Most Abundant Element in the Universe, Earth, and Body

The most abundant element in the universe is hydrogen, which makes up about three-quarters of all matter! Helium makes up most of the remaining 25%. Oxygen is the third-most abundant element in the universe. All of the other elements are relatively rare. The chemical composition of Earth is quite a bit different from that of the universe. The most abundant element in the Earths crust is oxygen, making up 46.6% of Earths mass. Silicon is the second most abundant element (27.7%), followed by aluminum (8.1%), iron (5.0%), calcium (3.6%), sodium (2.8%), potassium (2.6%). and magnesium (2.1%). These eight elements account for approximately 98.5% of the total mass of the Earths crust. Of course, the Earths crust is only the outer portion of the Earth. Future research will tell us about the composition of the mantle and core. The most abundant element in the human body is oxygen, making up about 65% of the weight of each person. Carbon is the second-most abundant element, making up 18% of the body. Although you have more hydrogen atoms than any other type of element, the mass of a hydrogen atom is so much less than that of the other elements that its abundance comes in third at 10% by mass. Source​ Element Distribution in the Earths Crust

Teenage Girls and Media Essay - 576 Words

Teenage girls receive around 40 hours of media exposure every week. This is the most time that teens spend on an activity other than school and sleeping. Teenage girls are highly influenced by the ideal body image that they see on screen. Girls have a difficult time trying to attain the ideal body image and may diet or develop eating disorders to take control of their weight and body figure. When girls fail to do so, they can become depressed and have a lower self-esteem. However, most of the bodies of models and celebrities are difficult for the average person to attain. In fact, it is so hard that many celebrities have their bodies photoshopped to become slimmer and appear more beautiful. A research team from the Temple University†¦show more content†¦At a very young age girls are exposed to clothing and actions that are of the sexual nature. For example, the clothing retailer Abercrombie Fitch is often criticized for sexually and racially provocative catalogs and designs. They sell thong underwear in children sizes with the words eye candy and wink wink. In the store the sexually provocative teenage- looking models are often shown nude or with minimal clothing. Women are also over sexualised in video games. Female characters are often shown flat machs and perfect breasts while wearing very tight and revealing costumes. In video games, females are often seen as a posession or a prize. An example of this is Lara Croft from the Tomb Raider game. She wears very tight and small pieces of clothing in the game. Also, the girls in video games are often seen as weaker than the men and not as intelligent. They are the damsel in distress that needs to be saved by the men. Not only do advertisements and video games influence girls but also what is played on the television. Teens who watch the more sex on television are twice as likely to beginShow MoreRelatedMedia s Effect On Teenage Girls1196 Words   |  5 Pages Pressure to Look Perfect Growing up surrounded by media brings pressure to teenage girls to have what society defines as the ideal body. As a teenager one wants to fit in with the most popular group. Recent movies like â€Å"Mean girls† and â€Å"16 wishes† have shown the role of the popular girl to be thin, beautiful, and smart. As a media consumer, females assume that if they achieve this look they will become popular as well. Many teenagers go through stressing situations in order to accomplish theRead More Teenage Girls, the Media and Self-Image Essay3098 Words   |  13 PagesTeenage Girls, the Media and Self-Image The beauty of the world has two edges, one of laughter, one of anguish, cutting the heart asunder. -Virginia Woolf Youth is beauty, money is beauty, hell, beauty is beauty sometimes. Its the luck of the draw, its the natural law; its a joke, its a crime. -Ani Difranco The teen magazines began appearing in the fifth grade. They seemed to show up overnight, out of nowhere. At lunch or between classes, groups of girls would cluster aroundRead MoreEssay on How the Media is Affecting Teenage Girls855 Words   |  4 Pageslot of attention toward the media and how its affects young people. Joyce Garity, author of â€Å"Is Sex All That Matters,† and Steve Lopez, â€Å"A Scary Time to Raise a Daughter,† write about how media such as magazines, the internet, and television affects teenagers. Both authors talk about how the media is using sex and violence to sell products, thus leading teenagers to commit wrongful deeds, including lack of using birth control leading to unwanted pregnancy, imitating girls on the magazines, and cannotRead MoreTeenage Girls and Body Image Essay1291 Words   |  6 PagesTeenage girls are at an impressionable time in their lives. Mass Media is a key idea in one of the factors of socialization that become important to teenagers. Teenagers look to the media for a sense of entertainment. Whether it is movies, magazines, or even some aspects of social media, teenagers get a lot of influence from the media’s message. The problem with this is the media has a specific way of doing things and can be negative to a susceptible teenage girl. Media’s way of portraying a womanRead MoreEssay on The Influences of Media on Establishing Teenage Identities 1717 Words   |  7 PagesCULTURE IN A YOUNG TEENAGE GIRLS LIFE Introduction As teenage girls seek to establish a sense of self, teens may experiment with different roles, activities and behaviors. This is an important process of forming a strong identity and developing a sense of direction through life. Mass media plays an important role in shaping the youth culture. As we all know that in the current modern society, internet, television and magazines has become the inseparable elements of a teenage girl’s life. InternetRead MoreThe Problem Of Teenage Girls1343 Words   |  6 Pagesfor teenage girls to live up to the standards presented to them. Seventy-four percent of teenage girls say there is a lot of pressure when it come to pleasing everyone (Girls Inc, The Supergirl Dilemma). That percentage is astronomically high. Females this young should not have to worry about things as superficial as looks at this age. Teenage years are supposed to be the best years of a person’s life and time should not be wasted on worrying about body image. The pressure imposed on teenage femalesRead More The Medias Influence on Eating Disorders Essay example1100 Words   |  5 Pagesconditions that arise from factors including physical, psychological, interpersonal, and social issues. Media images help define cultural definitions of beauty and attractiveness and are often acknowledged as one of the factors that contribute to the rise of eating disorders (NEDA). The National Eating Disorders Associations website, The Effect of the Media on Body Satisfaction in Adolescent Girls, The Medias Influence on Body Image Disturbance and Eating Disorders, and Dieting Behaviors, WeightRead MoreThe Influence Of Media Reporting On Society s Perception Of Beauty1730 Words   |  7 Pagesis wonderful, so eat the damn red velvet cupcake† ( 2010, page number). It is evident that over the last decade the media has created an image that is unrealistic and unattainable for teenage girls. As such, based upon a macro perspective, the societal roles, s tatus and expectations of young women have been impacted negatively. This paper will analyze how the combination of media reporting, socioeconomics and sociocultural factors contribute to the development of eating disorders as well as howRead MoreTeenage Pregnancy Essay1238 Words   |  5 Pageswhen they hear about the pregnancy of an adolescent girl. Early pregnancy, commonly referred to as teenage pregnancy, is an ongoing crisis throughout the world. However, the United States has the highest rates of teen pregnancy in the world. Since its peak in 1990, teen pregnancy rates have declined by half, but they are still fairly high. According to the National Campaign to Prevent Teen and Unplanned Pregnancy, â€Å"roughly one in four teens girls in the U.S. will get pregnant at least once by theRead MoreMedia s Effect On The Self Esteem Of The Girls1739 Words   |  7 Pages The standard that the media set for the girls is almost impossible to be achieved (Serdar, n.d.). This is pro bably the most dangerous effect that the media brings toward the self-esteem of the girls. It is natural for people, especially girls to compare themselves with other people (Serdar, n.d.). This comparison can be distinguished into 2 types, upward comparison and downward comparison. An upward comparison occurs when the girls compare themselves to someone who seems to be better than them.

History of Feminism in the 1990’s Free Essays

string(114) " Federal Bureau of Investigation director, William Webster, declared that he saw no evidence of â€Å"terrorism\." Overall, the rights and status of women have improved considerably in the last century; however, gender equality has recently been threatened within the last decade. Blatantly sexist laws and practices are slowly being eliminated while social perceptions of â€Å"women’s roles† continue to stagnate and even degrade back to traditional ideals. It is these social perceptions that challenge the evolution of women as equal on all levels. We will write a custom essay sample on History of Feminism in the 1990’s or any similar topic only for you Order Now In this study, I will argue that subtle and blatant sexism continues to exist throughout educational, economic, professional and legal arenas. Women who carefully follow their expected roles may never recognize sexism as an oppressive force in their life. I find many parallels between women’s experiences in the nineties with Betty Friedan’s, in her essay: The Way We Were – 1949. She dealt with a society that expected women to fulfill certain roles. Those roles completely disregarded the needs of educated and motivated business women and scientific women. Actually, the subtle message that society gave was that the educated woman was actually selfish and evil. I remember in particular the searing effect on me, who once intended to be a psychologist, of a tory in McCall’s in December 1949 called â€Å"A Weekend with Daddy. † A little girl who lives a lonely life with her mother, divorced, an intellectual know-it-all psychologist, goes to the country to spend a weekend with her father and his new wife, who is wholesome, happy, and a good cook and gardener. And there is love and laughter and growing flowers and hot clams and a gourmet cheese omelet and square dancing, and she doesn’t want to go home. But, pitying her poor mother typing away all by herself in the lonesome apartment, she keeps her guilty secret that from now on she will e living for the moments when she can escape to that dream home in the country where they know â€Å"what life is all about. † (See Endnote #1) I have often consulted my grandparents about their experiences, and I find their historical perspective enlightening. My grandmother was pregnant with her third child in 1949. Her work experience included: interior design and modeling women’s clothes for the Sears catalog. I asked her to read the Friedan essay and let me know if she felt as moved as I was, and to share with me her experiences of sexism. Her immediate reaction was to point out that â€Å"Betty Friedan was a college educated woman and she had certain goals that never interested me. † My grandmother, though growing up during a time when women had few social rights, said she didn’t experience oppressive sexism in her life. However, when she describes her life accomplishments, I feel she has spent most of her life fulfilling the expected roles of women instead of pursuing goals that were mostly reserved for men. Unknowingly, her life was controlled by traditional, sexist values prevalent in her time and still prevalent in the nineties. Twenty-four years after the above article from McCall’s magazine was written, the Supreme Court decided whether women should have a right to an abortion in Roe v. Wade (410 U. S. 113 (1973)). I believe the decision was made in favor of women’s rights mostly because the court made a progressive decision to consider the woman as a human who may be motivated by other things in life than just being a mother. Justice Blackmun delivered the following opinion: Maternity, or additional offspring, may force upon the woman a distressful life and future. Psychological harm may be imminent. Mental and physical health may be taxed by child care. There is also a distress, for all concerned, associated with the unwanted child, and there is the problem of bringing a child into a family already unable, psychologically and otherwise, to care for it. In other cases, as in this one, the additional difficulties and continuing stigma of unwed motherhood I feel the court decision of Roe v. Wade would not have been made in 1949. Even in 1973, it was a progressive decision. The problem of abortion has existed for the entire history of this country (and eyond), but had never been addressed because discussing these issues was not socially acceptable. A culture of not discussing issues that have a profound impact on women is a culture that The right of abortion became a major issue. Before 1970, about a million abortions were done every year, of which only about ten thousand were legal. Perhaps a third of the women having illegal abortions – mostly poor people – had to be hospitalized for complications. How many thousands died as a result of these illegal abortions no one really knows. But the illegalization of abortion clearly orked against the poor, for the rich could manage either to have their baby or to have their abortion under safe conditions. (See Endnote #3) A critic of the women’s movement would quickly remind us that women have a right to decline marriage and sex, and pursue their individual interests. However, I would argue that the social pressure women must endure if they do not conform to their expected role is unfair. The problem goes beyond social conformity and crosses into government intervention (or lack thereof). The 1980’s saw the pendulum swing against the women’s movement. Violent acts against women who sought abortions became common and the government was unsympathetic to the victims. There are parallels between the Southern Black’s civil rights movement and the women’s movement: Blacks have long been accustomed to the white government being unsympathetic to violent acts against them. During the civil rights movement, legal action seemed only to come when a white civil rights activist was killed. Women are facing similar disregard presently, and their movement is truly one A national campaign by the National Organization of Women began on 2 March 1984, demanding hat the US Justice Department investigate anti-abortion terrorism. On 1 August federal authorities finally agreed to begin to monitor the violence. However, Federal Bureau of Investigation director, William Webster, declared that he saw no evidence of â€Å"terrorism. You read "History of Feminism in the 1990’s" in category "Essay examples" Only on 3 January 1985, in a pro-forma statement, did the President criticize the series of bombings as â€Å"violent anarchist acts† but he still refused to term them â€Å"terrorism. † Reagan deferred to Moral Majoritarian Jerry Falwell’s subsequent campaign to have fifteen million Americans wear â€Å"armbands† on 22 January 1985, â€Å"one or every legal abortion† since 1973. Falwell’s anti-abortion outburst epitomized Reaganism’s orientation: â€Å"We can no longer passively and quietly wait for the Supreme Court to change their mind or for Congress to pass a law. † Extremism on the right was no vice, moderation no virtue. Or, as Hitler explained in Mein Kamph, â€Å"The very first essential for success is a perpetually constant and regular employment of violence. † (See Endnote #4) This mentality continued on through 1989 during the Webster v. Reproductive Health Services (109 S. Ct. 3040 (1989)) case. The Reagan Administration had urged the Supreme Court to use this case as the basis for overturning Roe v. Wade. † (See Endnote #5) It is disturbing that the slow gains achieved by the women’s movement are so volatile and endangered when conservative administrations gain a majority in government. To put the problem into perspective: a woman’s right to have an abortion in this country did not come until 1973. Less than two decades later, the president of the United States is pushing to take that right away. It seems blatant that society is bent on putting women in their places. From the above examples, it appears American culture prefers women as non-professional, non-intellectual, homemakers and mothers. This mentality is not easily resolved, because it is introduced at a young age. Alice Brooks experienced inequality on the basis of her race and her sex. In her autobiography, A Dream Deferred, she recalls the reaction of her father when she brought up the idea of college to him: I found a scholarship for veterans’ children and asked my father to sign and furnish proof that he was a veteran. He refused and told me that I was only going to get married and have babies. I needed to stay home and help my mother with her kids. My brother needed college to support a family. Not only was I not going to get any help, I was also tagged as selfish because I wanted to This is another example of women being labeled as selfish for wanting the same opportunities as men. Alice Brooks is a very courageous woman; seemingly able to overcome any oppression she may encounter. During her presentation to our class, she said that â€Å"women who succeed in male dominated fields are never mediocre – they are extraordinary achievers. † Her insight encapsulates uch of the subtle sexism that exists today. I feel that no one can truly be equal in a society when only the â€Å"extraordinary achievers† are allowed to succeed out of their expected social role. This attitude of rising blatant and subtle attacks on women’s civil rights is further exemplified in recent reactions to affirmative action plans. These plans have been devised to try to give women and minorities an opportunity to participate in traditionally white male dominated areas. However, we see the same trends in legal action for the use of affirmative action plans as we saw in the 980’s backlash against the Roe v. Wade decision. A few interesting points were presented in the case, Johnson v. Transportation Agency, Santa Clara (480 U. S. 616 (1987)). Mr. Paul E. Johnson filed suit against the Santa Clara County Transportation Agency when he was denied a promotion, feeling the company’s affirmative action plan denied him of his civil rights. Some interesting facts were presented in this case: Specifically, 9 of the 10 Para-Professionals and 110 of the 145 Office and Clerical Workers were women. By contrast, women were only 2 of the 28 Officials and Administrators, 5 of the 58 Professionals, 12 of the 124 Technicians, none of the Skilled Crafts Workers, and 1 – who was Joyce – of the 110 Road Maintenance Workers. The above statistics show women have been considerably underrepresented at the Santa Clara County Transportation Agency. These numbers are not uncommon and are found throughout business. It is interesting to note the current popular perception is that affirmative action precludes white males from finding employment with companies that implement these plans. The truth is in the numbers, however. The fact that Mr. Johnson felt he was denied his civil rights because an equally qualified woman was given a promotion, instead of him, is just a small window into the subtle sexism that exists today. Most critics of affirmative action do not consider the grossly unequal numbers of men in management and professional positions. Secondly, it never seems an issue of debate that a woman may have had no other previous life opportunities in these male dominated areas. I do not intend to argue that affirmative action is good or bad, but only wish to point out that the current backlash against these programs is heavily rooted in sexism and racism. Often blatant violence or unfair acts against a group of people will cause that group to pull together and empower themselves against their oppressors. The women’s movement has made large steps to eliminate many of these blatantly sexist acts in the last century. Now the real difficulty is upon us: subtle acts of sexism and the degrading social roles of women in today’s conservative culture. Alice Brooks so eloquently described her experiences with inequality, stating, â€Å"the worse pain came from those little things people said or did to me. † As these â€Å"little things† accumulate in the experience of a oung woman, she increasingly finds herself powerless in her relationships, employment, economics, and society in general. The female child has as many goals as the male child, but statistically she is unable to realize these goals because of the obstacles that society sets in front of her. Society and media attempt to create an illusion that women have every right that men enjoy. However, women will never be equal until the day female scientists, intellectuals, professionals, military leaders, and politicians are just as accepted and encouraged to participate in all of society’s arenas as males. How to cite History of Feminism in the 1990’s, Essay examples

FEU Admission Policies for incoming Freshmen free essay sample

The result of the qualifying examination is final and not subject to appeal; no retakes are allowed. Non qualifiers shall be advised to shift to another ABS major. Non qualification after this first qualifying examination is a permanent disqualification from the ABS-IA program. 4. To remain in the ABS-IA program the student must meet all of the following requirements: A. AWG of 2. 0 or better in all accounting, law, and taxation subjects, with no grade lower than 2. In any of these subjects B. Students may continue in the program only if the non-qualified subjects are re-enrolled and the required passing grade is attained. C. Pass a comprehensive examination at the end of each academic year covering all major subjects in the year level for the academic year; unsuccessful examinees may be advised to shift to another major, re-enroll some courses, or retake the examination.Students who do not meet the grade requirement are barred from taking the comprehensive examination. We will write a custom essay sample on FEU Admission Policies for incoming Freshmen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 5. All 4th year ABS-IA students who have completed all course requirements shall be eligible for graduation with the ABS-IA degree. To be admitted to 5th year BBS Accountancy, the student must pass a written comprehensive examination to be taken at the end of the Thayer, ABS-IA, Non-qualifiers may retake the comprehensive examination any number of times to qualify for 5th year ABS 6.To qualify for graduation with the ABS degree, the student must pass a comprehensive written examination at the end of the 5th year; non passers may retake the examination any number of times until finally qualified. Students who fail for the third time shall re-enroll at least 6 units of 5th year subjects as recommended by the Dean or Associate Dean. Passing the written comprehensive examination is an absolute requirement for graduation.

The Potential Causes of the Financial Crises in South East Asia

The collapse of the financial systems of Thailand, Philippines, Indonesia, and Malaysia has its roots in the fundamental and structural foundation of the international capitalist system which unavoidably will contribute to its crushing, under its own weight (Rahman, 1997).Advertising We will write a custom essay sample on The Potential Causes of the Financial Crises in South East Asia specifically for you for only $16.05 $11/page Learn More â€Å"The financial crisis was transformed into a full-blown recession or depression, with forecasts of GNP growth and unemployment becoming more gloomy for affected countries† (Khor, n.d.). â€Å"The threat of depreciation spread from a few countries to many in the region, and also to other areas such as Russia, South Africa, and possibly Eastern Europe and South America† (Khor, n.d.). The Potential Causes of the Financial Crises As far as the causes of the financial crises in these countries concerned there is no single opinion. They vary from economy to economy. The Asian Tiger economies were growing and were open to foreign investments, goods and services, capital flows and relying heavily on dollar markets (Nanto, 1998). â€Å"There has been a great debate over the causes of this depreciation as weather the domestic policies and practices or the inherent and unstable nature of the global financial system were responsible for it† (Garay, 2003). In the first phase of the crisis , the international establishment (represented by the IMF) and the G7 countries placed the blame directly on domestic ills in the East Asian countries as it spread from Thailand to Malaysia, Indonesia, the Philippines, then to South Korea (Garay, 2003). Source: Garay, 2003. The Asian Financial Crisis of 1997-1998 and the Behavior of Asian Stock Markets Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More But s oon another view emerged which put the blame on the developments of the global financial system: the combination of financial deregulation and liberalization across the world; the increasing interconnection of markets and speed of transactions through computer technology and the development of large institutional financial players† (Garay, 2003). â€Å"A developing country opens itself to the possibility of tremendous shocks and instability associated with inflows and outflows of funds when it carries out financial liberalization before its institutions or knowledge base is prepared to deal with the consequences† (Garay, 2003). â€Å"A total of US$184 billion entered developing Asian countries as net private capital flows in 1994-96, according to the Bank of International Settlements† (Garay, 2003). â€Å"In 1996, US$94 billion entered and in the first half of 1997 $70 billion poured in† (Garay, 2003). â€Å"With the beginning of the crisis, $102 billion went out in the second half of 1997† (Garay, 2003). â€Å"From the above mentioned figure it is evident that the flows (in and out) can be so huge; the shifts can be so unpredictable and sudden when inflow turns to outflow and the huge capital flows can be subjected to the tremendous effect of â€Å"herd instinct,† in which a market opinion or operational leader starts to pull out, and followed by a panic withdrawal by large institutional investors and players† (Garay, 2003). Source: Garay, 2003. The Asian Financial Crisis of 1997-1998 and the Behavior of Asian Stock Market To maintain foreign investors’ confidence transparency on the business and government level is highly required. In the absence of transparency on such key economic variables as foreign reserves and policy directions, herd instinct prevails, which can make the situation uncontrollable (Kihwan, 2006).Advertising We will write a custom essay sample on The Potential Causes of the Fina ncial Crises in South East Asia specifically for you for only $16.05 $11/page Learn More â€Å"In the case of East Asia, although some of the currencies were over-valued, there was an over- reaction of the market, and consequently an ‘over-shooting’ downwards of these currencies† (Garay, 2003). â€Å"It was a case of self-fulfilling prophecy. The financial speculators, led by some hedge funds, were also responsible for the original ‘trigger action’ in Thailand. The Thai government used up over US$20 billion of foreign reserves to fight off speculative attacks† (Garay, 2003). â€Å"Speculators borrowed and sold Thai baht, receiving US dollars in exchange† (Garay, 2003). â€Å"With the falling of the baht, much less dollars were needed to repay the baht loans which made large profits for them† (Garay, 2003). â€Å"According to a report in Business Week in August 1997, speculative attacks on Southeast Asian currencies in July 1997 contributed to big profits for the hedge funds. According to Business Week, in July (the month when the Thai baht went into crisis and when other currencies began to come under attack) As a whole, the hedge funds made only 10.3 percent net profits (after fees) on average for the period January to June 1997whereas their average profit rate jumped to 19.1 percent for January-July 1997. Therefore, the addition of a single month (July) made the profit rate so far this year to almost double† (Khor, n.d.). â€Å"In some countries, the depreciation in the currencies was due to the outflow of capital by foreigners as well as local people who feared further depreciation, who were concerned about the safety of financial institutions† (Khor, n.d.). The East Asian financial crises are considered to be the result of over-investment on the part of the bankers and businessmen within the region as well as by the international bankers and businessmen. The market participants argue that â€Å"there was too much money chasing too small an investment outlet† (Rude, 1998). Surplus money was flowing into Korea and Southeast Asia to be profitably placed. The potential causes of the Southeast Asian financial crises can be distinguished between long-term secular developments, the medium-term economic conjuncture, and any immediate (efficient) cause (Rude, 1998).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The market participants advocate that a decline in the profitability and a rise in the riskiness of the underlying investment projects, a deterioration of local balance sheets, and a rise in the magnitude of the foreign exposures were the relevant long-term developments and that these trends created a financial structure that made a financial crisis in East Asia both possible and unavoidable. Changes in the economic conjuncture in 1996 and early 1997 pushed what was both possible and inevitable toward becoming a reality. The exchange rate attacks that began mid-1997 were the immediate trigger. From this perspective, deterioration of the underlying economic fundamentals and financial panic caused the crisis (Rude, 1998). The low-wage, export-oriented, foreign-financed growth strategy that the countries in Southeast Asia and the Republic of Korea were following ahead of the crisis became the victim of its own success. The underlying investment projects that both local and foreign capi tal were financing in the region were profitable and productive at one time. But because of the additional productive capacity created in one country after another in the same or similar industries, problems like rise in wages, decline in profit margins in the export industries, and the flow of funds toward the non-traded goods sector and into more speculative activities in the local real estate and equity markets were mushrooming (Rude, 1998). On the other hand, the relevant cash flows were becoming increasingly problematic, leading to a gradual deterioration in the balance sheets of local financial and non-financial institutions: increase in the liabilities to foreign and local creditors, decrease in the asset quality, rise in the leverage ratios. The gap- and duration-related interest rate exposures were escalating due to an increase in the maturity mismatch of assets and liabilities. Meanwhile, foreign capital continued to flow into South East Asia and the Republic of Korea from Europe, the United States, and Japan. An accommodating monetary stance and low inflation, contributed to low interest rates in the major industrial countries. The rise in the equity prices in the United States and Europe appealed investors to find sizeable exposures in highly valued, if not over-valued, securities in companies in the industrialized nations whose earnings potential may have fallen below those available in the Pacific Basin emerging markets. Compelled by a competitive search for higher yields to take on the Republic of Korea’s and Southeast Asia’s greater credit and country risks, international creditors increased their exposures to local banks and corporations, both directly through loans and indirectly through local and international bond markets. Japanese lenders were particularly eager to extend credits to the region, due to the poor investment prospects at home, especially to the foreign branches and subsidiaries of Japanese corporations. Equity in vestors in the United States and Europe were also driven to increase their exposure to the region’s greater market risks, both for diversification purposes and to search for even higher capital gains (Rude, 1998). Once profitable and productive these foreign investments, like the domestic ones, took on an increasingly speculative tone, their asset quality declined, the associated leverage ratios and interest rate risks increased, and the maturities were shortened. The aggregate market exposures became increasingly complex and obscure as well (Rude, 1998). It can be illustrated evidently by the two notorious off-balance sheet/derivative strategies used in East Asia. Special purpose vehicles (SPV) were set up to direct fund into the region and particularly into the Republic of Korea by the U.S. banks. In these arrangements, some of the stock was transferred by the banks to the SPVs which in turn issued short-term paper in the international markets using that stock as security a nd used it to make investments that were considered advisable by the banks. In reality, the banks had assumed a foreign exposure, but it never showed up on their balance sheets (Rude, 1998). â€Å"Total Return Swap† (or TRS) was another strategy in the same direction. These were a series of triangular transactions between international investment banks, Korean banks, and Indonesian companies. Double swaps were set up between the Indonesian companies and the investment banks, on the one hand, and between these banks and the Korean banks, on the other. Under these arrangements, the Indonesians, who did not have the Korean’s high credit ratings, were able to borrow, and the Korean and investment bankers made a high rate of return. The setback was that the Korean banks had to compensate the investment banks for any losses if the Indonesian companies went bankrupt, which ultimately happened (Rude, 1998). Three major changes in the economic conjuncture took place in 1996 and early 1997. First, due to developments in the general international economic environment and other factors, export growth rates, and hence, domestic growth rates in the region began to slip. Second, Official interest rate increases in the United States (March, 1997) and Germany (October, 1997) proposed that lending in the less risky Western industrial countries would become more profitable. Third, the economic and financial situation in Japan worsened. Japanese bankers and institutional investors began to consolidate their exposures not only at home, but in the Republic of Korea and Southeast Asia as well as Japan’s banking problems began to intensify (Rude, 1998). Local and foreign investors in the East Asian emerging markets were now reluctant to extend further credits and other moneys and soon began searching for ways to actually lessen their exposures (Rude, 1998). So, the extent and depth of the crisis should not be attributed to deterioration in fundamentals, but rathe r to panic on the part of domestic and international investors (Zhuang Dowling, 2002). In doing so, local and foreign market participants found that they now had a foreign exchange exposure that had in fact not existed before. Now, suddenly that the outlook had changed and a rush for the exit had ensued, the pressure on the local currencies was only downward. While it is simplistic to say that the fixed exchange rate regimes were to blame for the crisis, investors’ foreign exchange exposures had become the weakest link in the entire investment chain, and successive runs on the local currencies would be the mechanisms that would finally bring the whole, already precarious, financial structure down ((Rude, 1998).) The financial crisis in East Asia is a historic event. It has shocked the world economy profoundly. The crisis may have brought the process of globalization and internationalization to an end, which has been the characteristic of international economic developments s ince the early 1980s. It is necessary to limit the shriveling effects of the crises immediately. Then there is an urgent need to tackle the question of globalization and liberalization: if there is a need for a new architecture for the world economy, and if so, what shape it should take (Rude, 1998). â€Å"The crisis brought about macro-level effects, counting sharp reductions in values of currencies, stock markets, and other asset prices of several Asian countries† (Hwang, 2009). â€Å"Many businesses collapsed, and as a consequence, millions of people fell below the poverty line in 1997-1998.The most affected countries by the crisis were Indonesia, South Korea and Thailand† (Hwang, 2009). Argentina Crisis The Argentina crisis of 2001-2002 is the example of the social, economic and political turmoil. During the time of 1990’s Argentina had a very successful economy due to lower inflation rates, Argentina became the favorite point for international financial len ding that was strictly following the IMF regulations (Argentina Economic Crisis of 2001, n.d.). The export of beef and grain made Argentina’s economy very stronger (Tonelson, 2002). But, suddenly, in 2001 the Argentine economy suffered a terrible loss. The government was not in a position to pay foreign debts and a bid amount of dollars in government spending were cut short (Argentina Economic Crisis of 2001, n.d.). A news published in BBC says, â€Å"Many in Argentina blame the IMF for their country’s economic collapse in 2001 and 2002† (Argentine Financial Crisis, n.d.). The Argentina Crisis was Currency and Bank crisis. It was also due to wrong response to globalization (Ferrer, 2001). Feldstein (2002), â€Å"for example, argues that the crisis was due to exchange rate overvaluation that could not be easily corrected and to an excessive amount of foreign debt† (Torre et al, 2002, p.1). Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Source: Blejer, M I, Director, Centre for Central Banking Studies, Bank of England, Seminar on Crisis Prevention in Emerging Markets Singapore, July 11, 2006 Actually, if we review the history of Argentina economy, we will find that in 1913 the actual GDP per person i n Argentina was almost 72 percent which was same as the US had and it was higher than the countries like Germany, France and Sweden. In 1950 though GDP became 52 percent but it maintained the same level same like US and higher than Germany but a drastic slack came in 1990s when its GDP came down by 28 percent and Argentina became far behind other Western European countries. It did not happen that Argentina became a poor country but its economy’s growth stopped for a while and gave unsatisfactory results (Saxton, 2003). Then the efforts came from the President Memen and he tried to adopt a free market approach. It helped in lessening the burden of the government by doing privatization, cutting tax rates and doing some reformations in the state. President Memen took quick actions to imply the reformations despite of much opposition. He did not adopt any slower or normal process for passing laws through Argentina Congress (Saxton, 2003). Now the actual crisis in Argentinaâ€℠¢s economy started during the period of recession and when Fernando De la Rua became the president in 1999. At the time of his presidency he committed to finish the recession and to remove corruption (Saxton, 2003). President De la Rua got the approval of increasing three higher taxes which had to be effective from April, 2000 to August 2001. â€Å"The increases came on top of already high tax rates. The highest rate of personal income tax, 35 percent, was near the level of the United States, but the combined rate of federal payroll tax paid by employer and employee was 32.9 percent, versus 15.3 percent in the United States; the standard rate of value-added tax was 21 percent, versus state sales taxes of 0 to 11 percent in the United States; and Argentina imposed taxes on exports and (from April 2001) on financial transactions, taxes that do not exist the United States. Argentina’s high tax rates encourage tax evasion: an estimated 23 percent of the economy is underground an d 30 to 50 percent of all transactions evade taxes† (Saxton, 2003, p.10). The economy started falling down in 2000 and it became slower than 1999. Richard Lopez Murphy, the new Minister of economy at that time promised to fortify the economy of Argentina by reducing spending of about 4.5 billion pesos with-in two years that was actually 1 percent of GDP per year that aroused the anger of public as these cuts were profounder than any other Argentinian government and this caused Lopez’s resignation with-in two weeks from his post joining (Saxton, 2003). Turmoil occurred in December 2001 when bank deposits were freeze due to a large number of withdrawals on November 30th. The people became depressed as they were not able to make payments. Credit got disappeared so people started showing their anger by doing demonstration in streets. In December, the IMF declared that it would not any loans to Argentina as the country was not the state of following loan agreements. Because of this Argentina was not able to get any loan from any foreign source. Again there were lots of protests in the country which forced De la Rua to resign from his post (Saxton, 2003). President Duhalde took the place of De la Rua as a president and he tried to adopt new economic policies. He tried to reserve the policy like convertibility system. This convertibility system was criticized for many years. â€Å"The dominant view among economic observers inside and outside Argentina was that the peso’s one-to-one exchange rate with the dollar had made the peso overvalued, making Argentine exports uncompetitive and preventing an export-led economic recovery† (Saxton, 2003, p.13). The government took some actions after following the regulations of Law of Public Emergency and Reform of the Exchange Rate Regime (January 6, 2002). The measures taken by the government are as follow (Saxton, 2003): It ended the convertibility system It devalued the peso from the rate 1 per doll ar to 1.40 per dollar It converted dollar bank deposits and loans into pesos It seized the dollar reserves of banks It imposed exchange controls It made penalty double for the employers who made employees without a job It introduced lots of new taxes and focused on frequently revising them The new policy resulted in some loss like Argentina’s economy became less from 5.5 percent to 10.9 percent in between 2001-2002.the number of bankruptcies became larger. Duhadle’s economic policies created big losses for the foreign banks and utility companies (Saxton, 2003). Some economic recovery was observed in the period of August 2002. Though it initially was not that strong as it should have been but later it caught strength. The exchange rate became less up to 4 pesos per dollar during 2002 and later in 2003 it became less than that by making it 2.90 pesos (Saxton, 2003). So Argentina’s crisis was not the failure of free markets rather it was the crisis came from the m istakes of the federal government in implying their economic policies. â€Å"Long-term growth will require reversing the policy direction of the last several years and allowing greater economic freedom, anchored in respect for property rights† (Saxton, 2003,p.49) Reference List â€Å"Argentina Economic Crisis of 2001.† n.d. UC Atlas of Global Inequality. [Online] Available from: http://ucatlas.ucsc.edu/sap/Argentina_crisis.php . â€Å"Argentine Financial Crisis.† n.d [Online] Available from: http://www.providence.edu/polisci/students/economic_crisis/arg_fin_crisis_ft.htm#financial_crisis . Blejer, M. I. 2006. â€Å"Some Lessons From the Recent Financial Crisis in Argentina (2001/2).† Seminar on Crisis Prevention in Emerging Markets Singapore. [Online] Available from: http://www.imf.org/external/np/seminars/eng/2006/cpem/pdf/blejer.pdf Ferrer, A. 2001. â€Å"The Argentine Financial Crisis. World Press Review Online.† [Online] Available from: http:/ /www.worldpress.org/americas/1218argentina.htm Garay,U. 2003. â€Å"The Asian Financial Crisis of 1997 – 1998 and the Behavior of Asian Stock Markets† [Online] Available from: http://www.westga.edu/~bquest/2003/asian.htm Hwang, J. 2009. â€Å"Background: 1997 East Asian Financial Crisis. Life.† [Online] Available from: http://special.lifeofguangzhou.com/2007/node_657/node_661/2007/04/10/117619129417702.shtml Kihwan, K. 2006. â€Å"The 1997-98 Korean Financial Crisis: Causes, Policy Response and Lessons.† The High Level Seminar on Crisis Prevention in Emerging Markets. Organised by The International Monetary Fund and The Government of Singapore [Online] Available from: http://www.imf.org/external/np/seminars/eng/2006/cpem/pdf/kihwan.pdf Khor, M. n.d. â€Å"The Economic Crisis in East Asia: Causes, Effects, Lessons.† [Online] Available from: http://www.ifg.org/khor.html Nanto,D.K. 1998. The 1997-98 Asian Financial Crisis. CRS Report. [Online] Av ailable from: http://www.fas.org/man/crs/crs-asia2.htm Rahman, A. 1997. â€Å"The Southeast Asian Financial Crisis and Distributive Justice in the Global System: Dare we cteate a new frame of mind?† Southeast Asian Financial Crisis of 1997: Retrospective essay. Columbia University, New York, December 1997. [Online] Available from: http://azlyrahman-illuminations.blogspot.com/2008/06/southeast-asian-financial-crisis-of.html Rude, C. 1998. â€Å"The 1997-98 East Asian Financial Crisis: A New York Market- Informed View.† Department of Economic and Social Affairs. in conjunction with the Regional Commission of the United Nations. [Online] Available from: http://www.un.org/esa/policy/pastmeetings/rude.pdf Saxton, J. 2003. â€Å"Argentina’s Economic Crisis: Causes and Cures.† Joint Economic  Committee United States Congress. [Online] Available from: http://www.hacer.org/pdf/Schuler.pdf Tonelson, A. 2002. â€Å"The Real Roots of the Argentine Financial Cr isis. American Economic Alert.† [Online] Available from: http://www.americaneconomicalert.org/view_art.asp?Prod_ID=47 Torre, A. et al. 2002. â€Å"Argentina’s Financial Crisis: Floating Money, Sinking Banking† [Online] Available from: http://www.econ.umn.edu/~tkehoe/classes/Schmukler.pdf Zhuang, J. Dowling, J.M. 2002. â€Å"Causes of the 1997 Asian Financial Crisis: What Can An Early Warning System Model Tell Us?† ERD Working Paper No. 26. Economic Research Department. [Online] Available from: http://www.adb.org/Documents/ERD/Working_Papers/wp026.pdf This essay on The Potential Causes of the Financial Crises in South East Asia was written and submitted by user Allen Barron to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Cuiltural diffusion between Africa and Japan essays

Cuiltural diffusion between Africa and Japan essays Most cultures, if not all, are influenced by other cultures and civilizations through cultural diffusion. In the movie The Gods Must Be Crazy the Khoisan peoples culture is infiltrated by modern influence. Similarly, the Japanese culture, during the Heian period, was greatly influenced by China. Although both the Khoisan people and the Japanese initially accepted the new cultural influence, in the end, the Khoisan people rejected the modern influence completely, while the Japanese modified Chinese influence to be part of their own unique culture. The enthusiasm the cultural influence caused the Japanese and the Khoisan people was great and instigated both to primarily accept the new cultural influence. When the Coca Cola bottle descended from the sky towards the Khoisan people, they believed the gods had sent it to them and used the modern influence as much as they could. With the same amount of fascination, the Japanese welcomed Chinese influence by trading with China and sending mission groups to study the Chinese way of life and bringing back the information to Japan. The Khoisan people began using the Coca Cola bottle in any way possible, jobs they could do fine without the object soon became unachievable without the object. The Japanese began to change their way of life to make it more like the Chinese way of life, altering customs which did not need alterations just so they could compare closely to the Chinese. The Japanese and Khoisan people associate strongly because both cultures were adequat e ways of life but their eagerness to accept new cultures caused these two cultures to acknowledge cultural influence when they truly did not need it. In time the Khoisan people and the Japanese lose interest in the influences that they were once so enthusiastic about, but both cultures went about discarding the influence differently. The Khoisan people sent...

Dance Communicates Via the Human Body Essay Example | Topics and Well Written Essays - 1500 words

Dance Communicates Via the Human Body - Essay Example It offers undergraduate and post-graduate programmes in contemporary dance artist training and professional development (Laban website 2006). As for SDDC, since it was formed by Siobhan Davies in 1988, it has been Britain's flagship independent dance company (Siobhan Davies Dance Company website 2006). The company is primarily a dance production outfit, but it also focuses on professional development of dancers. Thus, SDDC holds activities such as workshops and masterclasses aimed at the higher level dance, music and visual arts students, educationalists and professionals (Siobhan Davies Dance Company website 2006). While the institutional nature of Laban and SDDC is not identical, the development of these companies illustrates that their general policy and direction are the same. For the past decade, both Laban and SDDC embrace the policy of enriching dance language through the diverse mix of performance (Laban website 2006, Siobhan Davies Dance Company website 2006). For instance, Laban encourages students to perform works that are experimental and defy traditional definitions. The Laban Theatre also presents work by companies as varied as The Cholmondeleys, Featherstonehaughs, Henri Oguike and Societas Raffaello Sanzio (Prospectus Introduction 2006). With regards to SDDC, it has moved away from presenting work in proscenium-arched theatres to different spaces. For example, since Plants and Ghosts in 2002, SDDC has used non-conventional performance areas such as an aircraft hanger, a gallery and a warehouse (Working with our audiences n.d.). The respective direction of Laban and SDDC also demonstrates a trend within British contemporary dance companies to encourage collaborative effort between different art forms and to design dance movements based on interactions across disciplines and passions. Recently, Laban and Trinity College of Music - two very distinctive specialists in their respective art forms - have merged to form Trinity Laban. Laban and Trinity relocated to the same quarter in South East London to facilitate conversations and collaborations between students of the two art forms (Prospectus Introduction 2006). In SDDC, works such as In Plain Clothes (2006), Bird Song (2004) and White Man Sleeps (2004) are clearly creations that attain new height due to Davies's exemplary choice of artistic and technical collaborators. Consider also, SDDC's successful commissioning of artists from different disciplines, including author Caryl Churchill and sound artist Max Eastley, to engage in extended periods of intensive r esearch with the company dancers (Working with our audience n.d.). In the realm of enriching the discourse about contemporary dance, British modern dance companies have embarked on sharing and extending their discoveries within and beyond the profession (Prospectus Introduction 2006). Consider, for example, Laban's ambitious programme of reaching out to the greater community and enriching the debate on dance through its varied publications. Laban regularly publishes the Dance Theatre Journal, which is UK's leading dance journal covering reviews on current thinking in dance and related art. Discourses in Dance, another journal published by Laban, has an international audience. It explores the rapidly expanding academic discipline of dance studies by addressing issues such as testing new methodologies and examining dance in relation to critical theories, cultural studies and cognate disciplines.     Ã‚  

Comunication Disorder Essay Example | Topics and Well Written Essays - 500 words

Comunication Disorder - Essay Example This includes the difficulty in communicating our feelings and emotions with others. Such disorders not only affect our communicating ability, but also reduces our relationship with others. With this small introduction, now let us move on to the next part where we shall discuss about a specific communication disorder. In order to have a clear idea about this communication disorder, we shall begin with the definition of the term 'autism'. Autism is really a brain development disorder that affects our behavior in terms of communication, understanding and so on. It normally begins as a childhood disorder. How this occurs or the actual cause of it is not understood, but it is quite clear that it has a strong biological and genetic connection. Though this disorder leads to many problems like unequal social interaction, impairments in communication, restricted interests and repetitive behavior, as far as this paper is concerned the focus is on the effects of autism in communication. Autism affects and prevents the progression of good communication by decreasing the natural flow of speech. It prevents the growth of communicating skills. Some symptoms include delayed onset of babbling, unusual gestures, diminished responsiveness. Individuals affected with this disorder find it difficult with consonants, words and word combinations. Sometimes their gestures are less often integrated with words.

Research Article Presentation Speech or Example | Topics and Well Written Essays - 1250 words

Research Article - Speech or Presentation Example Additionally, the research has a number of strengths in the research data collection and computation. The research uses the cluster sampling technique known for its cost effectiveness in the identification of the research participants. An effective selection of the research participants gives an effective representation of the research target audience thus authenticating the claims of the new information. The cluster sampling techniques groups similar respondents together thereby making them easily accessible to the researcher. Additionally, the research employs the three different data collection techniques a feature that pools together the strengths of the three techniques thus making the research more effective. The use of a sample representation gains its validity from the impossibility of investigating every member of the public targeted by the research, the researcher therefore defines the research title and formulates a scope of the study. With these, he or she therefore devis es ways of accessing the respondents and using their responses to allude to the rest of similar population. Additionally, the research uses graphical presentation of its finding. This does not only make the research more presentable but also makes the interpretation of the research. ...This develops the information need that the researcher therefore seeks to satisfy by conducting the research. Through the elaborative background, the researcher provides a link between Neurogenic Bowel in spinal cord injuries and the quality of life that such member of the society lead. This descriptive introduction gains relevance for the research and the different methodologies that the researcher uses in developing his arguments in the conclusion. The research had a number of weaknesses too key among which included cluster sampling methodology. Despite being cost effective, the sampling technology hastily generalizes the respondents a feature that makes the research less relevant to the target popu lation. Additionally, the use of the three data gathering techniques is also redundant and makes the research repetitive thus time consuming. The use of questionnaires is largely similar to the use of interview in most cases, the researcher employs the two concurrently which makes the research process more costly and more repetitive. However, the descriptive research methodology that the researcher employs has a number of weaknesses all of which influence the effectiveness of the research findings thus the efficacy of the conclusion statement. This research structure is normally more theoretical in the description of the effects of the research variables in which case are the Neurogenic Bowel in spinal cord injuries and the quality of life. Both of the concepts in this research that constitute the variables are abstract and the researcher does not interpret these into effective mathematically computable variables. The failure by the researcher to achieve this makes the research proc ess less legitimate, the researcher

The Battleship Potemkin In Relation To Formalism Film Studies Essay

The Battleship Potemkin In Relation To Formalism Film Studies Essay There are many different approaches that try and answer the question What is Cinema? each with their own idea and beliefs of what film should be and how the medium should be used. From the beginning there have been to main approaches to film, the Realist and the Formalist. The realist approach attempts to copy reality placing a great emphasis on location and mise-en-scene. The Formalist approach supports a style of film making which displays the directors vision of the world, greater emphasis is placed on distorting reality to create meaning. Sergei Eisenstein was a director that used this approach to film making and in this essay I will analyse his film The Batteship Potemkin (1925) according to his theory of montage and the Formalist film approach. The Formalist approach believes that structure of a film is in symbiosis with its medium, therefore changing the shot types and editing out of continuity seems to be the right thing to do. Although one could say the Formalism is related to expressionism because they both emphasize that film should not merely imitate events as they occur in real life, but should produce edited version of reality (Fourie, 2001, 200). In his piece Beyond The Shot [The Cinematographic Principle And The Ideogram] Eisenstein explains the similarities between montage and hieroglyphs. He explains how when the symbols used in hieroglyphs are looked at on their own, they do not necessarily make much sense but when two hieroglyphs are placed next to each other they are seen as a complete image. He gives the example of the representation of water and of an eye signifies to weep' (Eisenstein, 1929, 16). He explains how the combinations of hieroglyphs literally show what in film is called a montage. A single shot within a film does not convey any real meaning unless it is combined with another shot. He also explains how in a hai-kai each line helps to convey an entire image or feeling for example Ancient monastery. Cold moon. Wolf howling (KIKKO, in Eisenstein, 1929, 17). In this example you can imagine each line on its own, but when they are put together they create a full image, or a sequence or a complete meaning Eisenste in refers to them as montage phrases, montage lists (Eisenstein, 1929, 17) Montage has been established by the Soviet film as the nerve of cinema (Eisenstein, 1929, 140). Soviets developed the idea of a dialectical montage: a constant collision of one shot (the thesis) with another shot (the antithesis) to create a totally new meaning (the synthesis). For Eisenstein the brick by brick method of montage made no sense, the collision of shots would evoke feelings and understanding in the audience as they would put the shots together themselves and therefore the meaning and understanding would be personal, even if the director implied a certain message, each viewer may read the sequence differently. Eisensteins proposal of montage as a series of collisions to create meaning is supported by the collision theory in particle science which states that the particles first have to collide, and only the collisions that have sufficient energy will cause a reaction.. For the collisions to happen and for them to create meaning there had to be conflict present. In another one of his essays, A Dialectical Approach To Film Form, Eisenstein states that Art is always in conflict (Eisenstein, 1929, 138). Eisenstein was more interested in how, through the use of editing, composition, sound and perspective, conflict could be created within an image. He therefore came up with a list of possible conflicts within a shot, or conflicts between the colliding shots which are Graphic conflict, Conflict of planes, Conflict of volume, Spatial conflict, light conflict and tempo conflict (Eisenstein, 1929, 144). By looking at the frame as the foundation of montage, Eisenstein was able to apply the values of montage to each seperate shot, and then create conflict between the shots to generate powerful emotional and intellectual reactions from the audience. In the film The Battleship Potemkin Eisenstein displays his view of montage as being a series of conflicting images, throughout the whole film. For example the In The Battleship Potemkin, Eisenstein creates a tense and aggressive rhythm with thie theory of dialectic montage. Furthermore, he passes on a certain observation of history to the audience through his editing. Taken as a whole the collision approach tries to signify the conflict and collision of history itself and at the same time the technique when applied to individual scenes impose certain emotional focus and response of the audience. Start analysing scences from the film after explaining the conflict thing Then talk about the manipulation of people through the use of montage editing Propaganda Passive audience Vs. Active audience conclude

The World of Technical and Professional Writing Essay -- Ethics Morals

The World of Technical and Professional Writing As technical writing grows into a more common discipline, complicated questions concerning ethical standards seem to present themselves more frequently. Much of what is written by a technical writer will need to appeal to individuals of varying situational backgrounds, and in this day of intense political correctness and moral responsibility, it is important to remember the ethical and other cultural issues associated with writing for diverse groups of people. Perhaps the foremost ethical question that presents itself to technical writers revolves around the question â€Å"What makes a piece of writing acceptable to one’s audience?† On the surface, this is a seemingly uncomplicated thought. Unfortunately, however, it is one that few professional writers attempt to answer. This question can be approached by remembering that the ultimate goal of any form of writing is to spark an interest in the reader that will cause she or he to want to follow the writer’s thoughts to the end of the work. One way to ensure that the audience will remain attentive is to refrain from offending those who have expressed a desire to read your words. This issue is largely a matter of ethics and one that can harm or assist one’s career in technical writing. Alienation of one’s audience defeats the purpose of the work that accompanied the research and writing of the text in the first place. If technical writers sim ply exercise empathy and remember a few ethical and commonsensical ideas, they will find themselves far more successful in their chosen field. When examining the ethical issues involved in the rapidly growing field of technical writing, it may be helpful to beg... ...so factors a technical writer should consider, as he or she wants to be certain that what is written comes across to the audience in the spirit in which it was intended. As one can see, ethics are an integral aspect of this field. Their careful observation will certainly help to ensure the dignity of technical writers, as well as the profession itself, for many years to come. Works Cited Anderson, Paul V. â€Å"Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research." College Composition and Communication 49.1 (1998): 63-87. Pearsall, Thomas E., Donald H. Cunningham, and Elizabeth O. Smith. How to Write for the World of Work. 6th Ed. Fort Worth: Harcourt, 2000. Pickett, Nell Ann, Ann A. Laster, and Katherine E. Staples. Teaching English: Writing, Reading and Speaking. 8th Ed. New York: Addison Wesley Longman, 2001.

Accounting Homework

Fletcher Company manufactures and sells one product. The following information pertains to each of the company’s first two years of operations:| | | | Variable costs per unit:| | | Manufacturing:| | | Direct materials| | $ 20 | Direct labor| | $ 12 | Variable manufacturing overhead| | $ 4 | Variable selling and administrative| | $ 3 | Fixed costs per year:| | | Fixed manufacturing overhead| $| 200,000 | Fixed selling and administrative expenses| $| 80,000 | | During its first year of operations, Fletcher produced 50,000 units and sold 40,000 units.During its second year of operations, it produced 40,000 units and sold 50,000 units. The selling price of the company’s product is $50 per unit. | 1. | Assume the company uses variable costing:| a. | Compute the unit product cost for year 1 and year 2. (Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| Unit product cost| $ | $ | | b. | Prepare an income statement for year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| | $ | $ | | | | Variable expenses:| | | | | | | | | | | Total variable expenses| | | | | | | | | | | | Fixed expenses:| | | | | | | | | | | | Total fixed expenses| | | | | | | $ | $ | | | | | 2. | Assume the company uses absorption costing:| a. | Compute the unit product cost for year 1 and year 2. (Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| Unit product cost| $ | $ | | b. | Prepare an income statement for year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| | $ | $ | | | | | | | | | | | | | | | | | $ | $ | | | | 3. | Reconcile the difference between variable costing and absorption costing net operating income in year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| Variable costing net operating income (loss)| $ | $ | : | | | : | | | | | | Absorption costing net operating income| $ | $ | Fletcher Company manufactures and sells one product. The following information pertains to each of the company’s first two years of operations:| | | | Variable costs per unit:| | | Manufacturing:| | |Direct materials| | $ 20 | Direct labor| | $ 12 | Variable manufacturing overhead| | $ 4 | Variable selling and administrative| | $ 3 | Fixed costs per year:| | | Fixed manufacturing overhead| $| 200,000 | Fixed selling and administrative expenses| $| 80,000 | | During its first year of operations, Fletcher produced 50,000 units and sold 40,000 units. During its second year of operations, it produced 40,000 units and sold 50,000 units. The selling price of the company’s product is $50 per unit. | 1. | Assume the company uses variable costing:| a. | Compute the unit product cost for year 1 and year 2. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| Unit product cost| $ | $ | | b. | Prepare an income statement for year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| | $ | $ | | | | Variable expenses:| | | | | | | | | | | | Total variable expenses| | | | | | | | | | | | Fixed expenses:| | | | | | | | | | | | Total fixed expenses| | | | | | | $ | $ | | | | | 2. | Assume the company uses absorption costing:| a. | Compute the unit product cost for year 1 and year 2. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| Unit product cost| $ | $ | | b. | Prepare an income statement for year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. )| | Year 1| Year 2| | $ | $ | | | | | | | | | | | | | | | | | $ | $ | | | | | 3. | Reconcile the difference between variable costing and absorption costing net operating income in year 1 and year 2. (Input all amounts as positive values except losses which should be indicated by a minus sign. Omit the â€Å"$† sign in your response. | Year 1 Year 2 | | | Variable costing net operating income (loss) 160,000 270,000 Add Fixed manufacturing overhead cost deferred in inventory under absorption costing 40000 Deduct fixed manufacturing overhead cost released inventory under absorption costing ______ Absorption costing net operating income 20000

Your Tequila May Contain Methanol

Your Tequila May Contain Methanol Happy Cinco de Mayo! If your holiday celebration includes tequila, you may be interested to know the American Chemical Society (ACS) has found that some tequila contains methanol, 2-methyl-1-butanol, and 2-phenylethanol. What are these chemicals? In case youre wondering, no, these are not good and desirable chemicals to drink. The alcohol in alcoholic beverages that you drink is ethyl alcohol or ethanol (grain alcohol). Methanol (wood alcohol) and other alcohols are the types that can make you go blind and otherwise cause permanent neurological damage, not to mention give you a nasty hangover. The ACS purposely timed the release of the results to coincide with Cinco de Mayo, to raise awareness of the quality control issue. Tequila made from 100% blue agave tended to have higher levels of undesirable chemicals than other types of tequila (pure agave tequila is usually considered superior). What This Means Does this mean tequila somehow bad? No, actually tequila is one of the best-regulated alcoholic beverages in the world. The results not only point out a potential health hazard for this drink but also indicate other beverages are probably adulterated with contaminants. Its the nature of distillation. The process relies on boiling point differences between liquids, which means good control of temperature is key. Also, the first and last portion of alcohol that is distilled (the heads and the tails) contain other compounds besides ethanol. Not all of these molecules are bad, so a distiller may choose to retain a certain amount. Then, there is a risk of picking up contaminants during the aging process. Its tricky, which is why top-shelf tequila is likely way better than home-grown moonshine, as far as your health goes. Yet, its possible to distill alcohol without unwanted compounds. Why does the problem persist? Its partly a matter of economics, where a distillery determines what level of contamination is acceptable. Increasing purity decreases yield which decreases profit. Its partly a compromise between making a product with premium flavor, color, and scent while keeping toxins to a minimum.

Wealth Tax Essays

Wealth Tax Essays Wealth Tax Paper Wealth Tax Paper Accepting the recommendations of N. Kaldor to introduce â€Å"integrated direct tax system† in India, Wealth Tax Act, 1957 was enacted. The Act was amended from time to time. The major objective of wealth tax has been attainment of equity objective of tax policy because wealth is considered as the major source of inequalities. The wealth taxation in India is applicable to all citizens of the country and is also called the wealth tax act, 1957. This is also considered to be direct taxes of the country. It is paid on the benefits of property ownership and the person who owns the property has to pay for the wealth tax for the time period for which he retains the ownership. It must be noted that the person has to pay for wealth tax even if it is not gaining any income. Reasons for levying Wealth Tax The wealth tax act is important direct tax legislation. It is a tax on the benefits derived from property ownership. Stated objectives behind introduction of bill for wealth tax were (a) That it would reduce the possibility of tax evasion (b) That it would take into account the taxpaying capacity of an individual (c) That it had a large measure of egalitarianism built into it both conceptually and operationally without disincentive effect. Levy of wealth tax was described as a measure to alter the tax structure in a way that would ensure more effective and at the same time a more equitable basis for taxation. Who to pay for the Wealth Tax in India The person who pays for the wealth tax is called an assesses and he may belong to the categories mentioned below: * A Hindu undivided family * Non corporate taxpayers * A representative of dead individual, or administrator and the executor * A Company * An agent of Non-resident * A body of individuals or as association of persons It should be noted that the tax will be considers on the total income earned from the collections of joint family in case of a Hindu Undivided Family. However, in case of non-corporate payers, they are supposed to pay the tax as per the existing tax rate as their accounts are being audited. Incidence of Wealth Tax Incidence of tax in the case of an individual depends upon his residential status and nationality. The scope of liability to wealth tax is as follows: (a) In the case of an individual who is a citizen of India and resident in India, a resident HUF and company resident in India; Wealth tax is chargeable on net wealth comprising of All assets in India and outside India; * All debts in India and outside India are deductible in computing the net wealth. (b) In the case of an individual who is a citizen of India but non-resident in India or not ordinarily resident in India, HUF, non-resident or not ordinarily resident in India and a company non-resident in India; * All assets in India except loan and debts interest whereon is exempt from income-tax under section 10 of the Income-Tax Act are chargeable to tax. All debts in Indi a are deductible in computing the net wealth. * All assets and debts outside India are out of the scope of Wealth Tax Act. (c) In the case of an individual who is not a citizen of India whether resident, non-resident or not ordinarily resident in India: Same as in (b) Wealth Tax Chargeable Assets Below mentioned are the assets on which the wealth tax has to be paid by the assesses: * Guesthouses, urban farmhouse, residential house and commercial property. * Automobiles for person purposes. Precious items such as utensils, bullions, jewellery and furniture. * Aircrafts, Yachts and boats which are used for non-commercial purposes. * For the cash in hand which exceeds 50,000 for Hindu undivided families and individuals. * Urban land which is under the authority of cantonment board or municipality and having a population over 10,000. The following are not regarded as assets while computing the wealth tax:- * A residential real estate property that has been allocated to a full time emplo yee by ither the company or the director or an officer with a gross yearly salary lesser than 5 lakh rupees * A commercial or residential real estate property that is part of a stock-in-trade process * Commercial real estate property being used for official or business purposes * A residential property that has been put on hire for a minimum of 300 days in the immediately earlier year * A commercial complex or establishment * A land where construction is illegal * A land where the building has been set up with approval from proper authorities * An unused land owned for industrial purposes. However, the land should remain unused for 2 years after acquisition * A land that has been owned by an assessee for 5 years as a stock-in-trade According to the section 4(l) (a) of the Wealth Tax Act, 1957 following are regarded as deemed assets: * Assets transferred between spouses * Assets transferred as per revocable transfer * Assets owned by minors. If a specially-abled child owns any asset it will not be grouped with his or her parents’ net income and will be assessed separately * Assets provided to son’s wife or to another person or group of individuals for the benefit of son’s wife. Asset that has been transferred to an individual or a group of people. This transfer must benefit the providers or their spouses in either short or long term Exemptions: (a) Wealth-tax need not be paid in respect of one house of an individual/ HUF or on a plot of land which does not exceed 500 square metres. (b) No tax need to be paid on any residential property that is let o ut for a minimum of 300 days in the relevant previous year, nor on any property which is held for business purposes. (c) Motor cars that are held by an assesses for running them on hire or held as stock in trade are also not liable to wealth-tax. d) The same applies to jewellery that is held as stock in trade for the purpose of business. (e) Assets such as investment in fixed deposits, shares or intangible property are not subject to wealth tax in India. (f) Property held under a trust or other legal obligation for any public purpose of a charitable or religious nature  in India subject to the  satisfaction of the stipulated conditions. Valuation Date Wealth Tax is levied on the net wealth of a person as on a particular date. This date is known as valuation date. The valuation date is the last day of the previous year relevant to the assessment year. Hence, valuation date is March 31, immediately preceding the assessment year. Calculation of Wealth Tax Taxable value of the assets  = Value of assets as on March 31 Debts owed against the assets principally, wealth tax is levied on non-productive assets of assesses. Thus the assets listed above used for commercial purposes  will be excluded from taxation. Wealth Tax Rates in India The maximum marginal rate of wealth tax, applicable to net wealth above Rs 15 lakh was quite high at 8 per cent till the year 1975-76. It was drastically reduced to 2. 5 per cent the following year 1976-77. In a reversal of policy of low rates, it was reduced to 3. 5 per cent in 1977-78 and further up to 5 per cent in 1979-80. In 1985-86, it was again lowered to 2 per cent and made applicable to net wealth over Rs 20 lakh. In 1992-93, it was further reduced to 1 per cent. Flat rate of 1 per cent on wealth exceeding Rs. 15 lakh. Tax rate is 1 per cent on amount by which ‘net wealth’ exceeds Rs 30 lakhs from AY 2010-11. (Till 31-3-2009, the limit was Rs 15 lakhs). No surcharge or education cess is payable. The Tax Reforms Committee,1991, suggested that wealth tax should be charged at the flat rate of 1 per cent with a basic exemption of Rs. 5 lakh instead of the then existing Rs 5 lakh. These recommendations were accepted and incorporated in the Financed Act, 1992. Thus following the recommendation of the Tax Reforms Committee, 1991, the scope of wealth tax both in terms of base and rate was drastically reduced, presently wealth tax has only decorative value for the statute b ook. Tax Reform Committee 1991, recommended tax on wealth should be abolished in respect of all items of wealth other than those which can be regarded as unproductive forms of wealth or other items whose possession and use could legitimately be discouraged in the social interest. The Committee also recommended wealth tax at the rate of one per cent of value of taxable items of wealth. Thus wealth tax shifted from wealth to unproductive assets. Since wealth tax is based on current market value of unproductive assests, valuation involves disputes. As a result, the administrative and compliance cost of the tax has been much higher. In view of the meagre revenue and problems of administration and compliance the Task Force on Direct Taxes, 2002 recommended the abolition of wealth tax. As Bhoothalingham Committee reported,† the wealth tax system should continue if for no reason then for ensuring in the long term that income tax is properly administered†. The share of wealth tax has always been less than one per cent and even if it is abolished the revenue impact will not be much. But it serves the objective of reducing inequalities and also provides a mechanism through which evasion of income tax can be minimized. Annexure -I YEAR| Wealth TaxRs in Crore| Percentage of GDP| Percentage of GTR| Percentage of Direct Tax| Growth| 1990-91| 231| 0. 04| 0. 40| 2. 0| -| 991-92| 307| 0. 04| 0. 45| 2. 0| 32. 9| 1992-93| 468| 0. 06| 0. 62| 2. 5| 52. 4| 1993-94| 154| 0. 01| 0. 20| 0. 75| -67. 1| 1994-95| 165| 0. 01| 0. 11| 0. 38| -31. 8| 1995-96| 74| 0. 006| 0. 06| 0. 22| -29. 5| 1996-97| 78| 0. 005| 0. 006| 0. 21| 5. 4| 1997-98| 113| 0. 007| 1. 13| 0. 23| 44. 8| 1998-99| 162| 0. 009| 0. 11| 0. 34| 43. 3| 1999-00| 133| 0. 006| 0. 07| 0. 22| -17. 9| 2000-01| 132| 0. 006| 0. 06| 0. 19| -0. 75| 2001-02| 135| 0. 005| 0. 07| 0. 19| 2. 2| 2002-03| 154| 0. 006| 0. 07| 0. 18| 14. 0| 2003-04| 136| 0. 004| 0. 05| 0. 12| -11. 6| 2004-05| 145| 0. 004| 0. 04| 0. 10| 6. 6| 2005-06| 250| 0. 06| 0. 06| 0. 15| 72. 4| 2006-07| 265| 0. 006| 0. 05| 0. 12| 6. 0| 2007-08| 315| 0. 006| 0. 05| 0. 10| 18. 8| 2008-09| 380| | | | | Source: Government of India; Economic Survey, various issues In 1990-91, the collection of wealth tax was Rs 231 crore and it contributes 2. 09 per cent to direct tax. The collection increased to Rs 468 crore in 1992-93 and contribution to direct tax reaches to 2. 5 per cent. Afterwards the revenue collection from the wealth tax decreased and also the contribution to direct tax decreased. In 1995-96, the revenue collection from wealth tax was only Rs 74 crore. After 1995-96, the wealth tax collection was increased but very slowly and contribution of wealth tax to GDP and direct tax was negligible, because of small revenue from wealth tax the Task Force on Direct Taxes, 2002 recommended the abolition of wealth tax. The growth of wealth tax was also very slow. In most of the years the growth rate was negative. The revenue collection from wealth tax in 2006-07 was Rs 265 crore and the share of wealth tax to direct tax was only 0. 12 per cent. In 2007-08 the revenue collection increased to Rs 315 crore and the share of wealth tax to direct tax decreased to 0. 10 per cent.

Marketing Management class discussion wk11 Coursework

Marketing Management class discussion wk11 - Coursework Example The first name is always the easiest to remember a person by. The campaign make use of diverse communication modes, such as advertising, sales promotion and public relations and publicity (Kotler & Keller, 2015). Coca cola has invested heavily in advertising the campaigns. Television advertisement is rampant to alert the product consumers of what they have to offer. Other advertising methods includes use of brochures at the sales points, billboard along busy streets, point of sales displays and packaging inserts. Prior to campaign, the company did massive streets campaign, trade shows and fairs to promote their product (Coca-Cola, 2013). The use of names in the brand was symbolic of social interactions. One could have a psychological connection with the brand. Consequently, the right brain possessing the dire need to consume the drink is hyper-activated. Pleasure effect activation leads to an intense feeling to purchase more. Concisely, there is development of an element of ownership via the name on the bottle. Personalisation transfers the eventual meaning to the brain, hence one have a total notion of Coca cola as a true brand. The success of the campaign is evident with the escalation in consumption by 9%, with further increase in Facebook page

Role of Public Administrators to Interpret the Constitution and Research Paper

Role of Public Administrators to Interpret the Constitution and Develop New Laws as Pertains to Same Sex Marriages - Research Paper Example The constitution is the supreme document of a State and incase of conflict between two statutes, the ruling of the constitution prevails. Public administrators have a role as pertains to same sex marriage since they are individuals bestowed with the responsibility of enacting laws as pertains to various issues facing the State. With this insight, this research paper will be aimed at delineating the role of public administrators to interpret the constitution so as to develop new laws specifically to the issue of same sex marriages (McVeigh, & Diaz, 2009). Outline of Importance of the Issue to Public Administrators Technology has led to the invention of surgeries and discoveries as pertains to the sexuality of individuals. Moreover, the constitution and the rights of individuals illuminate into the notion that there is freedom of expression hence association of individuals of the same sex. This has led to the performance of surgeries aimed at changing the sexual orientation of an indiv idual and hence judicial challenge as pertains to the legalization of same sex marriages. It is important for the public administrators to be involved in such issues as same sex marriages since they are bestowed with the responsibility of enacting laws that regulate a State. ... Public administrators need to be involved in defining the society and avoiding issues that may hamper the inviolability and cause apprehension; same sex marriage is such an issue that needs to be addressed (McVeigh, & Diaz, 2009). SECTION 2: BACKGROUND INFORMATION History of the Issue and Current Trends Decades have witnessed the trial to redefine marriage by incorporating same sex marriage into law. This however has not yet been achieved and has translated to enormous failure to religious attachment to the sanctity of marriage. This has been witnessed by individuals who have gone surgically restructuring of their sexual identity and their change of sexual orientation was disapproved by the court system. However, it was in 1993 in Hawaii that the issue of same sex marriage began being given much thought by the court system. This resulted from the reinterpretation of the constitution that as pertains to the privacy, protection, and privileges that is accorded to citizens of a State. T his was aimed at re-evaluating the statute that was applied as pertained to marriages between individuals of the same sex (McVeigh, & Diaz, 2009). This was the first uprising in support of marriages between individuals of the same sex and was followed by an Alaska court in 1998 and a Vermont court in 1999. The attempts in these two courts were both aimed at inculcating marriages among individuals of the same sex into the marriage statues. The Hawaii judicial uprising led to unrest in the country as pertained to the constitutionality of marriage among individuals of the same sex. The federal government in an attempt to quell the situation adopted DOMA (Defense of Marriage Act) which was aimed at encouraging the States to amend their constitutions and hence protect the customary

Send in the Drones Essay Example | Topics and Well Written Essays - 1250 words

Send in the Drones - Essay Example A look at the coverage of the Lamont Lieberman senate race in Connecticut will confirm that pack journalism is alive and well and even more void of any creativity, insight, adjectives, or shame. Both Reuters and The Associated Press ran several stories in the hours after the election. The stories echoed the same adjectives and scenarios as they spoke of the anger, anti-war sentiment, and Lieberman's closeness with Bush. The wire services had indeed taken the stand that the vote in the Democratic primary in the land of steady habits was a referendum on the President. The major papers in New York, Los Angeles, and Chicago echoed this story. Yet, as reported by Murray on August 9, 2006 in The Washington Post there were other issues on the minds of Connecticut voters such as labor unions, free trade, and women's rights. The mob mentality had left these issues behind because the story that had the legs was the story on the war. Sometimes you can see the mob move by just looking at the sheer volume of coverage on an event. By the first week of August 2006 the major news outlets had the nation riveted on the Democratic primary and focused on the race between Lieberman and Lamont. The Associated Press was pumping out 10 stories a day covering the race and the major dailies were following suit. The NY Times was contributing about 4 a day and the Washington Post was adding another 2 (LexisNexis). By the first week of October 2006 the AP had dropped to less than 10 stories for the entire week. That week, the Washington Post did not even cover the non-event. The last week of October 2006, with the election drawing near, had again seen a modest increase in coverage by both the AP and the New York Times (LexisNexis). By the beginning of September the news of Lieberman and Lamont was already getting scarce. It was often hard to locate the source of the story, but it was certainly getting incestual. Similar stories from Chicago and New York indicate that the news was being drawn from a common pool. The New York Times led a story on September 2, 2006 with, "An independent group, Vets for Freedom, will begin sponsoring television commercials [...] thanking him (Lieberman) for his support of the war in Iraq" (Medina, 5). On September 6, 2006 the Chicago Sun Times relayed the same story that led off with, "Vets for Freedom, an independent group [...] will air an ad in Connecticut [...] thank the incumbent for backing the conflict" (Miga). It's obvious that both papers were drinking from the same well. A September 9, 2006 AP story begins, "[...] Ned Lamont, who recently denounced Sen. Joe Lieberman for his public scolding of President Clinton over the Monica Lewinsky affair, lauded the senator at the time for his eloquence and moral authority" (Reitz). The New York Times of the same date worded it this way, "Ned Lamont, who this week chastised Senator Joseph I. Lieberman for his public rebuke of President Clinton during the Monica Lewinsky scandal, wrote to Mr. Lieberman at the time praising the eloquence of his speech on the Senate floor" (Medina, 4). The NY Times took full credit for the story with no acknowledgment for the AP material. The majors had run out of wire stories and the Times was lost for words, but they hadn't lost their thesaurus. Unfortunately, the chain of evidence is not well

Food sec Essay Example for Free

Food sec Essay Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 1. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 2. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 3. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 4. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 1. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 2. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 3. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 1. Natural disaster 2. Cash cropping 3. Lack of education 4. Unequal Distribution of Resources 5. Disease 6. Government 7. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 5. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 6. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 7. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 8. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 4. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 5. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 6. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 8. Natural disaster 9. Cash cropping 10. Lack of education 11. Unequal Distribution of Resources 12. Disease 13. Government 14. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 9. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 10. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 11. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 12. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger 7. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 8. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 9. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 15. Natural disaster 16. Cash cropping 17. Lack of education 18. Unequal Distribution of Resources 19. Disease 20. Government 21. War/Conflict Food Security Our aim is that all people (regardless of race, religion, gender or age) have access to safe and nutritious food to maintain a healthy and active life (World Bank, 1986) There are four main components to ensuring food security: 13. Food availability good agricultural productions and marketing to provide enough food in all climates and seasons. 14. Food access – having the money to pay for or the ability to acquire the food; being able to get good†¦ 15. Food use- proper preparation and storage of the food; maintaining the nutritional integrity of the food; fair distribution of the food (gender, food, ethnicity, religion, etc. ) 16. Asset creation –designing ways to maintain the food supply, in case of natural disaster, wars and/or conflicts etc. ; stockpiling, donations, etc. Solutions to Fighting Hunger. 10. Improving nutritional status-e. g. Adding palm oil (contains Vitamin A) to food, fortifying milk with Vitamin D encouraging breast-feeding. 11. Policy changes (worldwide) –e. g. universal declaration of human rights, universal rights of the child. 12. Food Security – focusing on the four main courses of hunger and working with communities to improve availability of quality of food. Issues associated with food security: 22. Natural disaster 23. Cash cropping 24. Lack of education 25. Unequal Distribution of Resources 26. Disease 27. Government 28. War/Conflict.

Benefits Of Distributed Leadership Education Essay

Benefits Of Distributed Leadership Education Essay Leadership is not all down to the Head teacher, the head of department or, in the classroom the teacher. If it is, nobody is learning anything at all about leadership. The first rule about leadership is that it is shared. (Brighouse and Woods, 1999:45) Most often administrative leadership is viewed as different from any kinds of leadership in school. The roles might be different since most managerial roles are completed outside the classrooms while teachers leadership is exercised within the classroom. Nevertheless in school, teachers, administrators, Learning Support Assistants (LSAs), parents and students can all work together towards the improvement of Distributed Leadership (DL). That is why Sergiovanni states that, If leadership is a practice shared by many then it must be distributed among those who are in the right place at the right time and among those who have the ability. (2006:189-190) In this section, literature will be organised and focused round the following questions: What are the benefits of distributed leadership in a secondary school? To what extent is leadership shared among all stakeholders in Sunflower School? How far can distributed leadership facilitate learning? How effective to the schools improvement and success can distributed leadership be? What are the benefits of distributed leadership in a secondary school? A successful leader is classified as such, when s/he manages to involve others in the process of leadership. According to Sergiovanni, when principals share leadership, they get more power in return (2006:185). DL also enables those involved to develop their own leadership skills. With DL, Principals are helping their colleagues by boosting their self-confidence, and to make their own decisions (Nicholls, 2000). Recently, Mifsud found that Maltese Heads practise shared decision-making to ensure widespread ownership (2008:7). Thus all teaching-staff (Teachers and LSAs) will become more autonomous, while abiding with the School Development Plan (SDP) and curriculum. Sharing leadership with all stakeholders involves dedicating time to achieve good results (Brighouse and Woods, 1999). The pure type of collegiality (Bush, 1995:52) works its best, when the institution is formed by a small number of staff. Having a large number of teaching-staff will surely make DL difficult. Although in our schools context we have a large number of staff, DL can still work since the teaching-staff is divided into smaller groups. Likewise, Brighouse and Woods say that, The smaller the school or teaching unit, the more leadership, as well as work, can be shared (1999:45). According to Leithwood et al DL helps teachers to be satisfied with their work, increases their sense of professionalism, stimulates organisational change, increases efficiency and encourages cross-interactions between teaching-staff (1999:115). Although, Blase and Blase argue that entrusting teachers with self-autonomy and empowerment makes them feel satisfied, motivated and confident and they are likely to give their utmost in their job (1994:29); this sometimes may also lead the teaching-staff to overpower the Principal like it happens in our school. Yet, Blase and Kirby (1992) found that when teachers are empowered through autonomy, their attitudes and performance will get better. Moreover, even when leadership is shared among teaching-staff and students, this creates an attitude of respect between them, especially when they are so directly involved. Having a democratic leader helps gain attentive listening from subordinates, which in turn will also help improve relationships. When teachers working in democratic schools but had previous experiences in other schools which have authoritarian leaders were interviewed Blase and Blase (1994) concluded that teachers classroom autonomy enable them to have class control. An autocratic style called by Brighouse and Woods north pole-north pole leadership will lead teachers to work to rule and nothing more (1999:51). In contrast having a democratic style called north pole-south pole where leadership is shared among all stakeholders, will unlock enormous surges of energy and effort among professionals (Brighouse and Woods: 1999:51). They also argue, that sharing leadership will relieve Heads form some leadership stress. Thus DL, leads to sharing of responsibility which will not remain a burden on the Heads shoulders. Until recently, according to Cauchi Cuschieri (2007), leadership in Maltese Church Secondary Schools was seen as the Head teachers job. However, the style used nowadays is much more DL amongst stakeholder s. In our school this is not the case, since from its founding, it was believed that DL enables sharing ideas and responsibility which finally leads to the schools improvement. Duke et al, (1980) established, that the school is democratic one when the teaching-staff, is involved in the process of decision making. Likewise, Blase and Blase argue that increasing teacher access to decision making is essential to empowering teachers (1994:33). Also, Churchfields secondary school study shows, that teachers feel the need to participate in the schools management as it gives better results in the decision making process (Bush, 1995). Finally, when a decision is taken, it is the teaching-staffs responsibility to put it into action. So, being involved leads the staff to make a decision (Bush, 1995). Rivalland (1989 cited in Wolfendale 1992:57) presents a number of benefits that can be achieved from parental involvement in schools: They work for a better learning environment since it is for their own childs interest; Whatever is needed to be done in school, and whatever parents are able to do, they do it and they offer themselves as human resources to the school; They create the learning connection between schools and students respective homes; With their presence in school, they will become aware of what the school needs from time to time. Although, Wolfendale (1992) argues, that having parents involved in the study and formulation of schools behaviour and discipline policy will give a good result; this may not be applicable in our school since it seems that the Parents and Teachers Association (PTA) tackles only social issues and personal concerns of parents. However, this will be investigated later on in this study. King states that students leadership is mostly exercised in the prefectorial system (1973:141). However, this does not seem to be the only solution for our school, since leadership is also exercised through the students council. It is true that the ultimate responsibility of decision-making in schools is in the hands of the Principal. Nonetheless, as Frost claims Schools can also be enriched by students contributions to decision-making and curriculum development (2008:356). Moreover, when students are consulted in certain matters such as finance they are taught some of the hard lessons of democracy (Colgate, 1976:123). Prefects and councillors are students particularly chosen to help in school control and decision making. If their appointment is successful they may also serve as role models for other students (King, 1973). Contrary to all the benefits of involving all stakeholders, one has to say that collegiality is an intense activity since it entails work after school hours. Likewise, Smylie and Denny (1990) argue that the involvement of the teaching-staff in leadership may be time consuming and may have an effect on the students needs. The time for training and the funding allocated for these functions are not enough, argues White (1992). These problems make DL more difficult to succeed. However since all teaching-staff in our school have free periods during the day, this may not be a problem. Adding to this, having a large number of participants might create problems in communication, even when having a wide range of different views from all participants (Bush, 1995). To what extent is leadership shared among all stakeholders in Sunflower School? Leadership is not a one man job, because to be successful this must be shared. Moyo writes that: The concept of distributed leadership is the idea of sharing leadership amongst all stakeholders. These stakeholders, as stated earlier include head teachers, middle leaders, teachers, parents and students. (2010:25) It is not leadership if a person orders, requires, seduces, or threatens anothers compliance, (Sergiovanni, 2006:192). So true leadership is when it is shared among all those having the ability to be involved in it. Similarly, Brighouse and Woods emphasise that: One person may be key but leadership is shared among pupils, teachers and other staff and members of the community (1999:48). Likewise, Leithwood et al (1999) refers to DL as a key element of many SDPs. Until recently the Head teacher in Maltese schools was seen as the schools ultimate authority (Mifsud, 2008). Rather than having an autocratic school, having a democratic one entails having a DL (Bush, 1995). With collaboration, and exchange of ideas, problems can be solved collegially, while individual qualities are developed further (Leithwood et al, 1999). This is what Bush calls collegiality (1995:52), and claims that there are two different types of collegiality, one is the restricted, meaning that a number from the staff are chosen to participate in the process of decision making, while the other called pure is the process which involves everyone equally (Bush, 1995:52). Teachers, LSAs, parents and students who are enormously committed to children and school life (Brighouse and Woods, 1999:49) are perfect for participating in DL, because they are more approachable, more trusted, and their main goal is school improvement. In one of the interviews carried out in Blase and Blases (1994) study, a teacher describes best what a shared governance principals attitude should be like, that is, to guide not to dictate. Teachers interviewed could make comparisons of past and present principals. Although its ideal to involve everyone in the process of decision making, in the context of our school, there should be a person that leads both the discussion, and assumes responsibility for taking the final decisions, which should be the Principal or a delegate. About this, Blase and Blase state that principals are compelled to assume full responsibility over all school matters (1994:78). Dunford et al also maintain that whilst the Head will remain the leader, others will need to add a leadership role to their management responsibilities (2000:5). Weick (1976, cited in Blase and Blase 1994:135) claims that now schools have developed into organisations, in which administrators and teachers work separately and independently. This does not appear to be our schools situation, as the stakeholders all seemed to be involved in teamwork. In contrast, Blase and Blase (1994) research presents principals under study as being open to others opinions, collegiality and DL. When this issue of DL was introduced, most Senior Management Team (SMT) members were being involved. Arguing this Dunford et al (2000) say that particularly having more SMT members in a secondary school, leads to the shared responsibility and the establishment of different roles. Leithwood et al (1999:121) in their study found that teachers were most likely involved in school planning and school structure and organisation while the principals leadership is more focused to management issues. In our school this is not the case as in school planning the Principal is the Chairperson. Normally, people think that teacher leadership is exercised only within the classroom. However, in democratic schools like ours, teachers are involved in all aspects of the school, even when taking decisions. Blase and Blase also state that, Successful shared governance principals show trust in teachers capacity for responsible involvement in both school-level and classroom-level decision making. (1994:27) Similarly Leithwood et al argued that there are two forms of teacher leadership; one is the formal style for leadership of class control, or an informal one: By sharing their expertise, volunteering for new projects and bringing new ideas to the school helping their colleagues to carry out their classroom duties, and by assisting in the improvement of classroom practice, (1999:117). Brighouse and Woods (1999) concluded that because teachers are leaders in classes they dont like to be followers, and so expect to participate more in school leadership. Moreover, they also say that: Successful Headsà ¢Ã¢â€š ¬Ã‚ ¦ are men and women with ideals and the ability to share those ideals with those whom they lead. (1999:54). Therefore, through the sharing and openness of ideas, leadership is shared and decisions taken will hold much more. However, in the context of our school, if leadership is to be shared and if teachers are to work in different groups, they are to be monitored either by the Principal or assistant principal. Moreover Leithwood et al, (2000) claim that the number of people involved in DL varies according to different tasks. Most effective distribution of leadership functions would vary the numbers of people providing leadership in response to the complexity of the tasks to be performed-more in the case of complex tasks and fewer in response to simple tasks (2007:58). Research shows that in Malta, Practically all schools have teachers involved in one team or another (LIE, 2009:176). The benefits of DL indicate that Maltese schools are trying to work hard on it. Since 1980, the Education Act in England ensured parental representation on school governing bodies (Wolfendale, 1992:62). Likewise, the Maltese Education Act that was reformed in 2006 states that the Maltese Directorate for Educational Services, Should promote, encourage and monitor the democratic governance of schools through School Councils with the active participation of parents, teachers and students. (GOM, 2006:7) Thus the PTA and Students Council were introduced in Maltese Schools so that they may participate actively in school leadership and decision making. As Wolfendale (1992) said, the aim for parents participation is to represent other parents, to discuss common interest issues and to inform other parents of decisions taken through written circulars or school meetings. It is also described as a forum for teachers and parents to meet and engage in social and perhaps fundraising activities (Wolfendale, 1992:74). Furthermore, research in Malta confirms that parents are indeed involved in policy decision making and practice (LIE, 2009). Parents are always keen to participate in school leadership for the benefits of their own children and for the schools improvement (Wolfendale, 1992). In our school, this may not be the situation, since there are those who are passive and do not participate in any activities or meetings even if it regards their own childs interests. In most of the Maltese schools or colleges, only a small percentage of parents are involved through the PTA committee, while others get involved only through activities organized by the school or the PTA. Some parents are called upon by the schools to offer their expertise where necessary (LIE, 2009:175). However, Wolfendale (1992) notes, that sometimes teachers do not feel the benefit of parental involvement in school. Harding and Pike (1988 cited in Wolfendale, 1992:59) suggest ways in which parents can be directly involved in the school. This can be done through: Personal contact with the school and staff; Written communication; PTA or other parental groups within the school; Their involvement in school matters and learning. In contrast, in primary schools the rate of parental involvement in the PTA is higher than in the secondary. This most probably happens because secondary schools are much larger in number and more teachers are involved, so the rapport between parents and teachers may not be that strong. These issues have been called by Wolfendale as difficulties to set up and maintain teacher-parent initiatives in secondary schools (1992:58). The development of the School Development Plan was one of the main activities where DL was exercised in Maltese schools with the intention of including all stakeholders in planning and discussion. As the aim was for the schools improvement and improved learning for all students, it was noticed that students were not included in any of the discussion. This issue was later tackled firstly by a students school council (LIE, 2009) and then by an Ekoskola committee, which takes care of the environment (Bezzina, 2007). Since, students are the final achievers of the educational institution, they should have space and opportunities to share their views and talk about their needs. Bell and Harrison (1998) state that it is of mutual importance for the school to work in collaboration with students and encourage them in teamwork. Likewise, Brighouse and Woods (1999) stress the importance of involving children in leadership roles within the school, to make them more responsible and prepare them for the world of work. However, there are two types of student leaders and these must be clearly distinguished. There are those called bullies, who use their power to intimidate others and as a result push away all other students. The other group is called unofficial leaders (Brighouse and Woods, 1999:48), who somehow always attract others. Moreover, they may be trusted and given a number of leadership duties to carry out as they are seen by teachers as capable and responsible pupils. To distinguish between these kinds of leaders, the school can organise a socio-gram test at the beginning or at the end of the scholastic year. How far can distributed leadership facilitate learning? Leithwood et al (1999) argue that there is a challenge between leadership practice, and the research that points out ways in which leadership affects students and their learning. In contrast, Spillane claims that: What matters for instructional improvement and student achievement is not that leadership is distributed, but how it is distributed (2005:149). However, Leithwood et al (2006b) maintain that after classroom teaching, leadership is next to influence students learning. Lately, Leithwood and Massey emphasised that Leadership is a major cause for the improvements in student achievement. (2010:79) Principals and other SMT members are encouraged to work hard towards creating a better environment for better learning. This means that they are to ensure that the school atmosphere is good both for teachers to work in and for students to learn. This does not refer only to the physical environment, but also to the distribution of leadership and teachers autonomy. Principals acceptance of trust and DL within their school means that they let the teaching-staff choose their ways and means of teaching that is best applicable for the students under their responsibility (Blase and Blase, 1994). This also can be done through encouraging teamwork between teachers and LSAs. Similarly, Bezzina claims that Only by involving all stakeholders and respecting differences can we give birth to new ideas (2006:86) and thus create a better atmosphere for better learning. Moreover, Brighouse and Woods highlight that DL and collaboration among all staff will result in: raising the achievement of pupils (1999:83). Christopher Bezzina conducted a case study in one of the Maltese Church schools, where the academic achievement was not so high. The schools Head, having had experiences in different schools introduced the issue of DL for better learning. Teaching-staff, parents and students were encouraged to participate in the schools matters and decision making programmes. The result was successful concluding that quality improvement initiatives placed a great emphasis on the leadership of the organisation (Bezzina 2008:23). Thus, one can conclude that having DL in a school has a great impact on learning. According to Moyo, DL has an effect on students learning through teachers, who are the closest leaders in contact with students and their learning; But in order to achieve this, teachers need to be involved and motivated by the leadership, (2010:23). Teachers having a personal view of DL, help children to learn more. This is done by involving them in leadership practice inside and outside the classroom. Brighouse and Woods (1999) note that even the type of teacher-student relationship has an influence on students learning. Moreover, having autocratic leadership style in class does not help in creating a learning atmosphere for students. The teacher with good student relationship encourages pupils to never give up, and aim high in life for the future. As stated by Blase and Blase (1994), teachers autonomy is when they are free to decide their own ways and means, to carry out their work. In Malta, teachers autonomy is mostly linked with the classroom; where they are free to design their lesson plans, with their own resources, while also having autonomy to students control, which Blase and Blase (1994:73) call it disciplinary matters. This kind of DL will also influence students learning. Besides this type of autonomy in the classroom, new methods and techniques should be tried and encouraged. This so called innovation facilitates learning for all students, as education becomes not just one size fits all, but adapted especially to the pupils needs (Blase and Blase 1994:75) through the organisation of differentiated learning. In school, this entails teamwork, reinforces collegiality and sharing of the resources within. For teachers to improve students learning, they must first share their ideals with others and then work together towards that ideal. It is the job of the management to bring those ideals together into common set of objectives, (Brighouse and Woods, 1999:54). Parents are considered as the first educators, great contributors of all aspects of learning, and always interested in helping their children to learn better. Wolfendale (1992:60) argues that, parents as educators, can make a significant contribution to childrens acquisition of reading and literacy skills. Moreover, Leithwood et al argue that: No matter what the student population, involving parents primarily in the teaching of their own children is most likely to contribute to childrens learning (2006a:102). The study by HMI (Her Majestys Inspectors) showed that Parents involvement in schools, lead to students success (1991, cited in Wolfendale, 1992:56). Its interesting to study ways in which parents can help both teachers and students in relation to learning. However, one must also take note of the relationship that exists between parents and teachers and not cause any job meddling. Usually, we only think of academic results when it comes to students learning. However, research shows that through their participation in leadership, students gain more knowledge and acquire new skills. These skills are needed for their future in society. Frost claims that students participation in leadership also helps them acquire other non-academic achievements; greater self-esteem, heightened self-confidence, interpersonal and political skills, and self-efficacy when students have opportunities to exercise responsibility (2008:356). When given certain leadership roles, students set their own targets for learning through that experience (Brighouse and Woods, 1999), which might also be of help to other students. Brighouse and Woods (1999) argue that a teacher can give responsibility to students to help those in need in a certain matter. Through each others support, those that have less academic abilities will achieve and learn more. Research shows that pupils have so much to say about their learning, and as such they should be consulted for the benefit of their learning, and the methodology used by teachers in class (Morgan, 2011). How effective to the schools improvement and success can distributed leadership be? Fink sees schools as living systems where: Leadership is distributed across the various cells that affect a school such as students, teachers, parents, unions, social services, County Hall, and local communities. (2010:44) Bezzinas study carried out in a Maltese Church School revealed, that when teachers were involved in DL the majority of staff felt responsible for determining the way forward (2008:24). He then concluded that school improvement and success can be achieved, with hard work, sacrifice and commitment expressed by the Head teacher, the senior leadership team, pupils, parents and teachers, (Bezzina, 2008:26). LIE maintains that when a policys decision making process involves all stakeholders in a school including, SMT, teachers, students and parents; Then the values which are held dear by the school will be on the road to success because they would have been owned by all (2009:176) Brighouse and Woods (1999:45) confirm that research done in the past and again lately by OFSTED shows that, leadership in schools is the key factor in improvement and success. They also argue that, A key ingredient to school success is the extent to which the values of school life are shared among all the members of the community, (Brighouse and Woods, 1999:55) According to Telford (1995) collaboration between all stakeholders within a school brings about school improvement. She argues that the following points which lead to school improvement affect both the individuals within the school and the institution itself; Development of the educational potential of students, professional development of teachers, good organizational health, institutionalization of vision (Telford, 1995, cited in Bell and Harrison 1998:14). It is interesting to note that it is much easier for principals to control goals rather than humans. To gain control for the accomplishment of a goal, leadership must be shared (Sergiovanni, 2006). Little (1981, cited in Sergiovanni, 2006:186) found that when principals work through collegiality with teachers, the school will improve. It is of importance to equalize the principal and teachers opinions in a discussion, since no one should be preferred to the others as everyone is sharing from his/her own knowledge, for the schools best interest (Blase and Blase, 1994). Similarly, Nicholls (2000) argue that leadership is best carried out when a number of people having the same values and aims challenge each other for getting better results. In other words, one can say that school leadership is best fulfilled when all those involved in the institution, share their thoughts without being considered as superior to one another. Thus, including group activity liberates leadership and provid es the framework we need for widespread involvement in improving schools (Sergiovanni, 2006:186). In successful schools, when a debate crops up on school improvement, the staff should work on: Involving pupils, parents and governors (Brighouse and Woods, 1999:83). Likewise, Davies and Davies (2010) also claim that it is crucial to involve others in school leadership as it leads to school improvement and success. Moreover, they say that: Engaging all the staff in discussions about where the school is, where it needs to go and hence the skills and knowledge we need to learn to achieve progress is a uniting factor. (Davies and Davies, 2010:15) Shared leadership might bring about changes which are required for school improvement to take place. The best change is usually one generated from something or someone within the school because it Recharges energy in participants and embraces the greatest likelihood of improvement in teaching and learning styles, simply because it is so localised, (Brighouse and Woods, 1999:60). Changes for school improvement are gained faster, when teachers are involved in the process of decision making (Bush, 1995). Furthermore, Brighouse and Woods, (1999) argue that when change for school improvement is required, time has to be allocated in the schools diary, since the staff needs time to work on the implementation process. In their study Leithwood et al concluded that teachers consider their participation in leadership, as a step for the school to be more effective and innovative (1999:121). Moreover, when teachers are involved in the decision making they are less likely to have adverse reactions to principals expectations. According to Dunford et al (2000) when the decision making process involves those who are closest to its impact it gives a positive attitude towards school improvement. In addition, they say that if secondary schools want to be effective, leadership must be shared at least among senior staff. Furthermore, Sergiovanni (2006) emphasises that in schools where power is shared among principals, teachers, parents and others, work is done autonomously towards schools aims for school improvement. Likewise, Nicholls (2000) claims, that a shared vision is indispensable for school improvement. Trusting teachers through empowerment may lead principals to achieve their desired goals without imposing them. Building trust is critical to empowering teachers, (Blase and Blase, 1994:29). They also claim that this shows that the principal demonstrated great faith in them and valued them as experts and professionals, (Blase and Blase, 1994:77). Teachers involved in different leadership roles are expected to work for the improvement of the decision-making process (Leithwood et al, 1999). This collegial process of involving others in the decision making process is exercised through discussion and shared power in the institution. In a collegial, collaborative environment, principals consistently concentrate on enabling others to examine and redesign schools for improved learning, and teachers learn to share power and work as a team. (Blase and Blase, 1994:33) Leithwood et al (2007) concluded that when DL is implemented and when opportunities are offered, staff will be much more motivated to work towards school improvement. From their research Leithwood et al established that: Informal leaders had more involvement with creating high-performance expectations and motivating others than formal school leaders, while formal leaders had more to do with identifying and articulating a vision. (2007:57) With informal leaders we can include both parents and pupils. When students are at home most of them speak about their school experience with their siblings and through this parents get to know their thoughts and feelings. Hence, parents might be another link between schools and children. Parental involvement in schools may bring about changes which will finally lead to school improvement. Similarly, Wolfendale argues that, parental opinion can be mobilized to bring about significant changes (1992:63). Conclusion Schools success lies in the skills and attitudes of the professional staff, not merely within the leadership capabilities of the principal. (Blase and Blase, 1994:28) Thus DL is needed for growth and development because the Principal sometimes is in need of other staff members to solve certain problems. According to Bezzina, DL calls for an extension of that power vertically downwards to involve all members of staff, (2000:305). Moreover, the final result of school success is a job that belon