Sociology (Theory) - Black Like Me by John Howard Griffin Free Essay Example, 2500 words

Add embedded citations from "Black like Me" and show the page numbers for the examples. c) include some discussion about the examples illustrated for the chosen theoretical argument. Robert Merton’s Structural Functionalism focused â€Å"on social functions rather than on individual motives† (Ritzer 81). He defined functions as observable consequences that help a particular system adapt or adjust. However, Merton believes that this lone focus on adaptation or adjustment produces a clear ideological bias, for the consequences are always positive. Early structural functionalism omitted the negative consequences one social structure can have for another social structure. In this regard, Merton developed the idea of a dysfunction or the negative consequences that could hamper the ability of the parts of the social system to adapt or adjust. Merton also developed the idea of net balance to â€Å"help answer the question of whether positive functions outweigh dysfunctions, or vice versa† (Ritzer 83). However, sociologists cannot objectively determine which outweighs the other by simply summing up the positive functions and dysfunctions because of the complexity of the issues, which are based on so much subjective judgment. We will write a custom essay sample on Sociology (Theory) - Black Like Me by John Howard Griffin or any topic specifically for you Only $17.96 $11.86/pageorder now Nevertheless, Merton’s concept of net balance is useful in â€Å"the way it orients the sociologist to the question of relative significance† (83). Merton’s idea about the levels of functional analysis (Ritzer 83), enables functionalists to do an analysis of an organization, institution, group or any standardized and repetitive social phenomenon, instead of restricting themselves to analysis of the society as a whole. Also, Merton’s concepts of manifest (those that are intended) and latent (those that are unintended) functions and his concept of unanticipated consequences, may shed light on why the discrimination against blacks and other minority groups continues to exist, like in the following excerpts from â€Å"Black Like Me†: I hurried to the alley and walked down it into the gloom of a cluttered courtyard. A few Negroes, who could not enter the white bar, were served from the back. They stood around or sat at wooden tables drinking. I saw a sign that read GENTLEMEN and was almost at the door when several voices shouted. â€Å"Hey! You can’t go in there. Hey! I turned back toward them, astonished that even among skid row derelict joints they had â€Å"separate facilities. † (Griffin 27) The above-cited example clearly illustrates Merton’s functional theory (Ritzer 85).

Hamlet As A Tragic Hero - 1305 Words

Sympathy is a feeling of sorrow, pity, or understanding of someone else’s misfortune. Hamlet, in this case, is the tragic hero due to many different sources that cause the reader to have an immense amount of sympathy for him. A series of events such as murder, failed relationships, and all the madness, created the feeling of sympathy from the audience. These specific sources cause the reader to see the development of the overall themes of deceit, justice, and revenge. Deceit is one of the main themes presented throughout the play starting from the beginning, when Hamlet’s father comes back in the form of a ghost to tell him how they were both betrayed by Claudius. Old Hamlet tells his son about how Claudius, his brother, killed him†¦show more content†¦It can mean the act of cheating on one s spouse or it can mean any kind of other sexual sin, including incest. Whether she cheated on him or not, the marriage is seen as a betrayal to the Old Hamlet, as she marri ed so soon after his death. Another example of deceit throughout the play that creates sympathy for Hamlet is the tragic events involving love interest, Ophelia. Polonius, her father, deceived her into believing she wasn’t good enough for Hamlet and forced her to stop writing him. Ophelia seemed to be his only source of happiness and was ultimately taken away from him due to the lies and deceit of her father. The combination of deceit throughout the play creates an incredible amount of sympathy from the audience. The theme of revenge is triggered from the theme of deceit, for Hamlet’s taking of revenge occurred after the disastrous events that formed in the earlier acts of the play. The ghost of Old Hamlet says, â€Å"I am thy father s spirit, doom d for a certain term to walk the night and for the day confined to fast in fires till the foul crimes done in my days of nature are burnt and purged away. But that I am forbid to tell the secrets of my prison-house, I could a tale unfold whose lightest word would harrow up thy soul, freeze thy young blood, make thy two eyes, like stars, start from their spheres, thy knotted and combinà ¨d locks to part, and each particularShow MoreRelatedHamlet As A Tragic Hero850 Words   |  4 Pagesas a hero if they revenge? Well In the novel Hamlet the author, William Shakespeare creates tragic events where his main character Hamlet has to overcome to achieve his goal of killing his evil uncle Claudius. â€Å"In life one has to do bad thing in order to be a hero,the hero also has to make sacrifices in order to be successful† (John Barrowman). In Shakespeare Hamlet, should hamlet be considered a tragic hero judging by him following the hero steps. Shakespeare proves that Hamlet was a tragic heroRead MoreHamlet, A Tragic Hero1003 Words   |  5 Pagesmemorable tragic hero’s Hamlet is the definition of a tragic hero. In the book, Hamlet, Shakespeare’s character hamlet is determined on killin g his uncle the king. This goal proves to be challenging to him due to his morals. He often struggles with this throughout the book. This proves to be his downfall for not deciding to kill the king until the very end. A tragic hero has to have a fatal flaw that, combined with fate, brings tragedy. This is one of the key characteristics of a tragic hero. He hadRead MoreHamlet As A Tragic Hero1071 Words   |  5 Pages Hamlet as a Tragic Hero The Webster dictionary defines tragedy as, â€Å"a serious drama typically describing a conflict between the protagonist and a superior force and having a sorrowful or disastrous conclusion that excites pity or terror.† (Webster Dictionary) So a tragic hero is a character who goes through a conflict and suffers catastrophically as a direct result of his choices. You will see throughout this story that the character Hamlet is a clear example of Shakespeare’s tragic hero. ShakespeareRead MoreHamlet : A Tragic Hero995 Words   |  4 PagesHamlet: A Tragic Hero William Shakespeare is known through the ages as a brilliant playwright. He has written several comedies and tragedies that people have loved through decades. Shakespeare’s plays have been interpreted in many different ways and have been debated on which interpretation is correct. Some of these included even the basis of the character’s persona. In the Shakespearean tragedy Hamlet, the main protagonist, Prince Hamlet, is fated by the ghost of his late father that, becauseRead MoreHamlet as a Tragic Hero2505 Words   |  11 Pagesterror. A tragic hero, therefore, is the character who experiences such a conflict and suffers catastrophically as a result of his choices and related actions. The character of Hamlet is a clear representation of Shakespeares tragic hero, as he possesses all the necessary characteristics of such a hero. Hamlet is seen as a tragic hero as he has doomed others because of a serious error in judgment, also Hamlet is responsible for his own fat e and Hamlet has been endowed with a tragic flaw. TheseRead MoreHamlet; Tragic Hero3618 Words   |  15 Pages Hamlet; The Tragic Hero            Ã‚  Ã‚      In many plays there is always one person that is the tragic hero. They always possess some type of tragic flaw that in turn leads to their tragic deaths. In the Shakespearean play Hamlet the main character Hamlet is considered to be a tragic hero. By carefully analyzing the Shakespearean play Hamlet one can debate whether the main character Hamlet is a tragic hero. Although it is debatable whether or not Hamlet is a tragic hero, one wouldRead MoreIs Hamlet A Tragic Hero Essay961 Words   |  4 PagesTo be, or not to be: a hero. That is the question often asked of William Shakespeare’s tragedy, Hamlet: whether Hamlet II, Prince of Denmark, can be considered a hero. Throughout the play Hamlet proves himself to be a hero, although different from the usual sense of one. Hamlet is a tragic hero, â€Å"a great or virtuous character . . . who is destined for downfall, suffering, or defeat . . . who makes an error of judgment or has a fatal flaw tha t, combined with fate and external forces, brings on a tragedyRead MoreHamlet As The Tragic Hero Of The Play Hamlet 1314 Words   |  6 PagesIn order to better understand Hamlet one must first asses, and define man. According to webster dictionary a man is a male often having the qualities associated with bravery,script or toughness(site webster dictionary www.define a man.com here). We know the male figure is known to exhibit distinctive male traits such as strength, dignity, courage and be a provider and supporter. As seen in Hamlet one must understand the male figure to better understand Hamlet and why the male behave in such waysRead MoreHamlet: A Tragic Hero Essays697 Words   |  3 Pagestragedy of Hamlet, Shakespeare’s most popular and greatest tragedy, presents his genius as a playwright and includes many numbers of themes and literary techniques. In all tragedies, the main character, called a tragic hero, suffers and usually dies at the end. Prince Hamlet is a m odel example of a Shakespearean tragic hero. Every tragedy must have a tragic hero. A tragic hero must own many good traits, but has a flaw that ultimately leads to his downfall. If not for this tragic flaw, the hero would beRead More Hamlet: A Tragic Hero Essays873 Words   |  4 Pages â€Å"A tragic flaw is an error or defect in the tragic hero that leads to his downfall.† (http://www.bedfordstmartins.com/literature/bedlit/glossary_t.htm) In the history of literature, if the question of who was the most indecisive character was brought up, Hamlet would be a prime candidate. Hamlet had numerous chances to reap revenge for his father’s death but was only able to follow through after the accidental murder of his mother. Hamlet’s inability to make a decision ultimately leads to his demise

Mark McGwire (913 words) Essay Example For Students

Mark McGwire (913 words) Essay Mark McGwireHes 65, and roughly 250lbs, and for the most part he is about as average asyou or me. Almost except for one major thing, he is the record holder of themost prestigious record in all of pro sports. His name is Mark McGwire and therecord is his 70 homeruns, shattering the old record held by the Minnesotanative named Roger Maris. On the Major League Baseballs final day of the seasonMark McGwire hit two mammoth homeruns to give him 70 on the year, an astonishing1 home run in every 7.3 at bats. Mark started this quest for the record early inspring training, setting his mind on accomplishing this one goal to be the kingof all homerun hitters. On the first day of the season Mark hit his firsthomerun of the season. On a 1 ball no strike count in the bottom of the fifthinning with two outs and the basses loaded Mark hit a Grand slam off of The LADodgers pitcher Ramon Martinez. With that Grand Slam he became just thetwenty-first player in Major League history to hit a grand slam in the seasonopener. Now the quest was on, he was now 61 homeruns from beating the record. Overall Mark hit eleven homeruns in the seasons first twenty-seven games, Markreally turned it on in the month of May. In his next twenty-five games in themonth of May, Mark hit sixteen homeruns giving him twenty-seven homeruns so far. With his sixteen homeruns in May, McGwire tied Mickey Mantle for the mosthomeruns in May. Then, out of nowhere a familiar enemy of Marks shows its uglyhead, Mark misses three games with back spasms, injuries are something that hasplagued him most of his career. On June 5th Mark is now healthy and ready toplay, In the first inning Mark came to the plate with a runner at second and oneout. Mark lines the 1 ball 2-strike pitch into the Centerfield Bleachers atBusch stadium. On June 18th Mark sets a Major league Record with histhirty-three homeruns, giving him the most homeruns before July 1st in anyseason. Mark was now becoming the biggest draw all around the majors, teams whonormally couldnt give tickets away were now selling out there stadiums whenMark came to town. The Minnesota Twins couldnt get 50,000 total people to showup for three games, and now for the three games Mark was in tow they drew over150,000 people. Everyone was swarming to ballparks all around the league to geta chan ce to see Mark hit a homerun. Mark was on a tear but now he was not theonly chasing the record. Sammy Sosa for the Chicago Cubs was on a tear hittingtwenty homeruns in July to get him close to McGwire in the Homerun race. Now therace was on Sosa and McGwire were now playing a game of cat and mouse as Sosatried desperately to catch McGwire. On August 19th Sammy finally catches andpasses McGwire hitting his forty-eighth homer of the year. However Sammys leadwas short lived Mark not only tied Sammy in the eighth inning against the Cubsbut he takes the lead in the tenth inning of the same game. Mark was back incontrol of the homerun race. This would go on for the next month or so, Sosawould take the lead and McGwire would come back on the same day and reclaim thelead. On August 22nd Mark sets another record when he hits his 162nd homerun inthe last three seasons beating Babe Ruths record of 161. On September 5th Markfinally hits his 60th homerun of the year joining Maris and Ruth as the onlyplayers in League history to hit sixty or more homeruns. Now the Stage was setthe Cubs and Sammy Sosa came to town for a three game series with the Cardinalsin St. Louis. In the Stands there were some very important fans, Roger Marisfamily came to watch Mark beat their fathers record. On September 7th Markstepped up to the plate in the first inning, Mike Morgan of the Chicago Cubs wason the mound he had retired the first two Cardinal hitters and now he had topitch to McGwire. The first pitch Morgan throws to McGwire is in there for astrike; the next pitch was just outside for a ball. With the crowd on their feetcheering Morgan threw the 1-1 pitch, CRACK, Mark crushed the pitch into thecenterfield stands hitting the ball 430. Mark had now tied Roger Maris recordand he still had eighteen games to hit just one more homerun to set the record. .uf85c81726f11eee722500cf3c0010498 , .uf85c81726f11eee722500cf3c0010498 .postImageUrl , .uf85c81726f11eee722500cf3c0010498 .centered-text-area { min-height: 80px; position: relative; } .uf85c81726f11eee722500cf3c0010498 , .uf85c81726f11eee722500cf3c0010498:hover , .uf85c81726f11eee722500cf3c0010498:visited , .uf85c81726f11eee722500cf3c0010498:active { border:0!important; } .uf85c81726f11eee722500cf3c0010498 .clearfix:after { content: ""; display: table; clear: both; } .uf85c81726f11eee722500cf3c0010498 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf85c81726f11eee722500cf3c0010498:active , .uf85c81726f11eee722500cf3c0010498:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf85c81726f11eee722500cf3c0010498 .centered-text-area { width: 100%; position: relative ; } .uf85c81726f11eee722500cf3c0010498 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf85c81726f11eee722500cf3c0010498 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf85c81726f11eee722500cf3c0010498 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf85c81726f11eee722500cf3c0010498:hover .ctaButton { background-color: #34495E!important; } .uf85c81726f11eee722500cf3c0010498 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf85c81726f11eee722500cf3c0010498 .uf85c81726f11eee722500cf3c0010498-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf85c81726f11eee722500cf3c0010498:after { content: ""; display: block; clear: both; } READ: Bioethics EssayOn September eighth, in the forth inning facing Steve Trachsel of the Cubs; Markcame to the plate once more. Trachsel threw a pitch to McGwire; Mark hit a deepline drive into left field. The ball was hit deep but everyone including Markthought the ball wasnt going to leave the park, but then it was gone justclearing the wall. The fans went crazy yelling and cheering for Mark he had justbroke the most unbreakable record in all of baseball. After all was said anddone Mark hit 62 homeruns in 145 games, his homeruns traveled a total of 26394feet or 4.99 miles, for an average of 427.7 feet per homerun. Even though Markset the record with 70 homeruns Sammy also br oke Maris record with 65 homeruns. That was truly the best season in along time, Mark and Sammy put Major LeagueBaseball on their backs and resuscitated it. Making baseball the talk of thetown all over the country.

A Timeline of the Russian Revolution From 1914 to 1916

A Timeline of the Russian Revolution From 1914 to 1916 In 1914, the First World War erupted across Europe. At one point, in the early days of this process, the Russian Tsar was faced with a decision: mobilize the army and make war almost inevitable, or stand down and lose massive face. He was told by some advisors that to turn away and not fight would undermine and destroy his throne, and by others that to fight would destroy him as the Russian army failed. He seemed to have few correct choices, and he went into war. Both advisors might have been right. His empire would last until 1917 as a result. 1914 June - July: General Strikes in St. Petersburg. July 19th: Germany declares war on Russia, causing a brief sense of patriotic union amongst the Russian nation and a downturn in striking. July 30th: The All Russian Zemstvo Union for the Relief of Sick and Wounded Soldiers is created with Lvov as president. August - November: Russia suffers heavy defeats and a large shortage of supplies, including food and munitions. August 18th: St. Petersburg is renamed Petrograd as Germanic names are changed to sound more Russia, and hence more patriotic. November 5th: Bolshevik members of the Duma are arrested; they are later tried and exiled to Siberia. 1915 February 19: Great Britain and France accept Russias claims to Istanbul and other Turkish lands. June 5th: Strikers shot at in Kostrom; casualties. July 9th: The Great Retreat begins, as Russian forces pull back into Russia. August 9th: The Dumas bourgeois parties form the Progressive bloc to push for better government and reform; includes the Kadets, Octobrist groups and Nationalists. Auguest 10th: Strikers shot at in Ivnovo-Voznesà ©nsk; casualties. August 17-19th: Strikers in Petrograd protest at the deaths in Ivnovo-Voznesà ©nsk. August 23rd: Reacting to war failures and a hostile Duma, the Tsar takes over as Commander-in-Chief of the armed forces, prorogues the Duma and moves to military headquarters at Mogilev. Central government begins to seize up. By associating the army, and its failures, with him personally, and by moving away from the centre of government, he dooms himself. He absolutely has to win, but doesnt. 1917 January - December: Despite successes in the Brusilov offensive, the Russian war effort is still characterised by shortages, poor command, death and desertion. Away from the front, the conflict causes starvation, inflation and a torrent of refugees. Both soldiers and civilians blame the incompetence of the Tsar and his government. February 6: Duma reconvened. February 29th: After a month of strikes at the Putilov Factory, the government conscripts the workers and takes charge of production. Protest strikes follow. June 20: Duma prorogued. October: Troops from 181st Regiment help striking Russkii Renault workers fight against the Police. November 1st: Miliukov gives his Is this stupidity or treason? speech in reconvened Duma. December 17/18th: Rasputin is killed by Prince Yusupov; he has been causing chaos in the government and blackened the name of the royal family. December 30th: The Tsar is warned that his army wont support him against a revolution.

Instructional Leadership

Instructional Leadership Introduction In the last two decades, the world has witnessed the appearance of new theoretical models in the sphere of educational leadership. Two of the principal models, as evaluated by several empirical researchers, are instructional leadership and shared institutional leadership.Advertising We will write a custom research paper sample on Instructional Leadership specifically for you for only $16.05 $11/page Learn More In contrast to former leadership models employed by school administration (i.e. contingency theory, trait theories, and situational leadership), shared instructional leadership model lends credence explicitly on way in which educational leadership (employed by teacher and school administrators) leads to improvement in educational outcomes (Hallinger, 2003, p.329). Instructional Leadership: Definition According to Hallinger (2003), instructional leadership lends credence on the role of school administrator (principal) in organizing, running , directing and developing instruction and curriculum in the school (p.331). To put it in another way, instructional leadership emphasizes on the unitary function of the school principal. The instructional leadership model emphasizes on three critical role of school principal: defining the mission of the school; administering the instructional program, and supporting a positive learning culture (Hallinger, 2003, p.332). Southworth (2002) also defines instructional leadership as that which â€Å"assumes that critical focus for attention by leaders is the behavior of teachers as they engage in activities directly affecting the growth of student† (2002, p.73). He further classifies two variants: the narrow type, which confines its focus on the behaviors of teacher to improve student learning; and the broader one which lends credence to other organizational aspects. He also states that principals alone cannot execute all of school’s requirements for instructional leadershi p. What’s more, for instructional leaders to be effective, they must promote curriculum development, staff development and value a blend of supervision (Southworth, 2002, p.75). Emergence of Instructional Leadership Instructional leadership model first appeared in 1980s following numerous studies on successful school management practices. These studies identified â€Å"strong, directive leadership focused on curriculum and instruction from the principal† as an attribute of elementary school in deprived urban society (Hallinger, 2003, p.329).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This leadership model influenced much of the thoughts on successful principal leadership publicized in early 1980s and 1990s globally. What’s more, instructional leadership was widely adopted by many principal leadership academies in the U.S. as the preferred model (Hallinger, 2003, p.330). Following the adoption of several school reforms in North America in the 1990s, practitioners and academicians started to give weight to terms such as transformational leadership, distributed leadership, teacher leadership, and shared leadership. The surfacing of these leadership models signaled a widespread displeasure with instructional leadership model. The discontentment with this model stemmed from the fact that it emphasized too much on the principal as the source of authority, power and knowledge (Hallinger, 2003, p.330). Evidence-Based Instructional Leadership The effectiveness of instructional leadership can also be gleaned from a study done by Blasà © and Blasà ©. The study interviewed 800 USA teachers about the attributes of their principals and how they affected their (teachers) performance. Three critical elements of successful instructional leadership emerged from this study: promoting teacher reflection; supporting professional growth of teachers; and speaking with teachers. These findings are linked to principals’ behaviors in terms of: broadening autonomy; praising results: and being visible (Southworth, 2002, p.75). Interaction seems to emerge as the main aspect of this study. Successful instructional leaders must realize that the most effective way for teachers to enlarge their teaching range is through a carefully designed curriculum and support system. According to the findings of the Blasà © and Blasà © study, school administrators require a wide range of expertise/knowledge to facilitate effective interaction with teachers. This include: classroom surveillance and data collection; reflective communication skills; and knowledge of the teachers’ stage of progress. Consequently, it appears that developing evidence-based approach to management, leadership and school improvement implies that school administration (especially principals) must develop their skills in managing data, teachers and the pupilsâ€℠¢ learning processes.Advertising We will write a custom research paper sample on Instructional Leadership specifically for you for only $16.05 $11/page Learn More In addition, this type of leadership style must be integrated into the school’s organizational processes and structure to enable academic institutions turn into a learning community (Southworth, 2002, p.75). The Role of Principals under Instructional Leadership Model The first role of school principals under this model is framing and communicating the goals of schools. Under this role, the principal needs to work with teachers to make sure that the school has transparent, quantifiable goals that promote academic development of students. The principal is mainly responsible for ensuring that these goals are extensively identified and sustained all through the school community. The second role, supervising instructional program, centers on the control and synchronization of curriculum and inst ruction. This role entails three leadership functions: coordinating the curriculum; controlling and assessing instruction; and examining progress of students (Hitchcock et al., 2002, p.9). The principal is required to be deeply engrossed in supervising the curriculum program. The third role, supporting a positive learning culture in school, entails a number of functions: safeguarding instructional time; supporting professional growth of teachers; offering inducements for teachers; upholding high visibility; and offering inducements for learning. This role is wide in terms of scope and target. It subscribes to the concept that successful schools produce an academic press via the development of high standards as well as a climate of uninterrupted improvement (Hallinger, 2003, p.333). It is thus the duty of the principal to harmonize the practices and standards of school with its mission and to produce a culture that sustains teaching and learning. Comparison between Instructional Lead ership with Emerging Roles Many schools rely on leadership structures to realize their academic goals. One way in which some principal have enhanced leadership capacity of their schools is by involving teachers in prolonged discussions and decision-making process on educational issues (Marks Printy, 2003, p.370). Although school principals are the main agents for change, they acknowledge that teachers are equal colleagues in this process by taking advantage of their expertise and knowledge. Instructional leadership model lends credence to the role of school principal as the key agent for formulating, implementing and supervising curriculum and instructions.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, shared instructional leadership stresses on the active partnership between principals and teachers on instruction and curriculum development. The principal, under this model, solicits for insight, ideas and knowledge of teachers in curriculum development and collaborates with them to achieve academic goals of the school. In other words, the principal and teachers partner in areas such as curriculum development, administration of instructional duties, as well as staff development. The principal’s role in shared instructional leadership model is thus not the solitary instructional manager but the â€Å"leader of instructional leaders† (Marks Printy, 2003, p.371). Instructional leadership considers the principal as the key source of educational knowledge. Under this model, the principal’s role is to sustain high expectations for students and teachers, coordinate the curriculum, manage classroom instruction and monitor academic progress of studen ts (Marks Printy, 2003, p.372). In contrast to the traditional concept of instructional leadership, shared instructional leadership is an all-inclusive model, friendly with knowledgeable and empowered teachers. Under this model, the principal provides resources and institutional support to teachers and maintains consistency and congruence of the academic program. The participation of teachers under shared institutional leadership model is both formal and informal. The principal thus assumes the role of an inspector of teacher expertise and a facilitator of teacher development (Marks Printy, 2003, p.375). However, there several leadership challenges that school principals are bound to encounter in the future. These include data management, resource scarcity and inadequate skilled staff. Conclusion Instructional leadership model was extensively adopted by many elementary schools in the US and commonly regarded as the model of choice. In the last two decades, the world has witnessed the appearance of new theoretical models in the sphere of educational leadership. Two of the principal models, as evaluated by several empirical researchers, are instructional leadership and shared institutional leadership. Shared instructional leadership model lends credence explicitly on way in which educational leadership (employed by teacher and school administrators) leads to improvement in educational outcomes. This model emphasizes on the collaboration between principals and teachers in issues such as curriculum development and assessment and implementation of the objectives of the schools. However, there are a number of leadership challenges that principals will encounter in the near future. It is thus important that principles possess communication and managerial skill to address any emerging issues in an effective way. References Hallinger, P. (2003). Leading Educational Change: Reflection on the Practice of Instructional and Transformational Leadership. Cambridge Journal of Education, 33(3), 329-352. Hitchcock et al. (2002). Providing New Access to the General Curriculum. Teaching Exceptional Children, 35(2), 8-17. Marks, H.M., Printy, S.M. (2003). Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership. Educational Administration Quarterly, 39, 370-397. Southworth, G. (2002). Instructional Leadership in Schools: Reflections and empirical evidence. School Leadership and Management, 22, 73-91.

Week 3 Assignment Example | Topics and Well Written Essays - 250 words - 1

Week 3 - Assignment Example Transistors came to replace the huge vacuum tubes in radios, computer and other electronics. An integrated circuit commonly referred to as the IC was developed by Jack Kilby of the Texas Instruments. The IC consisted of tiny transistor put together (Natarajan, 60). They were efficient and small in size thus saving space. Machine speed was increased due to the reduced distance making the electrons to travel faster. 1950s set a platform for advancement in computer that would be observed into the 1960s and the 1970s (Elleithy, 103). It also marked the start of rapid electronic change that is felt up to current. The past twenty years have recorded a rapid growth in computer technology, think of the smart devices available, think of cloud computing. All this have had an impact on our economic and social life. Information will dictate future power. Many believe that power is vested in information. The advancement has resulted to a revolution in artificial intelligence, nanotechnology, and quantum physics. In the next thirty years or so, the advances will impact our lives and work. Ideas of virtual reality such as ones shown on movies like Matrix will probably come true in the decades ahead (Francisco, 212). Nanotechnology will assist scientists to develop microchips, logic gates and electrical conductors. One atom will be used to build chips. Advance computers will be generated such as electronic nanocomputers, biochemical and chemical nanocomputers, mechanical nanocomputers and quantum nanocomputers. Artificial intelligence is a computer science branch that aims at making computer to have the behavior of humans (Francisco, 218). It involves computer programming. Computer will be capable of making real situations of life through expert systems. Computer will understand the language of humans through natural language. Through robotics, computer will be able to hear, see and react to sensory stimuli (Elleithy, 241).

Exceptional Essay Example | Topics and Well Written Essays - 500 words

Exceptional - Essay Example In this book the authors have mentioned and discussed many important thing regarding creating and maintaining Inclusive classrooms, this also includes how families can deal with disable children’s and make they feel comfortable in the surroundings, identifying a student’s needs, the ways of special education process, teaching students who are gifted and ways & methods of teaching students with Emotional Disorder, Communication Disorder, Sensory Impairments, Learning Disabilities, Mental Retardation, Autism, Traumatic Brain injury, Hyperactivity Disorder, Attention Deficit and other low-Incidence disabilities. Most important of all that this book also includes some very important topic that are Teaching students who are gifted which is our topic, teaching those who are at Risk, with special needs in Elementary Schools and in Secondary School. These are the important Issues, Methods and other useful techniques mentioned in this book which make this book very different and special one. In this assignment we shall discuss about two important chapters in this book i.e. Effective Inclusion Practices and Professional Collaboration which deal with the concept of and teaching students who are gifted, who have extra talent and ways to teach them. We will start our assignment with what is inclusive, importance of inclusive education, effective inclusion practices, about Exceptional and importance of exceptional education. Inclusive means including everything mentioned with in a limit or without respect to a limit, accordingly it means teaching everyone in same classroom whether a student is a disable, normal or an elder person.