Theoretical Framework Essay Example for Free

Theoretical Framework Essay This chapter includes a review of related literatures and studies conducted by both local and foreign researchers, that the writer considers relevant to the study. Definitions of Leadership Bass (1981) accepted the view of leadership as an interaction between members of a group. Leaders are agents of change, persons whose acts affect other people more than other people’s acts affect them. Kanter (1983) defined leadership as the existence of people with power to mobilize others and to set constraints. Misumi (1985) wrote: Leadership is understood as the role behaviour of a specific group member, who, more than other members, exerts some kind of outstanding, lasting, and positive influence on fulfilling the group’s functions of problem solving or goal achievement and group maintenance. Weiss (1986) pinpointed the concept of leadership as the top level executive and his dominant coalition of the organization which is invested with the power, status, and resources to manipulate, interpret, and negotiate constraints and resources into policy. Kellerman (1984) defined leadership as the process by which one individual consistently exerts more impact than others on the nature and direction of group activity. Gardner (1986) waffled at the end of his definition by attaching the last phrase: leadership is the process of persuasion and example by which an individual induces a group to take action that is in accord with the leader’s purposes. Sergiovanni (1989), an influential leadership scholar in education, defined leadership as the process of persuasion by which a leader induce followers to act in a manner that enhances the leaders purposes or shared purposes. Two more recent books on leadership have been based on military leaders, and they promote the same understanding of leadership. Roberts (1989) considered leadership as the thing that wins the battles. Bailey (1988) an anthropologist, defined leadership as the act of controlling followers. Finally, Schatz (1986) summed up much of what this view of leadership represents: â€Å"Leadership is the total effect you have on people and events around you.† Leadership for Rost (1991) is an influence relationship among leaders and  followers who intend real changes that reflect their mutual purposes. A leader does the right things (Bennis and Goldsmith, 1997). Doing the right things implies a goal, a direction, an objective, a vision, a dream, a path, a reach. Leading is about effectiveness. It is about what and why. It is about trust – about people. Bennis and Goldsmith (1997), defined leadership as innovating and initiating. It looks at the horizon, not just the bottom line. Leaders base their vision, their appeal to others, and their integrity on reality, on the facts, on a careful estimate of the forces at play, and on the trends and contradictions. For Drucker (1996), leaders move people from selfish concerns to serving the common good. Leaders can refocus people’s energy with direct interventions or do so indirectly by adjusting the system so that people naturally gravitate toward what needs to be done. It will be hypothesized that the Indang II District elementary school principals’ leadership styles (Block 2) will affect school effectiveness (Block 3) at Indang II District, Division of Cavite. The mediating variables will be the elementary school principals’ leadership styles consisting of seven dimensions, namely: a) idealized influence; b) inspirational motivation; c) intellectual stimulation; d) individualized consideration; e) contingent reward; f) management by exception; and g) Laissez-faire. The aforementioned dimensions will be discussed in the conceptual framework. The five indicators of school effectiveness will be the output variables. Each variable will be explained thoroughly as part of the related literature of this study on school effectiveness. The line connecting the mediating and the output variables show their relationship. This will imply that the Indang II school principals’ leadership styles affect the effectiveness of the Indang II schoo ls at Indang II District, Division of Cavite. HYPOTHESIS On the basis of the questions that will be proposed in this study, this hypothesis will be tested. There is no significant relationship between the principals’ leadership styles and school effectiveness in the elementary schools in Indang II District, Division of Cavite.

The Trail of Tears Essay -- Personal Narrative Writing

The Trail of Tears I walked into the room on New Year’s Day and felt a sudden twinge of fear. My eyes already hurt from the tears I had shed and those tears would not stop even then the last viewing before we had to leave. She lay quietly on the bed with her face as void of emotion as a sheet of paper without the writing. Slowly, I approached the cold lifeless form that was once my mother and gave her a goodbye kiss. I looked around at everyone in the room and saw the sorrow in their eyes. My eyes first fell on my grandmother, usually the beacon of strength in our family. My grandmother looked as if she had been crying for a very long period of time. Her face looked more wrinkled than before underneath the wild, white hair atop her head. The face of this once youthful person now looked like a grape that had been dried in the sun to become a raisin. Her hair looked like it had not been brushed since the previous day as if created from high wispy clouds on a bright sunny day. Being my twin, Dylan gave me a slight look into what I looked like at the present time. The area around my brother’s eyes looked as though he was having a bad day with allergies. His face was as grim as a gargoyle’s, its stone eyes reflecting forever the scream that would never issue forth from its throat. Gazing upon my sister, it was as though she had been replaced by her complete opposite. Where once her face had been covered with smiles all of the time, her face was now contorted with grief, and it looked like she would never smile again. Her look could only be described as a small child who has lost a toy in the sand box. The machines to my right gave a loud hum as they continued to monitor my mother’s heartbeat, pulse,... ...that the body was in, once the contents of the room left, the room was no longer important. Once the room was empty, we no longer wanted to be there or associated with it. The same goes for the body; it was not that we really needed the body but the soul that was contained therein. The body was wanted but not really of great importance because of what was gone. Therefore, the lesson was that the body was a container for the soul and not all that important. If we had no need for the body to be happy, then the soul was what made us happy. We did not need the body and were reminded that the soul went on to another place which gave us reason to stop grieving and move on with our lives. Works Cited: Mckay, D. (2004, February 20). I ask myself why? Post Poems.com Retrieved February 21, 2004, from http://www.postpoems.com/ cgibin/displaypoem.cgi?pid=304934

Far from the madding crowd Essay

In ‘Far From the Madding Crowd’, Thomas Hardy examines different types of love. Consider the relationships Bathsheba has with Gabriel, Boldwood and Troy; consider also Troy’s relationship with Fanny Robin. What conclusions does Thomas Hardy wish us to draw about the nature of love? Support the points you make with close reference to the text. You must also mention the social context of the novel and any relevant literary tradition. Bathsheba is a very vain woman who likes to think very highly of herself, in the first appearance she makes in the novel, she is admiring herself in the mirror. The last word in Chapter 1 is ‘vanity’. Hardy has established some of the features of two of the main characters and made us curious about this development of the relationship between Oak and this vain but handsome girl. Bathsheba was not a conventional woman of her time. She was an unusual for a woman of her time because she was very independent. She also refused her first offer of marriage although penniless and living with her aunt. Women at this time relied heavily on marriage. Women at that time often also married for security. Bathsheba is quite teasing with men, for example, when Gabriel Oak holds her hand, she suggests: â€Å"But I suppose you are thinking you would like to kiss it? You may if you want to. † But when Gabriel says, â€Å"I will. † She instantly says, â€Å"No you wont! † This shows that she is teasing, and she can get some men crazy about her. Her relationship with Gabriel has its ups and downs. Gabriel cares for Bathsheba so much but as the novel goes on, Gabriel realizes that there is no chance that he will marry Bathsheba because two other obstructions are in the way, the similarly vain Sergeant Troy and Mr. Boldwood. Bathsheba’s relationship with Mr. Boldwood is very awkward because, she only sent the valentine letter as a prank. It all started off when Liddy and Bathsheba were writing a Valentine letter to ‘little Teddy Coggan’. But Liddy suggests, â€Å"What fun it would be to send it to the stupid old Boldwood, and how he would wonder! † Bathsheba does not agree to the idea at first and says, â€Å"No, I won’t do that. He wouldn’t see any humour in it. † She was right. But Boldwood takes it so seriously and becomes absolutely obsessed with her, â€Å"My life is a burden without you, I want you – I want you to let me say I love you again and again! † When Bathsheba tells him the truth about the Valentines card, Boldwood does not want to and cannot accept the fact that it was a joke and a prank: â€Å"No, no, no. Don’t say thoughtlessness! Make me think it was something more – that it was a sort of prophetic instinct – the beginning of a feeling that you would like me. † Then Troy comes into the novel. During that period of time, there were strict rules governing the etiquette of behaviour about men and women being alone together and they certainly would not publicly touch each other or their clothes. This makes their meeting highly irregular. Bathsheba would be particularly vulnerable in this situation. Troy is similarly vain and teasing like Bathsheba, this enchants her, â€Å"Thank you for the sight of such a beautiful face! † He also often repeats the word, â€Å"Beauty† aimed obviously at Bathsheba. When they depart after their first ‘encounter’, she is very happy and feels flattered. She looks in the mirror (as usual) and repeats Troy’s words, â€Å"Goodnight †¦ beauty! † Bathsheba is aware of her beauty, and she feels that if some handsome man in uniform compliments her on her looks, then that is very rewarding for her and it boosts her self-confidence. Also, Troy’s showmanship with his sword swept Bathsheba off her feet. Also, because Bathsheba would have been very nai ve and inexperienced in the ways of love, she found it very hard to resist Troy. Bathsheba and Troy’s relationship, was more of a sexual love than a real love: â€Å"She felt powerless to withstand or deny him. He was altogether too much for her. † Another sign of Bathsheba’s vanity was that, she only married Troy because he had said he saw a more beautiful woman. So, Bathsheba went all the way to Bath just for Troy. But later on in the novel, Troy does not show that same feelings as when they first met. Instead, Troy becomes more involved into Fanny Robin and regrets ever turning her down. The type of love Fanny Robin loves Troy with all her heart; she even walks miles just for him. Many young women in the Victorian times would have eloped to marry soldiers. This was called ‘Scarlet fever’. This would be a disgrace to the girl and her family. Hardy’s aunt Martha was said to have eloped with a soldier When she asks Troy when they will be wed, Troy does not even understand what she is talking about. Fanny asks, â€Å"When will it be? † Troy then asks â€Å"What? † Then Fanny tries to remind Troy, â€Å"That you promised. † Troy again, forgetful, â€Å"I don’t quite recollect† Then Fanny desperately says, â€Å"O you do! Don’t speak like that. It weighs me to the earth. It makes me say what ought to be said first by you. † Fanny wants to get desperately married, but Troy wants her mainly for sex and for more of a ‘casual’ relationship. Troy gets very angry and upset when he sees the coffin with Fanny Robin and the baby in it. Tragically, Fanny died of childbirth. The baby was still born. Many deaths occurred due to lack of technology including childbirth. He completely forgets about what he had with Bathsheba and thinks of what he could have had with Fanny. Troy’s reaction to her death and his disregard for Bathsheba shows he is the type of man who only wants what he cannot have. When Fanny was alive, Troy showed little interest in her predicament. I think that the message Thomas Hardy is trying to get out is that love can only be true, not just for jokes and pranks (the valentines letter. ) Love also has to have two people involved not like Fanny Robin and Troy at the start of the novel. In conclusion, Hardy ended the novel happily, because he knew that is what the readers wanted to read. The story was printed into a monthly magazine and for a Victorian readership; a happy end involved a marriage. Bathsheba was first attracted by Troy’s good looks and superficial charm and preferred these qualities to the more traditional ones of security and love offered by Oak and Boldwood. But when Fanny dies, Bathsheba finally realizes that Troy’s is actually a womanizer and he is disloyal. Hardy, himself did not rate marriage very highly as he had an unhappy marriage. So by the end of the novel, Bathsheba becomes more sensitive to others and realizes that she should have accepted Oak’s initial proposal, rather than Troy’s, and that she would have been much happier with Oak.

Analyse How Moliere Uses Comedy as a Dramatic Technique in Le Tartuffe

Set in the 17th century, Moliere’s Drama, Le Tartuffe is a satirical representation of religious hypocrisy. Its comedy drives the play in a direction where the audience can not only be entertained but understand the morals which are portrayed. It is important to realise the historical context that influenced Moliere’s work of Le Tartuffe in order to understand the construction of the characters and comedy portrayed. Commedia dell’arte were a group of traveling players in Italy who specialised in improvised theatre, creating stock characters for every performance for the audience to identify with and understand their representation in a comic way. Some of these features have been known to have inspired Moliere’s construction of the plot and characters such as Clever talking Dorine shedding light on the truth. In that way, Dorine almost acts as a comedic dramatic tool to highlight the truths and themes of the play. This is particularly evident in her dialogue towards Madame Pernelle, ‘Il passe pour un saint dans votre fantaisie:/Tout son fait, croyez-moi, n’est rein qu’hypocrisie’(Moliere: 1. 1. 69) In supporting this idea, Peter Hampshire Nurse writes that Dorine has ‘brilliant wit with which she ridicules hypocrisy’ (1991:85). Although the majority of modern audience’s would find the witty servant humorous, Paula Alekson noted that ‘Moliere became a master of â€Å"Le ridicule†, so much so that in the process of making the audiences laugh, he made a multitude of serious enemies’(2007:ll 15-16). Away from the controversy that the themes created, Moliere generates much more of the comedy in terms of language, structure and pace of the play. For example in the exposition, when Madame Pernelle talks to the rest of the characters, we are able to see the desire of power towards the daughters as they try to speak by saying, ‘Mais†¦. Je crois†¦mais ma mere’ (Moliere:1. 1)but are cut off every time. Furthermore, repetition is used when Orgon says, ‘Et Tartuffe? / Le pauvre home! (Moliere:1. 4) This conveys Orgons constant obsessive nature over Tartuffe which provokes laughter. Of course when being performed the proxemics and movement of the character along with the dialogue would emphasise the comedy and complete farce that Moliere had stylized the play with. Overall, we are able to conclude that Moliere uses a variety of different techniques, and themes to make the comedy work for the play. We realise that it is not just a form of entertainment but to aid the audience in following the events in the play; to understand the central themes. Andrew Calder noted that Moliere does this in both his plays, Le Tartuffe (1664) and Don Jaun (1665). Calder states that they go ‘beyond the comic stage, and both reflect a lively interest in some of the most topical, moral and theological issues of the time. ’ (1973:153). [Wordcount:457] Bibliography Moliere, 2006. Le Tartuffe. Paris: Larousse. Alekson, Paula. 2007. Dramatic and Theatrical Style a la Moliere: Le ridicule, le naturel, and â€Å"The comic war†. [online] Available at: http://www. mccarter. org/Education/tartuffe/html/4. html Calder, Andrew. 1973. Moliere: The Theory and Practice of Comedy. London:Athlone Nurse, Peter Hampshire,1991. Moliere and The Comic Spirit. Geneve:Libraire Droz

Tips on Meeting IGCSE and GCSE Equivalent Qualifications in English Literature

Tips on Meeting IGCSE and GCSE Equivalent Qualifications in English Literature Tips on Meeting IGCSE and GCSE Equivalent Qualifications in English Literature If you think (and secretly hope) that reading some novels and poems will be enough to pass the test on IGCSE or GCSE equivalent qualifications in English literature, we have to disappoint you – no, it won’t. This certificate proves that you are a holder of a certain number of skills applicable not only in the sphere of English literature but in everyday life. Let’s find out what those skills are and what they mean. So, to be fully prepared for the IGCSE or GCSE in English literature, you need to be able to: Re-Tell the Narrative or Story This is the basic skill that presupposes you are recalling and narrating the story without difficulties. Summarize You have to be capable of naming the main points of the novel or short story. It is a basic but challenging task because, if you get an assignment to write an essay-summary, sticking purely to summing up will not earn you a good grade. Tell the Story in Your Own Words Paraphrasing is the ability that is necessary not only on the English literature exam (being sometimes even harmful if abused) but in business correspondence, writing, communication, etc. Spot the Best Evidence to Support Your Argument If you don’t enforce your point with an example or important detail from the analyzed text, it will not be counted as a fully-featured argument. The examiner will call it an unsubstantiated assertion and take away some scores. Tell apart the Viewpoints Train to understand the difference of viewpoints of various characters from literature works. Determine and Analyse the Theme What is main characters motivation to behave like this, and not the other way around? What is the main theme? As long as you can detect these two things, you are on the safe side. Speak up Regarding the Plot and Analyse It What do you usually understand after reading a piece of literature writing? How do the events influence the characters’ fates? How does the author build up a plot and does it matter when it comes to the final result? Identify and Discuss the Writer’s Methods Used in Literature Works Try to find out on your own how the author so brightly depicts the scene: is it the language? Or maybe rhetoric devices? Make sure you interpret the methods correctly. Read between the Lines It is very important to be able to dig deeper and make sense of what you find there. You must connect the dots and analyse those connections. Give Your Opinion Learn to form your own, original viewpoint on the basis of what you have read because during the exam you’ll have to state it as well as support it with quotes or relevant material. Pheeeww †¦ That’s quite a list. That’s what they teach you to do during training courses because such kind of skills you can’t just read about and acquire. You have to gain them in practice. So, try hard because English literature GCSE is not the easiest subject to pass (if there is such at all).

Asnwer all the questions on the paper after reading and watching some Essay

Asnwer all the questions on the paper after reading and watching some materials - Essay Example As explained in Genesis 11:9 from the Bible where the title was drawn, Babel is where God confused the people who once had one language. In the entirety of the movie, confusions abound, a fact that one cannot deny is in abundance in lives around the world regardless of age, status, gender, education or political beliefs and affiliations. Richard and Susan, the couple who went on vacation to Morocco, trying to mend the damages their loss of their child brought to their marriage show many symbolisms in their character. For instance, in their attempt to get over the loss of their child, one would wonder why they chose Morocco. Whether it was planned well or not is not the issue, but the message the director wanted to send to viewers. One hypothesis could be the intensity of the emotions of the couple which they were not able to express, could be well displayed in their choice of place. It could also symbolize the state they are in, with their love for each other still hot however is drying out because of the confusions they are going through with the loss of their child. Their choice could also be interpreted in accordance to general observations that, when a person is troubled, he usually makes hasty decisions which usually leads to more problems. The character of Chieko, the deaf Japanese girl who was encountering problems regarding growing up in addition to the loss of her mother represents the vulnerable, usually misunderstood and abused in their weaknesses. The usual uniform of Japanese students is one of the symbolisms that was misconstrued, being short enough to show the form of the user. It has been taken as a sexual invitation when the young girl was still innocent about such matters. This could draw one’s attention to avoid stereotyping rather understanding customs and traditions before drawing conclusions. Facial expressions

Applying Theory to Practice Research Paper Example | Topics and Well Written Essays - 1750 words

Applying Theory to Practice - Research Paper Example For more than 20 years , critical thinking has been put forward to emphasize on nursing practice and education (Cody , 2002) . Science based nursing practice is utilized in effective delivery of nursing care. Models of nursing practice provide the nursing knowledge framework in the provision of theory based care. (Burretti, 1988). A good foundation for nursing can be created and further be broadened by applying a theory in nursing practice (Karnick, 2008). Jean Watson is a nurse theorist whose cardinal focus is based on human caring. Watson’s (2008) theory of human caring is broadly applied in nursing practice nursing in its knowledge acquisition and application in practice is identified as a science of caring which has a philosophical and ethical implications. The humanity of a nurse embraces the humanity of others in order to preserve and maintain the dignity one of one’s self being and that of others under the same care. This implies that human beings are connected t o one another in caring process. It also implies that in a transpersonal caring relationship, a holistic approach is used (Watson, 1992). OVERVIEW OF WATSON’S CARING THEORY Watson was born in 1940 in West Virginia and grew in as extended family setup (Tomey & Alligood , 2006). At the University of Colorado, she became dean of the school of Nursing and later at the same university, she became a well known professor. Watson established the center for Human Caring, which she served as the director, in Colorado. She also started the nursing doctoral program at the University of Colorado (Margaret Jean, 1997) . Derived from personal beliefs, Values and experiences. Watson established the Theory of Human caring which formed part of her doctoral studies. In her educational background , she earned her undergraduate degree in nursing and psychology and health nursing from University of Colorado from where she also earned her Doctorate degree in educational psychology and counseling . Dr. Watson is a fellow in the American Academy of nursing. She has national and international honors. Most of her publications describing her theory and philosophy of human caring are studied by nurses in most parts of the world. According to Watson (2001)