Friday, November 29, 2019

Student Athletes Essays - Student Athlete, , Term Papers

Student Athletes Athletes Should Get Paid As you sit at the stadium or in your home and watch college football, basketball, or even baseball, do you ever wonder where the money goes from all the ticket sales? Colleges make a lot of money from their athletics. I feel that the profit that is made should partly go back to the student athlete. College athletes should be paid for their participation in sports, since sports make a lot of money for the college. A student athlete's schedule is very hectic. There are many activities that have to be attended daily. A student athlete is expected to go to class every day, and later in, the day they are expected to meet at practice, no matter what the sport. After practice, the student athlete must eat dinner. Then, the person has to go home to their dorm to do homework, which can last for hours. There is very little time during the day, to allow the student athlete to get a job. Most of the time coaches will not allow the students to work, due to schedule conflict, and it is also hard on the student's studies. If the coach doesn't allow a job and there is no time for one, where does the student get money? Student finances are very limited. Most of the money that students have is from parents or student loans. Students need money for food, gas and laundry. If a student eats three meals a day, it would usually cost then about fifteen dollars. For a five-day week it would be around seventy-five dollars. Usually, the student athletes do not travel much, so gas expenses would be minimal. However there are those occasional trips home to see family. The student also needs money for laundry. Laundry runs around five or six dollars per week. Years ago, student athletes at colleges and universities were given laundry money, which was twenty-five to thirty dollars a week. The money could be spent freely. It was like an allowance that your parents would give you every week. I feel that this little support would at least help the student when money is hard to come by at home. With the financial help of the college, a student athlete would only have to supply around fifty dollars per week instead o f seventy- or eighty-five A student would have less financial troubles if they were compensated for athletics. If athletes were paid, they could have a better start out of college. For instance, if the student athlete has to get a loan during college because he or she has no money for necessities, that student athlete has started to dig a financial hole. That hole will be a burden to the student athlete when her or she graduates from college. Also, the student athlete's parents will not be financially troubled when the student graduates from college. It would make it easier on student athletes and their parents mentally and physically if student athletes were paid. Mentally, the parents would not have to worry about paying the bills when tuition is due. Physically, the parents and students would not have to break their back to work overtime, or to have a job while in school, and play athletics as well. I feel that student athletes have a lot to worry about. One is their grades; two is their performance in games. I feel the last thing a student athlete should worry about is how they are going to make money to pay for necessities, since the student plays a sport that makes money for the college. Student athletes should be compensated for their participation in athletics while attending college.

Monday, November 25, 2019

Critical and Financial Analysis of Facebook The WritePass Journal

Critical and Financial Analysis of Facebook Reference Critical and Financial Analysis of Facebook History of facebookDATAREVENUEWebsiteCriticismImpactconclusionReferenceRelated Introduction Facebook is the social network which is used worldwide. It has been famous among the people within short period of the time. It links people from one place to another through easy access. Like Hotmail, G-mail, Yahoo; they are also the web based email service but face book is fast way to transfer any message and information among the people. More than â€Å"600† million of the people have been using this website which was launch in February 2004. In this website user open their personal profile, add other users as friends and join different page or user group according to their interest. They update their pictures, status according to their mood plus they will get automatic notification when they update their profile. The beginning of the face book was started from student, where they were given service stems from colloquial for the book by university administrations in the United States so they can know each other through this service. This helps students to communicate among the students regarding different subject matter. To have a face book account the user must be 13+. Then only they can have their accounts. Now we can use face book in every gadget where there is an internet access commonly are mobile, iphone etc we can know any information that is happening among our friends, family and the latest news wherever we go. Despite of our busy life this face book has been so popular even a single day without using it people won’t stay. In other word, face book have made our busy life easier by connecting people. History of facebook The founder of the face book is:†Mark Zuckerberg† who was the student of the â€Å"Harvard† and; had stolen the idea and some of the computer source code from his roomate. Before this website was used among only students of Harvard   but was gradually expanded to other university later on. With the support of the students face book was officially launch for school and college level also. On the based on consumersreports.org it is assume that there were 7.5 million of the childern who join face book when it was legal for the childern for 13+. On Janauray 2009 face book was the most popular social networking service within month. When Mr. Zuckerberg launch this site he was charged by administration for copyright and was close for few days later on he expanded this project by creating a study tool. Again after when it was launch he was accused by his friend Cameron Winklevoss, Tyler Winklevioss and Divya Narendra by misleading them in a fake dream so he can help them to build a social network called Harvardconnection.com. There were a lot of investigation regarding this so finally he was charged against that. Within first month the student were restricted to use this accounts but the expansion of site was so fast mostly in canada and united state. On 26 september 2006 the face book was for everyone of age 13 with an vaild email id. Now we can see how it’s been among us in our day to day life. Every second we can found people comments and launching new page with new idea. Now it’s the 3rd largest US web company after Google and Amazon. DATA Total active User Date User (in million) Days later Monthly August 26,2008 100 1,665 178.38% April 8,2009 200 225 13.33% Sept 15,2009 300 150 10% February 5,2010 400 142 6.99% July 21, 2010 500 166 4.52% January 5, 2011 600 168 3.57% The above data has   been collected for the internet through the help of the google. It shows   how many user are been increased in a particular date. Like in august 26,2008; 100 millon people were using face book which is really alot. This shows how it was so popular among the student since the beginning of this web site was started from students. We can find the increament of the user around 2009 and 2010 alot and alot so finally around 2011 january 5 the total user of face book were 600 million people and estimation is more for the coming year. REVENUE (estimated in millions US$) Year Revenue Growth 2006 $52 2007 $150 188% 2008 $280 87% 2009 $775 177% 2010 $2000 158% This table shows how the revenue has been increased with the increasing user. Mostly the revenue has come from the advertisement. It serves microsoft as bannner adverstisement and only those company who exist in the microsoft ‘s advertisement inventory. The above bar graph shows the age group who has used face book   so often. It’s shows the clear diagram about how often we are using face book. As per the diagram the age group 18-25 they are using the face book in large amount and the least user are from 55-65. But over all we can see the user of face book is mostly femal user who is using face book so often. Website As we know it is an social networking service where user open their account with particular profile picture information about them,contact information and their interest. User should have their valid email address which is needed when they are login and a password for the privacy so you can only open your accounts. When they open it shows notification, new changes happening in there, message and friends request. Whatever notification user gets like comments, friends request, message and other stuff. User can accept the friend request according to their wish, they can look at their information and can add or ignore them. They can upload their new pictures,share the music video,comments and can join different other groups according to their interest There is notification section over the top where you can see the all notification who comment on your status, pictures. Who tag you in which picture ? everythings which are linked with you. Also you can change your status according to your mood and interest. On the side you can see how many friends you have got and you can even classifiy them into relationship as brother, sister, mother, husband etc.. There is privacy setting also which allows the user to do private setting for the account where he/she can make the setting in a such a way where the another user can not view their profile until and unless they are theirs friends. User can block the person whom they do not like and who are doing something beyond the limitation like abuse so they can report as abuse when they are going to block that person. They can even hide the personal information about them through the help privacy setting. They can even chat with their friends online like Yahoo and Messanger which is shown in the corner of the web page. Its shows how many people is online over that tab with their names of face book. You can even use different name as your wish and desire. The other facilities of this web is we can search for the person which is member of face book but not your friend and send a friend request as well as a message. Its’ true wonderfulness is that it makes every ceremony more rejoicable lik e birthdays, anniversery since whole world participates in wishing you. You can create many album to put the picture. And can tag those picture to your friends and even kept the one as your profile picture. So people can recognize you and can add you in their face book. Some times this website work as medium to transfer the news. Although we don’t have time to watch news but the news feed over the face book page so that you are always updated. Criticism Due to its popularity face book has been the matter for   debate.   Where we can see this website is the mostly use by young generation as the above diagram shows it. Where different activities has been accorded after joining it. Several   countries has been blocked such   in Iran, Pakistan, Uzbekistan, Bangladesh etc because it is judge as anti-Islamic and something about the religious discrimination. Some of the work place has been banned using the face book because the workers are busy using facebook rather than working. Newly arised   debate   about face book is regarding it’s having no privacy since any hackers and phishers and top most thing face book does not hold accounts which is clearly written in contract but user do not bother to read them. Impact Being a face book user there a lot of impact which has been caused in our day to day life. Although it has been use worldwide but it shows a lot of impact in society, economic and media. There are been alot of case which cause as distruction in a family and society. As a example: in nepal we found a case where a married guy take his wife picture and with the help of photoshop he cut done his wife n put it into the another picture where a girl is totally naked. He shared this picture to all of this friend as per result when his wife came to know about it there was a lot of conflicts between them. Another case was found in the capital city of nepal where 19 years boy backmailing a girl age 25 to put her naked picture in facebook although the boy was caught but still we can see this problem in our day to day life. Even in uk we can hear a lot of news regarding sucide because their friends are making their fun in face book which they can not tolerate. Its all because we are using it so frequently in our life and it became as a part of our day to day rota. People are afraid to face any situation although it will be wrong but still will be famous when they are kept in face book and in a few moment all user will become to know about it.Another problem is created by parents it’s self who open there children accounts as we can know we are not allowed to open account until and unless we are 13 but still we can find their accounts of face book. Even we can find hackers who can do whatever with our accounts which are not using offen. As a major problem the youth are been more addict with this,where the most important think is their future but they forget this and become busy with picture, comments, status in face book. Even this is happening with the workers who focus in face book rather than doing some work. But for the company they are using face book in different way for adveristment, where they get benefit and plus the owner of facebook is also getting the benefit. And face book are more often use for sending message and giving news which is really positive point. Before it was used as a medium to transfer the notes to other student but now it has been use as a communicating other stuff. One thing is for sure whatever we post in face book it’s easy to spread them among the friends rather than sending email. conclusion This new technology has change so many things in our life with new mobile, iphone we get chance to use face book and even chat from there. This new technology has change our life so hard even a second it’s hard to manage with out it. Because we are so addict with it even a single day we can’t stay without openning   it. Over all we can make a figure through which we can know the girls are more addict with face book no matter what’s there age. Face book is the 3rd largest company who earns alot of money. It has make life easy by making easy access to comunicate with people. Within short period so time it became so popular among the people but it got advantage and disadvantage also. People who are new with it can not figure it out what it is. But it depends upon the ourselves whither we want to misuse it or use in correct way. Its all about our view althought it is huge matter of discussion but no matter how long it will be going on the user of face book is increasing in every second and minute. Reference http://en.wikipedia.org/wiki/Facebook legalandrew.com/2007/07/21/facebook-and-the-law-8-things-to-know/ google.co.uk/search?q=facebook+founder+picturehl=enprmd=ivnstbm=ischtbo=usource=univsa=Xei=zeHRTdC_PJGLhQeu49yTCgved=0CB8QsAQbiw=1366bih=667 sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/05/14/BUHP1JFJFN.DTLtype=tech

Friday, November 22, 2019

Character Analysis Lady Macbeth

Set in 1603, Shakespeare’s play, Macbeth, follows the life of what started out to be a normal married couple. When the couple, Macbeth and Lady Macbeth, discover from a prophecy that Macbeth would one day rule the land of Scotland, the two did everything in power to make sure this would come true. The couple devised a plan to murder Duncan, the current king of Scotland; Macbeth carried out this plan. With this newfound immense amount of royal power, Macbeth and Lady Macbeth go through several challenges in their relationship. Throughout Shakespeare’s play, Macbeth, there are significant changes in the way the audience perceives Lady Macbeth when considering her power, brutality, and physical characteristics. Comparing the beginning to the end of the play, it is apparent that Lady Macbeth is very different when considering her power. In the beginning, it appears as if Lady Macbeth was the superior in her relationship with Macbeth. At this period of time, man being inferior to woman was found to be very unusual. In a sense, Lady Macbeth was the â€Å"man† of the relationship. While debating whether or not Macbeth should kill Duncan, Lady Macbeth says, â€Å"When you durst do it, then you were a man; and to be more than what you were, you would be so much more the man† (Shakespeare 43). This line expresses Lady Macbeth’s opinion that Macbeth will only be a true man if he follows through with the murder; until then, Lady Macbeth would question his manhood. By using this line, Lady Macbeth has total control over her husband and can basically get him to do whatever she may ask. On the other hand, Macbeth seemed to turn around and take steps toward being the â€Å"bigger man† in their relationship as the play unfolded. With his immense amount of power, Lady Macbeth had no choice but to go with his superiority. An example of Lady Macbeth’s weakness was when she was conversing with the doctor and said, â€Å"Out, damned spot, out I say! One. Two† (Shakespeare 163). This quote explains how Lady Macbeth was obsessive over washing her hands, in other words, she was trying to get rid of the guilt of Duncan’s Murder. This section of the play shows Lady Macbeth’s significant change of weakness. As a weak woman, she succumbs herself to Macbeth’s power. In sum, Lady Macbeth went from being a powerful wife to a meaningless woman within the play. Another change the audience sees in the play is Lady Macbeth’s brutality. At the beginning of the play, she was the mastermind of Macbeth’s violent endeavors (Duncan’s Murder). When the two were plotting Duncan’s murder, it was Lady Macbeth who conveyed Macbeth to follow through; he was about to back out of the plan, as he did not want to commit such crime. When Macbeth was pondering the idea of failure, Lady Macbeth was quick to respond, â€Å"We fail? But screw your courage to the sticking place and we’ll not fail† (Shakespeare 43). This quote shows that Lady Macbeth was the one with confidence in their situation at hand. Towards the end of the play, it was Macbeth who was the mastermind behind his devious plans. Macbeth develops a sense of anxiety over Banquo, as he was the only one who suspected Macbeth had anything to do with Duncan’s Murder. Macbeth makes plans to kill Banquo, â€Å"Our fears in Banquo stick deep, and in his royalty of nature reigns that which would be feared† (Shakespeare 85). Macbeth was making these plans with two murders that he hired; not lady Macbeth. With the guilt of Duncan’s murder, it is doubtful that Lady Macbeth would offer support to Macbeth’s plan, given the opportunity, but Macbeth had purposely left her out of his plans. Now that he was king, he no longer needed assistance from his â€Å"housewife†. This just goes to show that Lady Macbeth went from being a brutal organizer of murder to a wife that has no part of her Husband’s secret life. Throughout Macbeth there are several observable changes in the physical being of Lady Macbeth. Though she may appear the same when focusing on her physical appearance, there are several physical changes in her mental health. At the beginning of the play, Lady Macbeth seemed to be a typical put together woman. At the end of the play, she virtually became a psychiatric patient who was in desperate need of mental healthcare. A doctor was consulted, but even the doctor knew there was nothing that could be done to save Lady Macbeth. While the doctor observed Lady Macbeth in her sleep, Lady Macbeth exclaimed â€Å"Here’s the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand†¦Wash your hands† (Shakespeare 163-5). The doctor responds to the gentlewoman, â€Å"This disease is beyond my practice†¦So, good night. My mind she has mated, and amazed my sight. I think but dare not speak† (Shakespeare 165). This line shows the astonishment the doctor faces while observing Lady Macbeth. Her illness had reached a level of severity that a doctor could not even fix. Therefore, Lady Macbeth experiences many changes in her physical health throughout Macbeth. Macbeth is a very dense read with a lot of information and different characters. However, the changes in Lady Macbeth were very significant. Though the story concluded with her tragic death, Macbeth put his wife through countless situations that no woman should have to live through. She went from being the brains behind a murder to observing her husband committing several ruthless crimes. She also went from being a strong healthy woman to a woman with severe mental health issues. Throughout Shakespeare’s play, Macbeth, there are significant changes in the way the audience perceives Lady Macbeth when considering her power, brutality, and physical characteristics. Works Cited Shakespeare, William. Macbeth. N. p. : Folger Shakespeare Library, 1992. Print.

Wednesday, November 20, 2019

Marketing Orientation in Telecommunication Company Essay

Marketing Orientation in Telecommunication Company - Essay Example A deep analysis of the company has been made within this report. Also based on the study of the company and its competitors, recommendations have been set out for the management. The plan that has been set down which includes the benefits that Etisalat can gain from the recommendation of starting an e-Commerce website. This study has been based on a secondary research. The information collected is mainly from the secondary sources, which include various sources, studies, articles, newspapers, and websites. Secondary data refers to information published by others and which is already available1. It is also data collected by other people rather than the researcher who is carrying out the study2. There has been a through research conducted to gain all the information of this Etisalat. Great care has been taken while choosing the sources from the Internet and it has been ensured that the works chosen from the Internet are from published writers. As Berry refers to the Internet in his books, â€Å"an open door to nonsense to appear, and one way of checking on this is knowing about the author†3. The telecom industry of the Middle Eastern countries has seen a continuous growth. A forecast by Informa Telecoms and Media shows that the year 2009 will continue to see a constant growth, with almost 28.68 million net inclusions into the mobile market this year. The market is very wide and has as many as almost 250 million mobile subscribers and is expected to reach as high as 250.79 million by the end of 20094. Etisalat is one of the oldest telecom providers in UAE. It is headed by Mohammad Al Qamzi, the CEO. The company was incorporated in 1976 and has become a part of the Financial Times Top 500 Corporation. In terms of the capitalization and revenues, this company stands on the 6th position in the Middle East.  

Monday, November 18, 2019

Leadership and Management in Nursing Research Paper

Leadership and Management in Nursing - Research Paper Example No doubt, Nurses in superior clinical practice incorporate education, research, management, leadership, and consultation into their clinical role. They function in uncompetitive relationships with nursing peers, physicians, professionals, and others who influence the health environment. (McLoughlin 1992). If we analyze then we come to know that In this era of high business competitiveness, organizations function in a dynamic and altering environment and as a result, it has to be adaptive to stay ahead of the violent competition. No doubt, healthcare organizations today be familiar with that human resource (HR) is their key asset to ahead an edge over the competition and attaining health organizational success and efficiency. Thus, human resource management (HRM) has now become an up-and-coming field in the business earth and a key element for staying side by side of competition. This research will spotlight on what HRM has to present and how those at the top and HR managers be supposed to work jointly to attain organizational effectiveness. Current HRM leadership and management theory and concepts will also be discussed and interpret into carrying out and from there, its advantages and disadvantages will be highlighted. According to Effective Management of Nurses According to the expert analysis, Advanced Practice Nurses like further primary care providers, have a compulsion to a supporter for abused patients. Specialization of household violence case management holds great possible to address domestic aggression efficiently (Epstein, 1999).  

Saturday, November 16, 2019

A Dissertation Proposal Essay Example for Free

A Dissertation Proposal Essay Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers perceptions. In general, perceptions in the present study pertain to teachers thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., Webb, R. B. (1986). Making a difference: Teachers sense of efficacy and student achievement. New York: Longman. Atkinson, J. W., O’Conner, P. 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K., Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 355-372. Huang, S. L., Waxman, H. C. (1996, April). Learning environment differences between high- and low-achieving minority students in urban middle schools. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. Hurd, H. (2001). The Black/White achievement gap in North Carolina. Black Issues in Higher Education, 18(6), 33-49. Irvine, J. J., Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York: McGraw-Hill. *Jamal, M. (1999). Job stress and employee well-being: A cross-cultural empirical study. Stress Medicine, 15, 153-158. Joseph, P. B. (2000). Cultures of curriculum. New Jersey: Erlbaum. Karpicke, H., Murphy, M. E. (1996). Productive school culture: Principals working from the inside. NASSP Bulletin, 80(576), 26-32. *Kaufman, J. (2004). The interplay between social and cultural determinants of school effort and success: An investigation of Chinese-immigrant and second-generation Chinese students’ perceptions toward school. Social Science Quarterly, 85, 1275-1298. *Keller, J. (1995). Intrinsic/extrinsic motivation in children: Detrimental effects of superfluous social controls. Review of Educational Research, 52, 309-339. Kuperminc, G. P., Leadbeater, B. J., Emmons, C., Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88. Ladson-Billings, G. (1995) The dreamkeepers: Successful teachers of African American children. Quarterly Black Review of Books, 4, 30. *Lynn, M., Hassan, K. (1999). Raising the critical consciousness of African American students in Baldwin Hills: A portrait. Journal of Negro Education, 68, 42-54. *Ma, X., Macmillan, R. B. (1999). Influences of workplace conditions on teacher’s job satisfaction. The Journal of Educational Research, 93, 1-12. *MacDonald, D. (1999). Teacher attrition: A review of the literature. Teacher and Teacher Education, 15, 835-848. Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools. New York: National Council of Teachers of English and Teachers College Press. Marshall, Megan L. (2004). â€Å"Examining School Climate: Defining Factors and Educational Influences.† Center for Research on School Safety, School Climate and Classroom Management. Georgia State University. McClelland, D. (1985). Human motivation. New York: Scott, Foresman. Moeller, M. R. (2005). Changes in students’ perceptions of school climate and responsibility during their high school years. Dissertation Abstracts International Section A: Humanities Social Sciences, 65, 2491. Monrad, Diane M., May, R. J., DiStefano, C., Smith, J., Gay, J., Mindrila, D., Gareau, S., Rawls, A. (2008). Parent, Student, and Teacher Perceptions of School Climate: Investigations Across Organizational Levels. New York. National Center for Education Statistics. (2008). PSS Survey. Accesed April 29, 2008 O’Neil, R. (2006). The advantages and disadvantages of qualitative and quantitative research methods. Accessed September 8, 2007, at http://www.roboneill.co.uk/ papers Ping Xiang LEE, Amelia. (2002). Achievement goals, perceived motivational climate, and students’ self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58-65. Remy, M. (1999). The relationship of principal leadership styles and school-site conditions to stress levels of elementary school teachers (Doctoral dissertation, University of San Diego, 1999). Dissertation Abstracts International, 49. Rinaldo, V. (2005). Today’s practitioner is both qualitative and quantitative researcher. The High School Journal, 89(1), 72-79. Rosenholtz, S. J. (1989). Teacher’s workplace: The social organization of schools. New York: Longman. *Sander, W. (1997). Catholic high schools and rural academic achievement. American Journal of Agricultural Economics, 79, 1-12. *Smerdon, B. A. (2002). Students’ perceptions of membership and their high schools. Sociology of Education, 23, 275-281. *Sykes, G. (1996). Reform of and as professional development. The Phi Delta Kappan, 77, 464-467. Tatum, Alfred W. Engaging African American Males in Reading. Helping Struggling Students, February 2006, vol. 63, no. 5, pp. 44-49, Taylor, D. L., Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teacher’s sense of efficacy. Journal of Experimental Education, 63(3), 217-227. *Tyson, L. (2002). Cross cultural literacy: Foundations of the new reform. Harvard Educational Review, 40, 411-451. Voelkl, K. E. (1995). School warmth, student participation and achievement. Journal of Experimental Education, 63(12), 14-17. Vroom, V. H. (1964). Work and motivation. New York: Wiley Sons. *Waxman, H. C., Huang, S. K. (1997). Classroom instruction and learning environment differences between effective and ineffective urban elementary schools for African American students. Urban Education, 32, 7-44. Weiner, B. (1985). Theories of motivation mechanism to cognition. Chicago: McNally. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag. Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15, 861-879. Whaley, A. L., Smyer, D. A. (1998). Self-evaluation processes of African American youth in a high school completion program. The Journal of Psychology, 132, 317-328. Weiner, B. (1985). Theories of motivation mechanism to cognition. Chicago: McNally. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.

Thursday, November 14, 2019

Octavia Butlers Kindred Essay -- Slavery Education Slaves Kindred Ess

Octavia Butler's Kindred Throughout the novel Kindred, Butler compared and contrasted modern African Americans with African Americans that were slaves in the novel. Some of the many ways she compares them are through education, work ethic, and their personal feelings about and/or how they handle their own slavery. Education is very important to the blacks that were enslaved in the novel. The slaves valued education even more than the modern African Americans like Dana who had always thought they had very high standards on education. The slaves valued education so much because to them it was not only a tool to better themselves, but also a very powerful tool that could potentially lead them to freedom. With the ability to read and write the slaves could write themselves ...

Monday, November 11, 2019

Manhood and Misogyny in “Death of a Salesman”

An important aspect of Miller's â€Å"Death of   a Salesman† is the play's denouement — which is commonly accepted as being the moment that Loman commits suicide, and in doing so, hopes to provide his son, Biff, â€Å"with insurance money for a fresh start† (Phelps 239).This ending is commonly construed to represent a pyric victory   on Loman's behalf because it implies that he has — in the end — acted out of love for his family.However, as H.C. Phelps points out in his very astute article â€Å"Miller's Death of a Salesman† (1995) the emotional climax of the play is not at the moment of Loman's actual death, but earlier when Loman â€Å"makes his final, irrevocable decision after the play has reached its undoubted emotional climax, Biff's dramatic declaration to his father† (Phelps 239) which is essentially a confession of his self-perceived worthlessness.The play's emotional climax, viewed in one way, seems to offer closure which hints at possible happiness, even in suicide, even in death — but according to Phelps' explication, the true resonance of Loman's suicide and death is not heroic but only tragic and ironic.In â€Å"Death of a Salesman,† the theme of happiness or completeness of life is central to the play's dramatic impact. The play explores how the lives of a man and his sons are connected through contemporary ideas of manhood and family. In the play, many aspects of masculinity are presented in a way that promotes irony.Part of the identification with manhood which exists for the male characters in the play is steeped in misogyny or in the objectification of women. This misogyny is important to the overall theme of family and manhood in the play because it shows, through irony, that the diminishment of womens' experience and labor by men contributed to the fragmentation of the family.Part of this fragmentation includes the degradation or de-evolution of male-bonding and particularly the bonding between a father and his sons.   As Phelps points out in his brief but penetratingly able essay, the perceived closure of the play's end is really better perceived as ironic and as a natural extension of the play's essentially fragmented and misogynistic presentation of American social realities.A good example of this fragmentation is the character of Linda who is presented in the play as being both subservient to her husband, Willy, and held in low esteem by her own sons.While the overt dramatic impact of this arrangement of characters might seem to suggest only the cold detachment of the modern male or the inability of the modern male to overcome chauvinism against women, a careful reading of play reveals that this disconnect between the male characters of the play and the character of Linda is symbolic of the incompleteness of modern male experience.In fact, the main sense of distress for   the Loman family comes not from poverty or emotional barriers, but merely from Loman's absence from his domestic sphere. This absence is symbolic of the western, primarily American, male experience.When Linda implores Willy to â€Å"Talk to them again. there's no reason why you can't work in New York† (Miller) she is imploring that Willy take more of an interest in his familial than professional life.   This familial perception of male-responsibility is a crucial aspect of Loman's suicide because it is â€Å"primarily due to their insistence on Biff's love for his father, not to any explicit comment by his son, that Willy decides to take his own life† (Phelps 239).However, as Phelps points out, â€Å"Linda and Happy are repeatedly shown to be among the most deluded, obtuse, and mendacious characters in the play† (Phelps 239) so their assurances to Willie that Biff loved him are, for the alert reader, according to Phelps, mere lies which are rooted in misogyny and fragmentation of relationships.Later in the play, Willy's involvement with â€Å"the Woman† shows clearly that the misogynistic aspects of masculinity as represented by Miller extend not only to the domestic and familial spheres, but to the erotic and sexual spheres. When The Woman asks Willy â€Å"Whyn't you have another drink, honey, and stop being so damn self-centered?† (Miller) Loman's reply is â€Å"I'm so lonely† (Miller) and the deeper meaning of his answer lies in the fact that his very misogynistic attitude has cut him off from feminine love or even feminine erotic response.Because Loman is unable to relate to his wife's need for his patriarchal presence in his own home and also unable to relate to The woman's need for erotic stimulation   and celebration, Loman is in fact cut off from the primary energy-sources of true manhood: fatherhood, husbandry, and Eros. The impediment to Loman's happiness is not actually poverty but misplaced male-identity and misogyny.Loman's discord with femininity is reflected also in the b ehavior of his sons who recklessly abuse women and conduct themselves as womanizers. Similarly, when Biff and Happy talk about Betsy they â€Å"they refer to [her] as a pig [†¦] and a pig suggests â€Å"pigskin,† the material that footballs were traditionally made of, and compares their relationship with Betsy to sport† (Ardolino).Because the misogyny of Loman's sons is manifested primarily through their sexual response and sexual behaviors, the thematic impact of their relationships with women as represented in the play seems to suggest that the corruption of Eros is the first casualty of misogyny and that the deterioration of the family and finally of manhood and the self follow quickly thereafter.The corruption of Eros is a symbol and symptom of the degeneration of family values which has taken place under the predominantly materialistic society which is represented in â€Å"Death of a Salesman;† however, the sexual function is merely a preliminary casua lty of the malaise and â€Å"soul derangement† which Miller perceives in the society which he is endeavoring to dramatize in the play.Closely associated with erotic love is †¦ love itself, and even this emotion is so tainted by mendacity, by corruption, and by atrophy within the social microcosm of the play, that the absence of true love is what actually drives the play's climax: not reconciliation or closure, but tragic despair and loneliness.   Biff's final words to his father are â€Å"I'll go in the morning.Put him—put him to bed† (Miller) and as Phelps points out, these words are â€Å"a tepid and ambiguous expression of concern† (Phelps 239) adn reveal, not love, but the absence of love which is, in fact,the true motivation for Loman's suicide.The key aspect of the lack-of-love interpretation is to realize that it is a misogynistically determined outcome: a symptom of a male-ordered social-universe which has sacrificed essential elements of h uman survival, like love, to the more expedient materialistic concerns of the moment.In conclusion, while the interplay between men and women in Death of a Salesman seems at surface level stylized almost to the point of cliche, penetrating and revealing themes emerge from a careful reading of the gender-based themes of the play.Primary among these is the idea of corruption of male authority and male energy by the disconnect from erotic love and finally a misogynistic bearing toward women in general. To put it in simplistic terms, the play is trying to show that turning away from the nurturing energy and experience of what is usually called â€Å"feminine† in American society has corrupted American society's sense of manhood and allowed the disintegration of the family to follow.The key to retrieving the balance of family lies not in riches or material success but in finding harmony between the masculine and feminine natures which are the focal energies of all families.Phelps' article, while eschewing lengthy examinations of gender-based, or socially based explications, does manage to uncover, according purely to the characterizations of the play itself, a continuity of expression which inverts the commonly associated emotional resonance of the play's close and offers and incisive and very ably expressed interpretation of the play's climax which seems to me much more faithful to the overall tone of the play as Miller intended it to be experienced.Works CitedMiller, Arthur. Death of a Salesman. Penguin Books, 1976.Ardolino, Frank. â€Å"Like Father, like Sons: Miller's Negative Use of Sports Imagery in Death of aSalesman.† Journal of Evolutionary Psychology 25.1-2 (2004): 32+.Phelps, H. C. â€Å"Miller's Death of a Salesman.† Explicator 53.4 (1995): 239-240.Rosefeldt, Paul. The Absent Father in Modern Drama. New York: Peter Lang, 1996.

Saturday, November 9, 2019

Ventria Bioscience and the Controversy over Plant-Made Medicines

Case Study: â€Å"Ventria Bioscience and the Controversy over Plant – Made Medicines† GB590 Corporate Social Responsibility Prof. Timothy Loney By Willette Marchany Rivera February 22, 2011 Introduction: Case overview Ventria Bioscience, a biotechnology firm based in California, faces the challenge of commercializing a product with potential and considerable public health benefits. Ventria had developed a ground-breaking technology using genetically modified (GM) rice to grow the proteins lactoferrin and lysozyme, both found in human breast milk, which can be used for the treatment of diarrhea in children, tourists and the military. Lawrence and Weber, 2010, p. 494) However, the pioneer biotechnology invention has to go through regulatory processes and stakeholder’s scrutiny, before it can enter the market. There are ethical concerns over the plant-based medicines and opposition coming from consumer advocates, environmentalists, rice farmers and food safety activ ists. Ventria needs to overcome the regulatory environment and manage its stakeholder relations in order to succeed and release this product for sale. In order to do so they must establish a strategic plan to improve their triple bottom line performance.They need to convince stakeholders that the potential benefits are desirable and that they can safely and responsibly deliver the product to be commercialized. Even then, Ventria and the biotechnology industry might always face opposition from groups against genetically modified organisms in which human genes are also manipulated. â€Å"The public’s reactions to plant- made pharmaceuticals were likely to be extreme, given the high benefits, potential risks, and deep moral quandaries posed by these new technologies. † (Lawrence & Weber, 2010, p. 92) Financial goal Ventria’s financial goal is to make profit from producing in a big scale the GM rice they developed and selling it at an affordable price. The plant-mad e pharmaceutical concept was created in order to take advantage of the capability of harvesting the proteins in a natural host instead of using a costly laboratory environment where manufacturing would be slower and in a smaller scale. Ventria’s financial goal seems to be intertwined to the capability of producing the GM rice outdoors over a large amount of land.Environmentalists and rice farmers are highly concerned with the possibility of comingling happening and the adverse impact on the ecosystem this could have. Other than that, the Union of Concerned Scientists, a policy advocacy group, warned that it is unwise to produce drugs in plants outdoors, because there would be little control over the doses people might get exposed to, and some might be allergic to the proteins. (Grace, 2011, para. 24-25) Environmentalists are concerned too about Ventria using acres of arable land to harvest medicine instead. (Grace, 2011, para. 0) Social goal Ventria’s social goal shoul d be to contribute to the treatment of diarrhea in children, the military and tourists at an affordable price with their innovative plant-made pharmaceutical without damaging society. In order to do so, they shall get the local and global public to trust the biotechnology industry and plant-made pharmaceuticals. They also need to assure that the product or its production will not harm or negatively affect human lives. The GM rice cannot get mixed with or contact in any way crops designated for human food supply.At the same time, consumers need to be informed honestly about the content of the products and that they are GM. Otherwise, customers would be deceived. There are ethical concerns about the use of human genes in this GM rice and consumer rights to be informed should be placed first. Food safety is also an issue as this GM rice remains to be widely tested in humans and be approved by the FDA. The company also needs to become liable in case the GM rice contaminates other rice f armers’ crops and contaminated products are sent to the human food supply.Environmental goal Ventria’s environmental goal would be to produce the GM rice without contaminating the environment or throwing off the natural balance, that is, without disturbing the ecosystem. They cannot allow comingling to happen. Also, they need to avoid and control the risks of any adverse impact of the GM rice to the ecosystem by taking measures to avoid potential harms to the wildlife and the spreading of the GM rice crops that could lead to undesirable hybrids.Summary: Triple bottom line performance and strategic recommendations After considering all the financial, social and environmental factors that adversely affect their performance, Ventria is in position of making a strategic decision. They should consider first to modify or radically change their production strategy and second to enter in a marketing process focused in educating the public about their product. These strategies can help them achieve their three bottom-line goals. They need to provide a safer way of producing their product and obtain the permits and the approval to sell it.Their financial, social and environmental goals can only be attained by focusing in resolving the issues with their stakeholders. There are two recommendations on how to change their current production strategy. They can search for an isolated area of arable land away from other rice farmers and set stringent measures of control to avoid the risk of contaminating other crops. However, controlling all the risk factors in an open crop field would be complicated and it is uncertain to which degree it could be accomplished.Another option would be to consider production in greenhouses. This would be probably more costly, but will ensure a higher degree of control. Finally, Ventria would have to ensure the safety of their product and take on an honest advertising campaign to disseminate doubts and concerns about their invention . Likely, there will be opposition based on the ethical concerns about GM. However, public campaigns that provide straight forward and clear information from the developers will give customers more tools to make an informed decision about the product.References Grace. (2011, February 2). Genetically modified rice now on its way to fields in several  countries. Nwoandsecretsocieties. WordPress. com. Retrieved February 24, 2011 from http://nwoandsecretsocieties. wordpress. com/2011/02/02/genetically-modified-rice-now-on-its-way-to-fields-in-several-countries/ Lawrence, A. T. (2010). Ventria Bioscience and the Controversy over Plant- Made Medicines. In Lawrence, A. T. , Weber J. , Business and Society: Stakeholders, Ethics,

Thursday, November 7, 2019

Sumerian and Early Byzantine Christian Cultures †Art History Essay

Sumerian and Early Byzantine Christian Cultures – Art History Essay Free Online Research Papers Sumerian and Early Byzantine Christian Cultures Art History Essay The need for religious spaces and devotions has existed through many cultures, especially the Sumerian and Early Byzantine Christian cultures. The White Ziggurat Temple, built in 3000 BC by the Sumerians in the Mesopotamian regions used the top cella as a place to worship and the Early Christians, more than 3000 years later in Constantinople (Istanbul) created Saint Peters in 400 AD. Both these two buildings contributed to the religious and cultural advancement of these two different societies. The White Ziggurat contained a cella with an alter at the top that was used by the local leader to pray to their gods. The White Temple was large in magnitude. The effort put into the building of the mud-brick temple show a society putting their beliefs in their ziggurat. The orientation of the Sumerian White Ziggurat was faced toward the east, as was the Early Christian Church: Old Saint Peters. This orientation is shared in many other cultures as the sun rising brings reminisce of a new beginning. The Early Christian Church, Saint Old Peters is also used for prayer, but rather prayer toward the Christian Trinity. Old Saint Peters also shares a central cella with an alter, just as the White Ziggurat Temple had. The size was large in magnitude, but the longitudinal church was shaped to escape pagan beliefs. The White Ziggurat, unlike Old Saint Peters allowed more than just the local leader, but let in the people of Constantinople. In summary, the two structures contributed to religious advancement, cultural advancement, and shared the purpose of holding the structures sacred. Research Papers on Sumerian and Early Byzantine Christian Cultures - Art History EssayWhere Wild and West MeetCanaanite Influence on the Early Israelite ReligionBook Review on The Autobiography of Malcolm XAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoCapital PunishmentThe Spring and AutumnRelationship between Media Coverage and Social andThe Hockey GameThree Concepts of Psychodynamic