime and Clues Retrieved January 19, 2008, from http://www. crimeandclues. com/entomology_intro. htm Tabor, K. B. , C; Fell, R. (2004). Analysis of the Successional Patterns of Insects on Carrion in Southwest Virginia. Journal of Medical Entomology, 41(4), 785? 795.

Shifting Identity of an International Student

Shifting Identity of an International Student Over the last two decades the immigration for study by long-term migrants grew from 40,000 in 1990s to 192,000 in 2015 (Population Briefing International student migration What do the statistics tell us? January 2016). This paper aims to examine the reasons behind the students decision to immigrate for higher education, the challenges and issues they might encounter, as well as how having to live far away from home, in a different country, facing a whole new culture and new mentalities ultimately shapes their own personality. Immigration provides the immigrant with a new start in life and more growth opportunities than were previously available. The reasons behind this decision are complex, and differ from student to student, but what all of them have in common is the idea of a brighter future, of more opportunities and the chance to a better life than they would have in their country of origin. As it emerges from my interview, the participants decision to move to England was taken based mostly on the fact that the level of education in universities in England is higher than the one in her country of origin, Egypt, offering a broader diversity of courses and more career options and opportunities. Also, other factors that counted for this decision were the political affairs in Egypt, the revolution, and the fact that her country was not very stable at that moment in time. But apart from its benefits, there are many complex challenges associated with immigration, most of them regarding the assimilation into life in the host country. Migrants, almost by definition, move with the future in mind, but their journeys inevitably involve taking their past with them. Immigration is not only about changing countries, but also about shifting identities, known as the phenomenon of hybrid identity formation. They develop their personal identity as they face conflicting ethnic, personal and national identity options. They deal with both host and origin social constructs, contradicting expectations, traditions and norms during the process of individual identity formation. This phenomenon can be observed in the respondents answers as well. She identifies with some ideals of the British culture, but she feels that she does not belong here. She finds British people too free and uncensored in their thoughts and actions and sometimes even offensive. There is also a great discrepancy between the way in which women are treated. While in England girls are allowed to dress as they want, smoke, attend parties, or walk alone at night feeling safe, and without being judge, in Egypt people have clear, strict standards when it comes to girls clothing and behaviour, and if these are not respected people would stare and judge. Moreover, she faced a significant contrast regarding peoples religious beliefs and practices, as well as the level of religiosity. This affected her life on many levels. Things considered very bad, or even sin in her culture, are seen as normal in England and more, people would consider her weird and treat her differently if she would not take part in those activities or behave as they do. This is why she feels a constant pressure from the contradicting expectations people from the two countries she now belongs to have from her. Thus, migrant students can usually experience alienation of the culture of origin and the loss of meaning con cerning traditional values and norms, or they might feel an exclusion from the host majority society. The shift in migrant students personalities and formation of a dual identity can be observed as well very clearly in the evolution of their home friendships in contrast with the new relationships built in the host country. While they adapt to the new environment, their attitude and views inevitably change and so, their home friends will start facing difficulties in understanding their new ideas and acts. Meanwhile, their new friends from the host country will never be able to fully comprehend their distinctive character, as they do not understand the international students past, including the mentality and culture in which they were born and raised. This is further supported by the persistent finding in the research on international education that for many international students, a major disappointment is their failure to establish meaningful local friendships. Therefore, the migrants start developing feelings of alienation and isolation because neither friends can relate to them com pletely. As my interviewee admitted, she cannot be entirely honest with either of her friends because there are things only the ones from here would understand, and other things only the ones from Egypt would. However, the crucial characteristic, defining people with hybrid identities is the fact, that home is neither represented by their country of origin, nor by their host country. The migrant rather feels affiliated to both places, with both cultures, phenomenon called by sociologists bilocalism. The international students develop familial affiliations, relationships, cultural and material roots in two countries; they identify themselves with two place at the same time. The German-Turkish poet Zehra ÇÄÂ ±rak depicts this fact by using the metaphor of a bridge: the two ends of it symbolize two different cultures. People presenting hybrid identities walk on this bridge freely, from one culture to another. At some points of life one culture might be dominant, later on the other one. Nevertheless, essential for hybrid identities is the permanent presence of both cultures, no matter to which extent. This idea is further supported by Glick Schiller and her colleagues, who argue that nowadays migrants lives cut across national boundaries and bring two societies into a single social field. As my respondent admitted, she often faces contradictory feelings regarding her migration in England. On the one side, she misses home and everything that is related to it, feeling that she does not really belong in UK, but on the other side, there are things in her host country that she got attached to, that make her happy and without which she would not imagine her life now. Many international students might face difficulties in accommodating to the new environment and more importantly in trying to be academically successful in this new environment. However, studies have shown that they are conspicuously better motivated, focused and more aware of the benefits of higher education because they know the sacrifices they had to make in order to get where they are and the struggles they faced in adapting in the host country, so they appreciate more what they have and try to give their best in order to make these efforts worth it. These findings are consistent with my interview research. The respondent declared that she often feels unaccomplished and pressured to work hard and be persistent until she achieves what she wants because she had to leave everything behind in order to come here, and does not want these sacrifices to be in vain. But sometimes she is not as motivated to study and work as she usually is, or as she thinks she should be because she feels isolated, alone, away from home and family, further developing a guilty conscience during these moments. Moreover, migrants can usually experience alienation of the culture of origin and the loss of meaning concerning traditional values and norms, or they might feel an exclusion from the host majority society. From my interviewees experience, she considers that in general British people are colder and more interested in sticking together, than getting to know the international students. Moreover, she does not really like the life here as she considers that moving to UK does not help her accomplish what she really wants. She feels pressured by her identity to learn more about her culture and not being able to do so here bothers her. She could not say if she would change her decision to come to England if she could go back in time. What makes her happy here is what she studies and the friendships she has built so far and she is aware of the fact that she would not be able to continue her studies somewhere else, or leave her friends behind.

Essay --

Cerebrovascular Accidents (CVA) are the leading cause of disability among adults in the United States. This condition affects 700,000 annually, and approximately one person every 45 seconds suffers a stroke(University Hospital Stroke Center, 2013). A cerebrovascular accident normally affects one side of the brain. The left hemisphere of the brain is mainly responsible for controlling one’s ability to speak and understand language. (Manasco, 2013)Therefore, if the left hemisphere is altered by a stroke, disorders of language, such as aphasia, may result. Individuals who are affected by left CVA often struggle to comprehend spoken and written language and/or control the musculature that assists in swallowing and speaking efficiently. Problems that may ensue depend on the location and severity of the stroke. This poses a challenge for speech and language pathologists as they consider strategies for therapy. Recent findings regarding principles of neuralplasticity emphasize the importance of learning strategically post trauma, thereby influencing speech therapy practices. Neural plasticity allows for remediation of damaged areas in the brain and provides the opportunity for improving communication skills (Rossini & Forro, 2004). Neuroscience research proposes Experience-Dependent strategies for rehabilitation that have been proven effective in supporting brain reorganization and functional outcome. It is crucial for an SLP to understand the ways in which neuroplasticity is impacted by learning, in order to develop strategies for therapy and to identify behaviors that signal recovery in left CVA patients. Furthermore, therapy practices such as Schuell’s Stimulation Approach, Melodic Intonation Therapy, Constraint-Induced Language The... ...uage Therapy draws attention toward extensive and forced use of verbal language, to thereby improve overall verbal responses for individuals affected by left CVA. Errorless & Errorful Learning Therapy approaches encompass contrasting treatment tactics, however their outcomes bring forth similar speech and language results that signal positive recovery. These approaches share common principles that were derived from concurrent findings regarding the brains inherent plasticity. The future of aphasia treatment provides hope for recovery as research and technology simultaneously search for greater discoveries concerning neuroplasticity and language learning. For speech language pathologists to perform best practice methods of diagnosis and intervention in left CVA populations, knowledge of neuroplasticity and typical therapy practices for aphasic patients is necessary. Essay -- Cerebrovascular Accidents (CVA) are the leading cause of disability among adults in the United States. This condition affects 700,000 annually, and approximately one person every 45 seconds suffers a stroke(University Hospital Stroke Center, 2013). A cerebrovascular accident normally affects one side of the brain. The left hemisphere of the brain is mainly responsible for controlling one’s ability to speak and understand language. (Manasco, 2013)Therefore, if the left hemisphere is altered by a stroke, disorders of language, such as aphasia, may result. Individuals who are affected by left CVA often struggle to comprehend spoken and written language and/or control the musculature that assists in swallowing and speaking efficiently. Problems that may ensue depend on the location and severity of the stroke. This poses a challenge for speech and language pathologists as they consider strategies for therapy. Recent findings regarding principles of neuralplasticity emphasize the importance of learning strategically post trauma, thereby influencing speech therapy practices. Neural plasticity allows for remediation of damaged areas in the brain and provides the opportunity for improving communication skills (Rossini & Forro, 2004). Neuroscience research proposes Experience-Dependent strategies for rehabilitation that have been proven effective in supporting brain reorganization and functional outcome. It is crucial for an SLP to understand the ways in which neuroplasticity is impacted by learning, in order to develop strategies for therapy and to identify behaviors that signal recovery in left CVA patients. Furthermore, therapy practices such as Schuell’s Stimulation Approach, Melodic Intonation Therapy, Constraint-Induced Language The... ...uage Therapy draws attention toward extensive and forced use of verbal language, to thereby improve overall verbal responses for individuals affected by left CVA. Errorless & Errorful Learning Therapy approaches encompass contrasting treatment tactics, however their outcomes bring forth similar speech and language results that signal positive recovery. These approaches share common principles that were derived from concurrent findings regarding the brains inherent plasticity. The future of aphasia treatment provides hope for recovery as research and technology simultaneously search for greater discoveries concerning neuroplasticity and language learning. For speech language pathologists to perform best practice methods of diagnosis and intervention in left CVA populations, knowledge of neuroplasticity and typical therapy practices for aphasic patients is necessary.

Adults with Anxiety and Depression

Anxiety and depression are two of the most common mental disorders in the adult stage. Anyone can develop anxiety and depression but its not something to worry about since both can be cured with medication or therapy. It may be caused by different factors and adults more often experience this mental condition.Anxiety and depression are two conditions that should be addressed immediately because it affects people's social life and other life processes. There have also been documented cases that adult who suffered from these commits suicide. This paper discusses the meaning of anxiety and depression among adults and at the same time describe how to get medical treatment before something worse happens.Defining Anxietyâ€Å"Anxiety, in the simplest sense is defined as a form of response or reaction† (Callanan, 1992, p.50). It is one state of emotion wherein individuals tends to feel lesser or more anxious toward a particular event in their life (Callanan, 1992, p.50). Anxiety can be seen as an extreme state of shyness indicated by blushing.Shame occurs when one sees himself as being responsible for negative outcomes or for failing in public. Anxiety is also characterized by a discomfort when performing in front of an audience (stage fright) which can lead to an inhibition of speech.This is one good way to test anxiety because the individual is afraid of being under the scrutiny of others. Both kinds of apprehension in face of tests and interactions share this aspect of evaluation anxiety. The state of anxiety refers to the acute feeling in the process of emotional experiencing.The trait of anxiety refers to a proneness to respond with state anxiety in threatening situations. It can also be defined as excessive worrying which involves fearful reaction (Callanan, 1992, p.50).Although the aforementioned statements cited negativity about the definition of anxiety, Margie Callanan on her book entitled â€Å"Anxiety. In Adult Psychological Problem† (1992) s tated that anxiety is also vital for adult's life survival (Callanan , 1992, p.50).â€Å"It also seems to be a feature of being successful since classic laboratory studies shows that people with moderate levels of anxiety leads them to optimizing task performance and that too much little of anxiety leads to worse performance† (Callanan , 1992, p.50).Defining DepressionDepression is not merely feeling lonely or down. Feeling lonely at times is normal for any person but when this mood persists for weeks or even months, this is no longer a simple case of loneliness. The person experiencing this is under a depressed state (Yip and Lee, 2003, pp.5-11). Depression is a common illness but is also severe.Many people fail to get treatment for this kind of disorder but with proper consultation and treatment, even the worst cases of depression can be cured. Depression in its own meaning is not life threatening but it could have drastic effects on the patient's life as well as the lives of the people around him (Yip and Lee, 2003, p. 157).There are different types of depression but the most common are major depressive disorder and dysthymic disorder (Yip and Lee, 2003, p. 7). Other forms of depression are psychotic depression, postpartum depression, seasonal affective disorder (SAD), and bipolar disorder (Yip and Lee, 2003, p. 19).Describing Adults who experiences Anxiety and DepressionCauses/OriginsNo matter what aspects caused the anxious or depressive state among adults, it is no mere state if mind and it may be traced to some physical changes as a person ages because the brain as undergoes an imbalance of neurotransmitters, which is known as the chemical that carries from in the brain and in the nerves (Goroll, et.al., 2003, p. 807).Trauma and stress from financial problems, failed relationships, the death of someone dear, and other extreme life changes are factors that could result in either anxiety or depression. Pessimistic people are also more prone to thes e (Goroll, et.al., 2003, pp.50-58).Other medical conditions such as heart ailments, obesity, HIV and cancer may also lead to anxiety and depression (Goroll, et.al., 2003, pp.49-54). It may also worsen some medical conditions since it weakens the immune system. Some medications may also constitute depression. Moreover, other psychological disorders like schizophrenia for example have been noted to accompany anxiety and depression (Goroll, et.al., 2003, p.79).DiagnosisMagnetic Resonance Technology (MRI) indicates that the brains of depressed people look different from the brain of normal people (Goroll, et.al., 2003, p.300). The area of the brain that is responsible for mood and behavior do not function normally for adult people with anxiety and depression.Talking to the patient is the best step in the diagnosis of anxiety and depression. The doctor should try to find out if symptoms have began to manifest to figure out if there is anxiety and depression and what stage has been reache d.The symptoms could last for the adult's remaining years and may inevitably affect his/her personality and work habits, in which case, other people could lose empathy for the patient. Depression also causes other various changes in behavior (Goroll, et.al., 2003).TreatmentTreatment is never a problem for anxiety and depression patients since even the most extreme cases can be cured. One other disease has been ruled out, and the doctor is certain that the patient is suffering from anxiety and depression (Goroll, et.al., 2003, p. 109).Adult patients who experiences anxious and depressing conditions are usually given prescriptions for countering the said feelings. There are anti-depressants made in order to normalize the secretion of brain chemicals such as neurotransmitters, serotonin and norepinephrine (Goroll, et.al., 2003, p.49).These chemicals aid in regulating the mood of a person and as previously stated, neurotransmitters are secreted in abnormal levels under depression. Thus, normalizing the secretion of this chemical will help the patient recover from depression. These anti-depressants may however have side effects such as headache, nausea, insomnia and nervousness, agitation and sexual problems.Psychotherapy or â€Å"talk therapy† is also another form of treatment for adult anxiety and depression. Cognitive behavioral-therapy and interpersonal theraphy are two forms of psychotherapy that have been proven to work for adult who has anxiety and depression. These kinds of therapy may, however, only be effective for mild to moderate cases of adult anxiety and depression. More severe cases might call for both anti-depressants and psychotherapy (Callanan, 1992, pp.24-42).   If anti-depressants and psychotherapy do not work, electro convulsive therapy, also know as shock therapy is another treatment option. Shock therapy has gained a negative reputation in the past but it has been proven to provide relief for patients that have severe depression (Cal lanan, 1992, p42).Herbal remedies such have been used by some people for some time but research indicated that it is not effective in the treatment of depression. Other research indicated that the plant has components that produce unfavorable reactions with other medications (Goroll, et.al., 2003, p.641).ConclusionAnxiety and Depression are common mental disorders and yet, many fail to get treatment for it because it often goes undiagnosed. Adult people and their family should be aware that anxiety and depression should be taken seriously and whenever the symptoms occur, professional help should always be sought.The two can easily be cured so enduring it should never be an option since it does not affect only adults, but also the people around them.References:Callanan, M. (1992). Anxiety. In Adult Psychological Problems. Champion, L.A., & Power,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   M.J. (Eds). New York: Routledge.Goroll, A.H., Mulley, A.G., & Mulley, A. Jr. (Eds). (2006). Primary Care Medicine.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amsterdam: Lippincott Williams & Wilkins.Yip, P.S., & Lee, D.T. (2003). Depression Among Elderly and Postpartum Women. In   Ã‚  Ã‚  Ã‚   Depressive Disorders. Maj, M. & Sartorious, N. (Eds). New Jersey: John Wiley and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sons.

Liu Bolin?”the Invisible Art, the Repeat and the Lost

Bridge: Critical Reading & Writing Assignment Liu Bolin†the Invisible Art, the Repeat and the Lost Liu Bolin, a Chinese artist who has mastered the power of invisibility and successfully used it to gain an international reputation. As the most known â€Å"invisible man†, Liu Bolin stands out by blending in. The Invisible Man includes controversial photographs such as the image of Liu Bolin's face replacing that of Mao's in Tiananmen Square, Beijing, and several scenes against iconic Chinese national monuments like the Temple of Heaven and famed Nine Dragon Wall (hiding in the ity series).Coming after the fame from â€Å"Hiding in the City' series, Liu Bolin continued using exactly the same form to work on photographs of hiding in different cities, such as â€Å"Hiding in New York†, â€Å"Hiding in California†, and â€Å"Hiding in Italy'. Even Though Liu Bolin's â€Å"The Invisible Man† series has won accolades for the art powerhouses and there is p raise all over the international media, almost all of his photographs essentially repeat the same techniques and concepts, and protest the history, culture and pride of his own country. The Infinite RepeatArtist Liu Bolin began his â€Å"Hiding in the City† series in 2005, after Chinese police destroyed Suo Jia Cun, the Beijing artists' village in which he'd been working. With the help of assistants, he painstakingly painted his clothes, face, and hair to blend into the background of a demolished studio. Since then, the so-called â€Å"Invisible Man† has photographed himself fading into a variety of backgrounds all over Beijing and many other cities. Spot him embedded in a Cultural Revolution slogan painted on a wall, or spy him within tiers of supermarket shelves stocked with soft drinks.The process of all these works has never been changed since 2005: Liu stands still for hours as his assistants paint him to match his surroundings, which helps him to disappear in the scene. And things became even meaningless when Liu Bolin blended himself in New York, California and Europe. He is Just a tourist, who takes pictures as he travels in different city, but invisible as people always see in this works. When I'm looking at Liu Bolin's art works in the exhibition at Eli Klein Fine Art, New York, I feel like I was lingering in a small circle and could not get out.I was drowned in the numerous fell-alike photos, which have extremely similar backgrounds, scenes, mood, colors, subjects, and the same person†Liu Bolin, who is the artist himself. In the series Dragon Panel, there are nine photographs of Liu Bolin blending into the colored wall witn traditional Chinese dragon sculptures . Besides the ditterent colors of the paint coating and the movements of the dragons, which is literally not the point, all of these photos have the same perspective, same lights, same size and same Liu Bolin blending in at the same position in each photo.It's really easy to tell that many of his works are Just repeat of himself. He painted himself to fade in the magazine rack in Beijing (2011) and New York (2013). If I have to say there is something different, it would be the languages on the magazines when people look at the photos very close. Super market seems like another inspired place for Liu Bolin as he painted himself so many times to blend in soft drinks, fast noodles, toys, and vegetables†¦ which happened in different years since 2009. There is a photo named â€Å"in front of red flag† (2006) caught my eyes in which he is blending in ChineseNational Flag. Not surprised to me, in 2007, he blended three families, which look similar, into the same background†the Chinese national flag, and named those work â€Å"family'. At the same year, he created another work using American national flag and named it â€Å"American National flag†. Single countries can't satisfy Liu, in 2008, he created another work name â€Å"UN f lag† using the UN flag. A few examples â€Å"Hiding in the City' series, the Dragon Panel 2010, 4 of 9: Magazine Rack, form â€Å"Hiding in New York† 2013 and â€Å"Hiding in the City' 2011: Super Market from â€Å"Hiding in the City' series 2011, 2010, and 2009:Cereal, Made in China, and Panda, â€Å"Hiding in New York† series 2013: In front of Red Flag and Family, â€Å"Hidng in the City' series 2006, 2007: The American National Flag and the UN flag, â€Å"Hidng in the City' 2007 and 2008: The very important part of Liu Bolin's works is silently against the iconic Chinese national monuments like the Temple of Heaven, the Great Wall, the Palace Museum and famed Nine Dragon Wall (hiding in the city series). He had photographed himself to all over the scenic spots and historical sites where represents the time-honored istory and culture of China and are the treasure and pride for an ancient civilization.The concept is as still as the form, he wants to compel people to ponder the contentious relationship between the individual and society by silently commenting on modern sociopolitical conditions in China, because â€Å"l was a meaningless person, according to society,† Liu says. By repeating the same techniques and subjects in almost all of his photographs, Liu Bolin is well playing the â€Å"hero† of opening â€Å"China's national identity' and at the same time for tacit protest against the government, which Just caters to the values of the estern world.It's actually not a new trick to capture the attention of art moguls, spectators and critics for some artists who cannot get social recognition by the mainstream culture in their countries or communities. Recently, this â€Å"invisible man† who cannot even speak a complete sentence in English seems like living a pretty good life out of his country. In most of the interviews, Liu expresses so many times about how hard it is for people like him to survive in China an d his meaningless position in that society.However, as long as I was born in China nd raised there for twenty years, his experience most sounds like a story of a typical loser who got above himself with advanced degrees but has no ability to adapt to the real world after graduation. Just as what he said in an interview (his words were translated), â€Å"after graduating from school, for a long time I had no family, no Job and no love in my life. During those four years without love and income, I felt I had been dumped by this society and that I had no position within it. I was meaningless in this environment.

The Renaissance essays

The Renaissance essays Lives of Women in the Renaissance The renaissance began a momentous time in the history of Western Europe. Many new forms and styles of arts, literature, and customs emerged during this period. Economic, social, and cultural changes affected the lives of everyone. Particularly the role of women in society was affected. There were four categories that women were labeled to, wives, mothers, widows and daughters. Within each of these branches, certain duties were always expected of them. Jacob Burckhardt once wrote, to understand the higher forms of social intercourse in this period, we must keep before our minds the fact that women stood on a footing of perfect equality with men.. It is a widely known fact that this in no way was true. Inequalities between men and women have always affected society. Men were constantly gaining up on women and spoke of them with contempt. They believed that woman was more sinful than man. This belief goes back to original sin when Eve had been seduc ed by the devil. Eves actions made men assume that women deserved to suffer. However, the Renaissance helped to narrow the gap between the two sexes. All women whether they are of noble blood, a shopkeepers sister, or a farm workers daughter, were placed on a higher pedestal then they had expected during this time. Womens positions in society had effects on the Renaissance period just as great as any mans. Noble women dont appear to have a hard life, but when you look between the lines they have it just as rough as any other women of that time. From the beginning, young women were required to learn the basic household skills that they would be expected to execute as wives and mothers. These women did perform textile work, but they did it for luxury, they did not actually need the items they would make. They would use gold thread in their tapestries instead of common cotton. Other domestic skills consisted of embroid...

chile essays

chile essays The country of Chile is located in western South America. The conditions vary with the mountains, deserts, and beaches. Climate The climate is one condition that may vary within different regions. The country extends a long distance from north to south. There is a lack of rainfall to the north. there the air is able to hold much of the moisture. Middle Chile has hot, dry summers and cool, moist winters. The temperatures aren't often extreme. The warmest month, January, averages 63.7 degrees Ferenheit. The coolest months, June and July, Average 53.3 F. More to the south the rain increases, and the length of the summerdry season shortens. Rainfall totals more than 200 inches per year in some places. The land Chile has the longest seacoast in the world. It stretches more than 2,600 miles from north to south. The country is about nine times longer than it is wide. It is only about 227 miles east to west at its widest point. Chile has a small piece of antarctica and some Pacific is! lands including Easter Island. The total area of Chile is 292,258 square miles. About 70% of the land is mountainous because of the mountain chain , the Andes, that runs through it. The countries that border Chile are Peru, Bolivia, and Argentina. The capital and largest city in Chile is Santiago, with a populatoin of 4,421,900 people. The highest elevation is Mount Ojos del Sabado. The lowest is at sea level. Vegetation (Flora) The vegetation also varies with region. In the far north along the coast there is seasonal desert plant life. In the desert interior there is almost no growth though. To the east a bit, on the Andean slopes, are scatterings of cacti and desert shrubs. In central Chile the plant life varies with latitude and altitude. In the lowlands blackberry thickets and scrub vegetation are most common. Along the coast grow species of palm trees. The vegetation gets heavier toward the south. The south was originally covered by tree growth, but much ...

Political science Essay Example | Topics and Well Written Essays - 500 words - 2

Political science - Essay Example You can not wipe out cronyism and lobbyist influence with these laws, only increase the possibility of subterfuge on the part of those who would influence or be influenced. The reforming of political party financing is an excellent example. Annual contributions from individuals to a registered political party are going to be restricted to $1, 000. This cap will also be placed on those made by corporations, unions, and organizations. This is an excellent plan, in theory, but there are ways to get around it. Does the government have the ability and finances to ferret out the origins of every $1,000 contribution individuals make? If they are not currently capable of patrolling the party’s contributors now, what makes them think that they will be able to in the future. Someone, say a union official, can pay someone else, or several someones, to make contributions and as long as they stay within the proscribed limits, unless it can be proven otherwise through thorough investigation, no law has clearly been broken. These people are still exerting political influence within the confines of the Act. Influence and money are still being applied to the same ends as they were before, even though they are being done legally. In a capitalist country, money will out, and it doesn’t matter how many laws there are in effect, including the banning of secret donations to political candidates, people will be turned to others’ ways of thinking and voting. A considerable number of $499 gifts can be slid under the Federal Accountability Act’s radar under these new rules to finance candidates. And if the people who are trying to enter politics or are currently involved in politics and their parties are not considered to be strictly honest then how can anyone assume that the Conflict of Interest and Ethics Commissioner will be any more unimpeachable? Finally, lobbying has always been a

With reference to two out of the seven regions identified here (see Essay

With reference to two out of the seven regions identified here (see below in assign.criteria) ,how useful is it to continue classifying and contextualising media systems in geographical terms - Essay Example â€Å"Geography is a visual discipline...media representations are part of individual and societal conceptions of the world but also because of medias power to conceptualize and spread political ideas and reinforce hegemonic orders.† (Zimmermann, 2007). From the commercial point of view also, geography helps a lot in finding the target customer base for the media houses. Although there is no physical restriction to media content and it can reach any regions, geography induced media content is mainly applicable to specific geographical region. For example, the geographical boundaries of the Middle Eastern as well as the North American region and the commonality in most issues have led the media houses there to classify and contextualize the media content in a particular way. As this practice is happening world over, the aspects which need to be discussed are the advantages or disadvantages of continuing to compare the worlds media systems on the basis of geographical location. For that, the paper will bring out the differences between the historical forces which have shaped the media in Middle Eastern as well as in the North American regions. Finally by case studying the prominent media houses of the respective regions, CNN and Al Jazeera, the paper will discuss how it is disadvantage to classify and contextualise worlds media systems on the basis of geographical location. Middle East region of Asia has been one of the most active regions ever since the discovery of oil resources, and the resultant entry of foreign countries and firms. With the entry of outsiders, all forms of technology developed including the communication and media technology, which developed along with optimum media exposure. Both these two aspects particularly media exposure also lead to the development of indigenous media. Although few forms of media had already been established, the proliferation

ITM301 CA Essay Example | Topics and Well Written Essays - 750 words

ITM301 CA - Essay Example Following is the list and brief description of important strategies that a company should follow in order to ensure that its IT users get adequate technical support: 1. Consolidation of the help-function: It is a good strategy to keep your help-desk system consolidated in one geographical location in order to eliminate the misunderstandings over â€Å"who to call† and to decrease the requests of support staff from direct approaches. A consolidated help desk boosts improved communication between IT specialists that were previously working in distinct groups. It also helps in developing economies of scale in terms of equipment and data sharing. 2. Use of help-desk software or IT tools: There are a number of software packages (over 200 in the market) available that have customizable solutions for creating knowledge bases, expert systems, problem management and change management. Also, these IT tools are now supported with databases of problems already configured in the set-up CD- ROMs, which can be easily integrated into help-desk software. Examples of such help-desk software include LiveTime Support, WonderDesk SQL, Numara Footprints, IncidentMonitorâ„ ¢, Simple Help Desk etc. ... 3. Develop standard procedures for help-call cycle and communication: In order to have a good and competent technical support system, it is important that the organization defines standards both internally in terms of procedures and training of help desk staff via ISO 9000; and externally via the establishment of service-level agreements. 4. Performance Management: The performance of help-desk personnel should be measured and analyzed using both quantitative and qualitative data such as Call statistics (Call volume, call capture, call length, waiting times, resolution times, number of calls closed), Customer Feedback (by user surveys or random follow-up calls), Mystery caller (Tester questions posed anonymously and evaluated) and Benchmarking (by a consultancy company). 5. Encouraging Professionalism: To gauge and improve professionalism amongst the help-desk staff, it is important that they understand the need and value of their work. They should more than just â€Å"technical peop le† and be treated as any other employee of the company. Hence, the organization should invest in proper training, certification or national vocational qualification developed specifically for support staff. 6. Outsourcing: In cases of large multi-national corporations, it is often times cost-effective to outsource the help-desk division to another geography. The experience of some cases shows that, while there may be advantages to outsourcing, such a strategy must be used upon proper consideration and with care. Yes, the help desk or technical support personnel is a relevant case of socio-technical system where the usual scenario of work between the client (technology user), the help-desk personnel (IT user/problem solver) and

Alaska Airline Crash Flight 261 Research Paper Example | Topics and Well Written Essays - 1250 words

Alaska Airline Crash Flight 261 - Research Paper Example The other passengers were heading to San Francisco. This paper seeks to discuss Alaska airline crash flight 261. Additionally, the legal issue will be discussed such as what the investigation revealed concerning the maintenance of the plane and whether the crash resulted from the pilot error. After the crash investigation was conducted in December 2002, it was noted by the National Transportation Safety Board that the plane lacked enough grease on the jackscrews. Insufficient lubrication of jackscrews lead the tread to be stripped that resulted to horizontal stabilizer of the plane to jam. Due to this, the horizontal stabilizer was subjected to aerodynamic forces which the plane was unable to withstand leading to the plane crashing. Since the lubrication was insufficient then the rate of wear and tear occurred at a faster rate. At normal circumstance the tear rate should be 0.001 inch per 1,000 flight hours as compared with 0.012 which occurred. The rate of wear and tear was concluded to be faster based on the fact that Alaska Airlines changed the grease they were used to with the approval of the aircraft manufacturer. The grease which the Airline was using previously was Aeroshell 33 but the previously approved grease was Mobile grease 28 (Song, 2000). Afterwards the us e of Aeroshell 33 was concluded that it was not the one that caused the accident but insufficient lubrication was a major cause of the accident. An examination on the jackscrews that was conducted revealed that no lubrication was present when the accident happened which resulted to wear of the nut threads that later resulted to the accident (Hatcher, 2001). The board was blamed since the maintenance was not conducted the way it was supposed to be done. Federal Aviation Administration failure to oversee all the business transactions and ensure that the plane was under good maintenance. The investigation that was concluded by the board

School Activities Essay Example | Topics and Well Written Essays - 1500 words

School Activities - Essay Example Recommendations for strategic planning include conducting surveys among school teachers and officials regarding what changes they might like to be brought in the school environment and the curriculum; among students regarding any problems they might be having inside school premises like school bullying; and, among parents regarding what they think of school’s performance with respect to their children’s academic results. An activity needs to be arranged which should address such situations like a parent coming with a complaint or a community member raising a conflict. The administrator will need to arrange a meeting with the complaining party. When the parents come, they should first be made comfortable with tea and snack. Then, their complaint will be listened to and recorded. After that, relevant persons who can solve the issue will be called and they will meet the parents. A shared collaboration will be carried out in order to reach a solution that is equally accepta ble to all involved. If the conflict is so big that it cannot be solved through meeting, then a mediatory party will be arranged who will listen to the conflicting parties and will reach an unbiased solution. This activity relates to the school administrator in that all parents who have complaints about the school or their children’s performance always come to the administrator to get the issue resolved hence, it is necessary for him to arrange meetings with them so that the atmosphere remains calm and parents are satisfied. This all adds to the school’s repertoire and is beneficial for the whole of school community because when issue get resolved there and then, it results in overall satisfaction of everybody involved in the conflict. On the other hand, when issues remain unresolved, it results in tension between the parties which are the teachers and parents in this case, and this weighs heavily on children’s academic performance eventually. To sum up, this ac tivity involves arranging meetings with the parents and entertaining them in the best possible way. 3. Lunch supervision is very important if the aim is to achieve discipline among students. It is a common practice that students do not follow any rules and regulations during lunch time and since they are feeling hungry, so lunch lines become a mess as every child tries to get his turn first. Activity will include arranging a queue supervisor who will be a teacher or a class monitor. He will make the students form queues and will be present there for the whole of the lunch time to keep a check in students. He will make sure that no student breaks the queue and tries to get ahead of his turn. He will note down the names of students breaking the rule and will notify them to the school administrator. Students who follow the rule strictly will also be notified to the administrator and they will be appreciated in front of their classes. Doing so will motivate the students to keep a check on their own selves and with the passage of time, they will learn to stay in disciplined queues without the need for having a supervisor keeping an eye on them constantly. This activity relates to the school administrator in that he is responsible for the maintenance of discipline within school premises. He has to take steps to ensure that no student gets indulged in an activity that is a threat to school discipline. This activity will be beneficial to the overall school community because discipline will be achieved through control. Also, lunch time will be very peaceful with properly arranged lunch lines.

WWF Case Study Example | Topics and Well Written Essays - 2500 words

WWF - Case Study Example The organization seeks to push for the recognition of the interdependent nature of the environment, wildlife, and people. With over 300 employees around the world, including the UK, WWF has grown in stature around the world, especially due to increased attention on sustainability. In the UK, this expansion has necessitated a move of HQ to Woking from its previous Godalming base. The new HQ, the Living Planet Centre LPC, will enable WWF to interact more with an increasingly interested public with an education suite, an auditorium, and a visitors’ centre (World Wildlife Fund UK, 2013: p1). As part of this relocation strategy, WWF will also seek to merge the communication and fundraising departments, while also dealing with the cultural changes that will accompany this strategic restructuring. This paper aims to report on specific challenges facing WWF with regards to recruitment and selection, as well as to use the findings to provide recommendations for their human resource ope rations. WWF strives to ensure that wildlife, environmental, and human needs are taken into account, especially in developing countries. To do this, they utilize scientific knowledge to inform conservation activities by sharing findings with specialists and partners (Powell, 2011: p34). The organization also uses the lessons that it learns from conservation activities as case studies to offer feedback for future conservation models, especially through horizontal transfer of best practices through encounter promotion among its partners and peers. In order to undertake the challenging task of conservation, WWF also recognizes the importance of alliances and stakeholder coordination, which allows them to intervene, at numerous levels, to support international, national, and local interventions from regional perspectives. In doing this, it is the organization’s plan to respond with flexibility and dynamism in the face of emerging

Alaska Airline Crash Flight 261 Research Paper Example | Topics and Well Written Essays - 1250 words

Alaska Airline Crash Flight 261 - Research Paper Example The other passengers were heading to San Francisco. This paper seeks to discuss Alaska airline crash flight 261. Additionally, the legal issue will be discussed such as what the investigation revealed concerning the maintenance of the plane and whether the crash resulted from the pilot error. After the crash investigation was conducted in December 2002, it was noted by the National Transportation Safety Board that the plane lacked enough grease on the jackscrews. Insufficient lubrication of jackscrews lead the tread to be stripped that resulted to horizontal stabilizer of the plane to jam. Due to this, the horizontal stabilizer was subjected to aerodynamic forces which the plane was unable to withstand leading to the plane crashing. Since the lubrication was insufficient then the rate of wear and tear occurred at a faster rate. At normal circumstance the tear rate should be 0.001 inch per 1,000 flight hours as compared with 0.012 which occurred. The rate of wear and tear was concluded to be faster based on the fact that Alaska Airlines changed the grease they were used to with the approval of the aircraft manufacturer. The grease which the Airline was using previously was Aeroshell 33 but the previously approved grease was Mobile grease 28 (Song, 2000). Afterwards the us e of Aeroshell 33 was concluded that it was not the one that caused the accident but insufficient lubrication was a major cause of the accident. An examination on the jackscrews that was conducted revealed that no lubrication was present when the accident happened which resulted to wear of the nut threads that later resulted to the accident (Hatcher, 2001). The board was blamed since the maintenance was not conducted the way it was supposed to be done. Federal Aviation Administration failure to oversee all the business transactions and ensure that the plane was under good maintenance. The investigation that was concluded by the board

WWF Case Study Example | Topics and Well Written Essays - 2500 words

WWF - Case Study Example The organization seeks to push for the recognition of the interdependent nature of the environment, wildlife, and people. With over 300 employees around the world, including the UK, WWF has grown in stature around the world, especially due to increased attention on sustainability. In the UK, this expansion has necessitated a move of HQ to Woking from its previous Godalming base. The new HQ, the Living Planet Centre LPC, will enable WWF to interact more with an increasingly interested public with an education suite, an auditorium, and a visitors’ centre (World Wildlife Fund UK, 2013: p1). As part of this relocation strategy, WWF will also seek to merge the communication and fundraising departments, while also dealing with the cultural changes that will accompany this strategic restructuring. This paper aims to report on specific challenges facing WWF with regards to recruitment and selection, as well as to use the findings to provide recommendations for their human resource ope rations. WWF strives to ensure that wildlife, environmental, and human needs are taken into account, especially in developing countries. To do this, they utilize scientific knowledge to inform conservation activities by sharing findings with specialists and partners (Powell, 2011: p34). The organization also uses the lessons that it learns from conservation activities as case studies to offer feedback for future conservation models, especially through horizontal transfer of best practices through encounter promotion among its partners and peers. In order to undertake the challenging task of conservation, WWF also recognizes the importance of alliances and stakeholder coordination, which allows them to intervene, at numerous levels, to support international, national, and local interventions from regional perspectives. In doing this, it is the organization’s plan to respond with flexibility and dynamism in the face of emerging

All About Personal and Professional Health Care Essay Example for Free

All About Personal and Professional Health Care Essay Health care communication is an important practice in the treatment of a patient. Ensuring effective communication can help the patient understand their state of health. The Meaning and Nature of Healthcare Communication Healthcare communication involves an efficient line of communication between medical professionals, clients, and patient. A vital component of healthcare communication is the ability to share information that can enhance a patient’s knowledge. This is important in assuring quality healthcare (Williams, 2007). Personal healthcare communication is vital in promoting a physician’s understanding through discussion and support groups. Healthcare communication considers factors such as the attitude of the patient, their behavior and belief which could have an impact on how the physician can improve the quality of health care (Williams, 2007). In addition, it requires empathy and understanding from the physician when communicating with their patients. An effective way of achieving effective communication is to get feedbacks from the person getting the information. The healthcare practitioner should carefully evaluate if the client can understand the message being relayed (Williams, 2007). One of the most effective ways of achieving an effective healthcare communication is by conducting a personal interview. This method will help determining the accuracy of information regarding their condition. The psychosocial aspects of the patient’s conditions can be considered when conducting the interview (Williams, 2007). The Relevance of Healthcare Communication An effective professional health care communication can improve the health outcome of a patient. The health care professional can utilize various guidelines to achieve effective healthcare communication. It can help the healthcare practitioner to establish a better understanding of the condition and history of their patients (Williams, 2007). In addition, effective healthcare communication can increase the patient’s satisfaction and knowledge of treatment and its possible outcomes. Without effective healthcare communication, the patient will not have a clear understanding of the state of their health. As a result, they are more likely to spend more on healthcare, take the wrong medication, and become depressed (Williams, 2007). The Principles of Therapeutic Communication The Talking Cure In the early history of health care, therapists or in this case health care professionals rarely say a word. Usually, the best way they understand the condition of their patient is through listening but they never communicate. However, it is likely to practice a non-threatening way of communicating with patients and will not hurt their self-esteem (Wachtel, 2008). In this process, the healthcare professional conceals their real message in a meta-message, which can both be demonstrated in a manner that would make it likely to address the conflicting issue which the patient has avoided (Wachtel, 2008). The manner of delivery by the therapist can have a huge effect on the patient compared to the real message. Most of the time, what the therapist says lowers the self-esteem or confidence of the patient (Wachtel, 2008). In this practice, the therapist must be consistent in monitoring their part in the therapeutic session (Wachtel, 2008). Cyclical Psychodynamics The theory of cyclical psychodynamics utilizes a series of repetitive cycles of communication between people. It combines views from interpersonal dynamics and behavioral and family systems (Wachtel, 2008). The cyclical psychodynamics theory states that people live in a contextual life and their behavior is always related to an individual or object. In therapeutic communication, it is important for the health care professional to understand the roots of the patient’s difficulties (Wachtel, 2008). Cyclical psychodynamics focuses on understanding the cause of the patient’s anxiety. The difficulty of a patient can be rooted from their early knowledge of being afraid of their feelings, thoughts, and inclinations. The aim of therapy in this sense is to help the patient refocus these feelings and integrate them into a complete life (Wachtel, 2008). One aim of therapeutic communication is to direct the patient to a variation of the truth that would help them see new possibilities in their life and to modify life patterns that have been responsible for their difficulties. By using meta-messages, the therapist will help the patient affirm, acknowledge, and understand their feelings (Wachtel, 2008). Other therapeutic techniques provide a different climate, focusing on inhibition, silence and non-engagement from the therapist. With cyclical psychodynamics, however, the health care professional is more involved in the therapeutic process (Wachtel, 2008). Conclusion Healthcare communication involves an efficient line of communication between medical professionals, clients, and patient. A vital component of healthcare communication is the ability to share information that can enhance a patient’s knowledge. This is important in assuring quality healthcare. An effective professional health care communication can improve the health outcome of a patient. The health care professional can utilize various guidelines to achieve effective healthcare communication. It can help the healthcare practitioner to establish a better understanding of the condition and history of their patients. Effective healthcare communication can increase the patient’s satisfaction and knowledge of treatment and its possible outcomes. Without effective healthcare communication, the patient will not have a clear understanding of the state of their health. As a result, they are more likely to spend more on healthcare, take the wrong medication, and become depressed. In the early history of health care, therapists or in this case health care professionals rarely say a word. Usually, the best way they understand the condition of their patient is through listening but they never communicate. However, it is likely to practice a non-threatening way of communicating with patients and will not hurt their self-esteem. In this process, the healthcare professional conceals their real message in a meta-message, which can both be demonstrated in a manner that would make it likely to address the conflicting issue which the patient has avoided Cyclical psychodynamics focuses on understanding the cause of the patient’s anxiety. The difficulty of a patient can be rooted from their early knowledge of being afraid of their feelings, thoughts, and inclinations. The aim of therapy in this sense is to help the patient refocus these feelings and integrate them into a complete life. With cyclical psychodynamics, the patient is directed to a variation of the truth that would help them see new possibilities in their life and to modify life patterns that have been responsible for their difficulties. By using meta-messages, the therapist will help the patient affirm, acknowledge, and understand their feelings. Compared with other therapeutic techniques, which focuses on inhibition, silence and non-engagement from the therapist, cyclical psychodynamics involves more involvement and participation by the health care professional in the therapeutic process

The Role Of Principal Education Essay

The Role Of Principal Education Essay As the key intermediary between the classrooms, the individual school and the education system as a whole, effective school leadership are essential to improve the efficiency and equity of schooling. Within each individual school, leadership can contribute to improve student learning by shaping the conditions and climate in which teaching and learning occur. Beyond the school borders, school leaders can connect and adapt schools to changing external environments. And at the school-systems interface, school leadership provides a bridge between internal school improvements processes and externally initiated reform. But school leadership does not operate in static educational environments. As countries are seeking to adapt their education systems to the needs of contemporary society, the expectations for schools and school leaders have changed profoundly. Many countries have made schools more autonomous in their decision making while centralising standards and accountability requirements and demanding that schools adopt new research-based approaches to teaching and learning. In line with these changes, the roles and responsibilities of school leader have expanded and intensified. Given the increased autonomy and accountability of schools, leadership at the school level is more important than ever. The challenge facing education in the 21st century is to make changes to achieve higher levels of learning for all children (Ramsey, 2002). At the time of the present study, public schools are undergoing scrutiny and criticism of such magnitude; it is difficult to predict the future of public education. An increased emphasis on accountability and school improvement, including the utilization of ICT among teachers to enhance student achievement, is at the forefront of all education debates. Research has shown that appropriate use of ICTs to catalyze a paradigm shift in both content and pedagogy that is the heart of education reform in the 19th century. ICT-supported education to enhance the success of the ongoing knowledge and skills that will give the students continuous learning if properly designed and implimented. Leveraging ICT in an appropriate manner enables new methods of teaching and learning, especially for students in exploring exciting ways of problem solving in the context of education. New ways of teaching and learning is supported by constructivist learning theory and paradgm shift from prinbcipal and teacher-centered pedagogy of memorization and rote-learning to focus on student centered. (Thijs, A., et al. ,2010) Furthermore, the utilization ICT learning procedures and tools in the educational process, obviously leads to revolutionary changes in the roles of both teachers and learners as the emergence of new teaching and learning environment and finally for new virtual training that ultimately aims to facilitate the tools and resources to support communication and interaction as well as disseminate teaching materials via the web will in order to encourage promote enhance collaboration and cooperation among participants in the learning process. On the other hand, many author such as Salinas (2003) agree on the fact that the integration of ICT in education produce a set of transformations which transform all the elements that take part in the educational process such as organizations, students, curriculum, and notably, they affect teachers role, function and behavior . Nevertherless, investments in information and communication technology (ICT) for enhancing formal and non-formal education systems are essential for schools improvement (Tong Trinidad, 2005). According to Betz (2000), information technology will only be successfully implemented in schools if the principal actively supports it, learns as well, provides adequate professional development and supports for his/her staff in the process of change. In fact, school principals have a main responsibility for implementing and integrating ICT in schools (Schiller, 2003). Anderson and Dexter (2005) carried out a study on technology leadership behaviors of school principals and found that although technology infrastructure is important, technology leadership is even more necessary for effective utilization of technology in schools (p.49). Moreover, various other research studies support the literature that leadership is an important key factor in effective use of technology in education (Schiller, 2003; Anderson Dexter, 2005). Therefore, it can be said that technology leadership behaviors are important to successful implementation of educational technology plans (Chang, Chin Hsu, 2008). As such, the principal has consistently been recognized as a significant factor in school effectiveness of change process. The complexity of the job of a school administrator has demanded highly developed skills to carry out the many functions of the school operation. Exceptional leaders have always been rare, but many believe that they can be made as well as born (Abrashoff, 2002). At the same time, there is limited understanding about the ways that school leaders make a difference particularly in new technology integration. Principal leadership, along with the effectiveness of classroom teachers, has a great impact on student progress. The relationship of an administrators leadership style and its affect on teachers and student achievement has become critically important in continued research. Role of Principal Several definition of a principal, the first six do not mention their role as the leader of a school. Though, there are key phrases that most certainly apply to the position; highest in rank, authority, most considerable, and important. The definitions go on to mention that which pertains to a prince or being princely, along with a leader or one who takes the lead. What may be considered ironic is that acts independently is included as well. Because the role of a principal is extremely fluid, being shaped by a diverse set of concerns and values, conceptualizations are problematic (Brown, 2005). Evidence should be visible in a school of what a principal believes as a principal and what the school stands for (NAESP, 2001). The test of good leadership is the achievement of change in a system. Change can be difficult; however, it is necessary to abandon the past to pursue the future (Bell-Hobbs, 2008). Examining the ways in which principals lead their schools through change, and its effe ct on teachers attitude towards technology as well as student achievement and is critical to future educational research. Traditionally, the principal resembled the middle manager suggested in William Whytes 1950s classic The Organization Man as an overseer of buses, boilers and books. Today, in a rapidly changing era of standards-based reform and accountability, a different conception has emerged one closer to the model suggested by Jim Collins (2001) Good to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done. This shift brings with it dramatic changes in what public education needs from principals. They can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering effective instruction. Wallaces work since 2000 suggests that this entails five key responsibilities: Shaping a vision of academic success for all students, one based on high standards Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision. Improving instruction to enable teachers to teach at their best and students to learn at their utmost. Managing people, data and processes to foster school improvement. In addition, schools are no different. Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the University of Minnesota and University of Toronto. (Bradley Portin, Paul Schneider, Michael DeArmond and Lauren Gundlach., 2003) In fact if test scores are any indication, the more willing principals are to spread leadership around, the better for the students. One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources such as principals, influential teachers, staff teams and others is associated with better student performance on math and reading tests. The relationship is strong albeit indirect: Good leadership, the study suggests, improves both teacher motivation and work settings. This, in turn, can fortify classroom instruction. Compared with lower-achieving schools, higher-achieving schools provided all stakeholders with greater influence on decisions, the researchers write.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) The better results are due to collaboration between two parties. The higher performance of these schools might be explained as a consequence of the greater access they have to collective knowledge and wisdom embedded within their communities, the study concludes.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) Principals may be relieved to find out, moreover, that their authority does not wane as others waxes. Clearly, school leadership is not a zero-sum game. Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence, Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al., 2010). Indeed, although higher-performing schools awarded greater influence to most stakeholders. Little changed in these schools overall hierarchical structure. (Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson, Kyla Wahlstrom,2004) .University of Washington research on leadership in urban school systems emphasizes the need for a leadership team role led by the principal and including assistant principals and teacher leaders and shared responsibility for student progress, a responsibility reflected in a set of agreements as well as unspoken norms among school staff.( Knapp et al., 2003) School leaders are in charge of connecting and adapting schools to their surrounding environments. According to Hargreaves et al. (2008), school leaders will increasingly need to lead out there beyond the school, as well as within it, in order to influence the environment that influences their own work with students. In small towns and rural areas, school leaders have traditionally stood among the most important leaders in their communities. While it may be argued that urbanisation, immigration and school size have weakened school-community ties, these and other pressures on family structures have at the same time contributed to make the community responsibilities of school leaders even more important today. Principal play an important role in strengthening the ties between school personnel and the communities that surround them (Fullan, 2001). Principals of the most successful schools in challenging circumstances are typically highly engaged with and trusted by the schools parents and wider community (Hargreaves et al., 2008). They also try to improve achievement and well-being for children by becoming more involved with other partners such as local businesses, sports clubs, faith-based groups and community organisations and by integrating the work of the school with welfare, law enforcement and other agencies (PricewaterhouseCoopers, 2007). Moreover, in rapidly changing societies, the goals and objectives to be achieved by schools and the ways to get there are not always clear and static. In increasingly globalised and knowledge-based economies, schools must lay the foundations for lifelong learning while at the same time dealing with new challenges such as changing demographic patterns, increased immigration, changing labour markets, new technologies and rapidly developing fields of knowledge. Consequently of these devel opments, schools are under enormous pressure to change and it is the role of Principal to deal effectively with the processes of change. The roles and responsibilities of school leadership in each of these scenarios would vary widely. School leaders must master the new forms of pedagogy themselves and they must learn how to monitor and improve their teachers new practice. Moreover, instead of serving as head teacher primus inter pares, they have to become leaders of learning responsible for building communities of professional practice. Methods of evaluation and professional development take more sophisticated application and principals must embed them into the fabric of the work day. While practices vary across countries, it is clear that school leadership is generally expected to play a more active role in instructional leadership: monitoring and evaluating teacher performance, conducting and arranging for mentoring and coaching, planning teacher professional development and orchestrating teamwork and cooperative instruction. Countries also note a shift in emphasis from more administration- and management-type funct ions to leadership functions of providing academic vision, strategic planning, developing deeper layers of leadership and building a culture and community of learning. As a result of the increasing central mandates and programmes, changing student populations and growing knowledge about effective practice, schools are under enormous pressure to change and it is the school leaders role to manage the processes of change. The transformation of policy into results occurs most critically through the adaptation of practice in the school and classroom. This process is complex and must be led intentionally and skilfully. In some cases, resistance to change needs to be overcome with carefully structured support, relevant information, a clear sense of purpose and goals and opportunities to learn requisite skills (Hall and Hord, 2005). While some changes are purely technical and can be readily accomplished, more significant change calls for deeper adjustment of values and beliefs about the work (Heifetz, 1998). Sophisticated skills of adaptive (Heifetz and Linsky, 2002) and transformational leadership (Burns, 1978; Leithwood, 1992; Leithwood and Jantzi, 1990; Leithwood and Jantzi, 2000) are needed here. Brief Understanding of Leadership The term leader has been included in the English language since about 1300 A.D., while the term leadership was introduced about 1800 A .D . (Stogdill, 1974, p . 7) . Historically speaking, the leadership position in past years was occupied by the person exhibiting most prowess, strength or power. Today, the leadership position seems to be dependent on the group that person leads and exerts some authority over. The leader maintains his position as long as group needs and/or goals are met. Yura (1976) indicated that regardless of their purpose, needs or goals, all groups have a basic commonality: they rely on leadership. A review of the literature revealed that earlier studies were directed at defining the ingredients of leadership. Despite those efforts, it appears that much remains unknown. At this point in time, it has been recognized that there is no clear cut agreement on the definitions of leadership styles or behaviour. This lack of consensus has led to much confusion on the topic. Amid all this, most authorities agree leadership styles can be learned and there is no one best style of leadership. Stogdill and Coons concentrated on two aspects of leader behavior : (1) What does an individual do while he operates as a leader, and (2) How does he go about what he does? As a working definition they stated, Leadership, as tentatively defined, is the behavior of an individual when he is directing the activities of a group toward a shared goal (Stogdill and Coons, 1957, pp . 6-7) . In 1977, Hersey and Blanchard defined leadership as the process of influencing the activities of an individual or group in efforts. Toward goal achievement in a given situation (Hersey and Blanchard, 1977, p. 84). From these definitions it follows that the leadership process is a function of the leader, followers and other situational variables. Barnard (1969) agreed that leadership is an involvement of the three variables listed above. In his discussion on The Nature of Leadership, he stated that, Whatever leadership is, I shall now make the much over simplified statement that it depends on three things: (1) the individual, (2) the followers, and (3) the conditions. Behavioral leadership theory focuses on what the leader does. It is different from personal trait theory because behavior can be observed. The observable behavior is not dependent upon either individual characteristics or the situation (Moloney, 1979, p. 23). Barnard (1969) defined leadership .as the quality of the behavior of individuals whereby they guide people or their activities in organized effort(p. 83). Researchers and writers have amassed a large body of literature in defining leadership. The results of the leadership definitional process have been plagued with uncertainties. This phenomenon Halpin (1958) cited in his attempt to define leadership . In his review of the literature, he stated : Leadership has been defined in numerous ways . The definition proposed here derives its value primarily from the relation to the body of theory being developed . In some respects it is more comprehensive than other more usual definitions ; in others it is more restricted . To lead is to engage in an act that initiates a structure-in-interaction or part of the process of solving problems . Halpin (1958) Stogdill (1974) devoted a chapter in his book to the definition of leadership . He, like Halpin, recognized the complexities of defining leadership . He was explicit in stating that : There are almost as many different definitions of leadership as there are persons who have attempted to define the concept. Nevertheless, there is sufficient similarity between definitions to permit a rough scheme of classification As a result of the research and theory about leadership behavior that was developed after 1945, Gerth and Mills (1953) stated : To understand leadership attention must be paid to : (1) the traits and motives of the leader as a man, (2) images that selected publics hold of him and their motives for following him, (3) the features of the role that he plays as a leader, (4) the institutional context in which he and his followers may be involved . (p . 405) Furthermore, leadership can be described by reference to two core functions. One function is providing direction; the other is exercising influence. Whatever else leaders do, they provide direction and exercise influence. This does not imply oversimplification. Each of these two leadership functions can be carried out in different ways, and the various modes of practice linked to the functions distinguish many models of leadership. In carrying out these two functions, leaders act in environments marked variously by stability and change. These conditions interact in complementary relationships. While stability is often associated with resistance and maintenance of the status quo, it is in fact difficult for leaders and other educators to leap forward from a wobbly foundation. To be more precise, it is stability and improvement that have this symbiotic relationship. Leaping forward from a wobbly foundation may well produce change, but not change of the sort that most of us value falling flat on your face is the image that comes to mind. Wobbly foundations and unwise leaping help to explain why the blizzard of changes adopted by our schools over the past half century have had little effect on the success of our students. School reform efforts have been most successful in those schools that have needed them least Elmore (1995). These have been schools with well-established processes and capacities in place, providing foundations on which to build in contrast to those schools, the ones most often of concern to reformers, short on essential infrastructure. In understanding these concept in a clarification of leadership means leadership is all about organizational improvement; more specifically, it is about establishing agreed-upon and worthwhile directions for the organization in question, and doing whatever it takes to prod and support people to move in those directions. Our general definition of leadership highlights these points: it is about direction and influence. Stability is the goal of what is often called management. Improvement is the goal of leadership. There are as many definitions of leadership as there are theorists. Theorists no longer explain leadership in terms of the individual or the group. They believe that the characteristics of the individual and the demands of the situation interact in such a manner as to permit one, or perhaps a few, persons to rise to leadership status. Principal Leadership Style Various researchers have tried to interpret school leadership in different manner. Peretomode (1991) stated the importance of Leadership in school for accomplishment of school programmes, objectives and attainment of educational goals. Cheng (1994) proposed that leadership in educational institutions compose of five major dimensions, namely: structural leadership, human leadership, political leadership, cultural leadership and educational leadership. These five dimensions describe the role and functions of school leader. However the functions of principal put a variety of demands and challenges for the principal Mestry and Grobler (2004). In an attempt to explain the requirements of a competent principal Cranston (2002) explained the skills and capacities which principals are expected to possess. Principals competencies can be measured from various dimensions; from the perceptions of students, teachers, parents, communities and their employers. For instance, Scotti Jr. and William (1997) agreed that teachers perceptions of their principals leadership is one of the many variables, which affect a schools productivity. Teachers perception of principals leadership style and behaviour is also positively related to teachers morale Hunter-Boykin and Evans (1995). Luo (2004) further contended that perceptions about principals as leaders by their teachers indicate an important dimension to evaluate the leaders capacities. According to him, understanding how teachers perceive their principals leadership capacities has a great significance and providing evidence for improvement of school leadership. Research has also demonstrated that teacher perceptions of their principals capabilities style and their working conditions will determine the organizational climate and culture of the schoo l. Such perceptions will also impact on the performance of the school. Research on leadership in non-school contexts is frequently driven by theory referred to by one of our colleagues as adjectival leadership models.à ¢Ã¢â€š ¬- A recent review of such theory identified, for example, 21 leadership approaches that have been objects of considerable theoretical and empirical development. (Yammarino, Dionne, Chun, Dansereau, 2005). Seventeen have been especially attractive, and some of them have informed research in school contexts.( Leithwood Duke ,1999). Here are several best example of leadership style: Contingent leadership. Encompassing research on leadership styles, leader problem solving, and reflective leadership, this two-dimensional conception of leadership explains differences in leaderseffectiveness by reference to a task or relationship style and to the situations in which leaders find themselves. To be most effective, according to this model, leaders must match their styles to their settings. Participative leadership. Addressing attention to leadership in groups, shared leadership (Pearce Conger, 2003) and teacher leadership, (York-Barr Duke, 2004). This model is concerned with how leaders involve others in organizational decisions. Research informed by the model has investigated autocratic, consultative, and collaborative sharing styles. Transformational and charismatic leadership. This model focuses on ways in which leaders exercise influence over their colleagues and on the nature of leader-follower relations. Both forms of leadership emphasize communicating a compelling vision, conveying high performance expectations, projecting self confidence, modeling appropriate roles, expressing confidence in followersability to achieve goals, and emphasizing collective purpose. (Leithwood Jantzi, 2006). Nevertheless, leadership research also has been informed by models developed specifically for use in school- and district-level settings. Of these, the instructional leadership model is perhaps the most well known. It bears some resemblance to more general, task-oriented leadership theories. (Dorfman House, 2004). The instructional leadership concept implies a focus on classroom practice. Often, however, specific leadership practices required to establish and maintain that focus are poorly defined. The main underlying assumption is that instruction will improve if leaders provide detailed feedback to teachers, including suggestions for change. It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers in all the relevant grade levels and subject areas with valid, useful advice about their instructional practices. While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers. (Nelson Sassi ,2005). Importantly, the few well-developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms responsibilities touching on vision, organizational culture, and the like. (Andrews Soder (1987), Duke (1987), and Hallinger ,2003). In addition, studies of school and principals leadership are replete with other adjectives purporting to capture something uniquely important about the object of inquiry such as learning leadership,( Reeves (2006). constructivist leadership, (Lambert et al. ,1995). and change leadership.( Wagner et al. 2006). Nonetheless, Boykin and Evans (1995) found that majority of the principals were rated as ineffective by their teachers. This reflects that there is a big discrepancy between what the principals are and how they are perceived by the teachers. And in Hong Kong, the images of the principal in the mind of pre-service primary teachers were found to be negative. Lee, Walker and Bodycott, (2000). A study by Luo and Najjar (2007), investigated Chinese principal leadership capacities as perceived by master teachers. Unlike in many developed countries where studies on principals competencies are available in multitude, such studies are still at its low in Malaysia. Keeping in mind the importance of role of the principal as a leader within the secondary school system, it is imperative to examine the leadership style in facilitaing change such as integrating ICT within school context. This is particularly so because of the fact that schools in this country serve for the large section of national students. Most studies in this country have focused on leadership qualities, rather than leadership style. The study therefore intends to fill this gap by investigating the perception of teachers on the leadership style of their principals in terms of facilitating change in implementing ICT utilization among teachers within school setting. Leadership Change Facilitator Style Previous research on leaders has explored traits, such as height, race, and gender. The work of Fiedler (1978) suggested that leaders style was dependent upon contingencies; meaning that different styles are needed for different styles. Blake and Mouton (1964) wrote that how a leader leads was in two dimensions; one in task and one in relationships. It was thought that the most effective leaders had high levels in both task and people skills. The level of maturity of the followers was thought to be reflective of the leaders success by Hersey and Blanchard (1988). Nearly all of the research on leaders and leadership models was built upon business and industry contexts. Educational organizations, namely schools, have much less to draw upon for research on leaders. What is lacking even more is the examination of leaders within the change processes. Research is rich in the areas of leadership and leaders. Debates are not difficult to find on the topics of effective leadership; what makes it, who has it, and how does one do it. An essential component to effective leadership in todays schools is the facilitation of change. How leaders implement changes can lead to either the success or the failure of any innovation. Change continues as a theme in all educational discussions. In 1992, Fullan and Miles wrote about getting reform right in schools. We can say flatly that reform will not be achieved until these seven orientations have been incorporated into the thinking and reflected in the actions of those involved in change efforts (p. 744). Those seven orientations are listed in Figure 2. One of the objectives of this research, like a few preceding it, is to identify the specific kinds of combinations of behaviors that principals can and should exhibit on a day-to-day basis to bring about increases in student achievement through implenting ICT utilization among teachers. Figure 1. Fullan and Miles orientations of change. If the role of the principal is critical, then it should be possible to identify principals actions that directly relate to increasing the academic performance of students on standardized testing. An understanding that has been developed through the work of Hall, Hord, and Griffin (1980) is the principle that not all principals are the same. Principals view their role and priorities differently and operationally define their roles differently in terms of what they actually do each day (Hall, Ruthoford, Hord, Huling, 1984) All leaders have a style. That has been established in research on industrial organizational leadership, change process, and educational administration. What has not been established is that there is not an operational definition of style. Furthermore, there is not a distinction drawn between leader behavior and leader style. The terms, and more troubling, the concepts have been used interchangeably. In most studies, followers were asked to identify individual behaviors of leaders, not the leaders behaviors in total. In 1978, Thomas conducted a study on 60 schools, looking at the role of school principals in managing diverse educational programs. As a result of this study, she identified three patterns of principal behavior, and identified them as: Director, Administrator, and Facilitator. Director principals maintained an active interest in all aspects of the school from curriculum and teacher to budgeting and scheduling. Administrator principals were said to make decisions in areas affecting the school as a whole, this, leaving teachers with a great deal of autonomy. Facilitator principals thought of themselves as colleagues of the faculty, and perceived th