Social Development Coursework Example | Topics and Well Written Essays - 750 words

Social Development - Coursework Example The social development process continues even after the child crosses into adolescence, through the youthful stage to adulthood. This means that social development is based described as a process of organizing human activities and energies at higher levels in order to achieve results. It also refers to development of emotional maturity and social skills needed to relate to other people and forge relationships. Often developing the understanding the needs for other people and empathy is also included in social development. For children to develop socially, children must interact with adults and their pears alike in a socially acceptable manner. They need to develop social skills in order for them to be able to fit into various social scenarios and form healthy relationships. Parental interactions are the key building blocks for a healthy social development among children. Through providing lots of love and attention to children, parents bond strongly with their children allowing them to grow in secure, comfortable and socially healthy environment. As a child grows and approaches maturity, his or her language skills becomes better, making social emotional development, as well as social interaction with her or his peers an essential part of his life, as he/she gets involved with the adults and other children around him/her. When the child approaches preschool, friendship increasingly become more vital. During this stage of social development, a child often prefers playing with friends of same sex and begin to form â€Å"best friend† relationships with selected peers. Approval and attention of the child’s friends and peers, as well as significant adults become increasingly vital to children of preschool age. At this preschool age, a child becomes more focused on seeking parents and friends’ approval. A child prefer playing with friends or parents or alone. He or she starts showing strong desires for independence and insists on making own prefer ences and choices in food, clothing, activities and so forth. Most of children at this preschool stage of social development, still require assistance and supervision of their parents in order for them to get necessary supplies or settle arguments. Most of the social development skills are often acquired at this preschool stage as children share, learn and take turns. Social Development in Children Milestones Early years of a life of a child present unique opportunities for a child’s healthy development. Researchers have shown that five years of a child’s life are very important. This are the formative years of a child and are characterized by both negative and positive experiences, which help in shaping a child’s social, cognitive, emotional and behavioral development. Emotional and social development milestones are somewhat harder to specify compared to those of physical development. In this area, the various skills involved include self-control, emotional dev elopment, and self-awareness are reflected in a child’s ability to pay attention, empathize, cooperate with others, make smooth transitions from activity A to activity B, and other skills. Studies have shown that social development in the skill of a child are very essential especially in school readiness for children. They also play a significant role in the social integration of a child in school. At 2 years, a child really starts to play interactively with peers. A child experiences real explosion in pretend play, which is the most critical

IT - Hydro-Quebec Essay Example | Topics and Well Written Essays - 750 words

IT - Hydro-Quebec - Essay Example The changing climate has affected the hydro electric utilities to a great extent. It should be noted in this context that the hydro power generation tends to be more vulnerable to the changes in terms of climatic conditions than other sources including the thermal power station. For instance, hydro power project located near the sea-coast have often been noticed to be affected by the rise in the sea level. Again, dry weather conditions and reduced water level in the reservoirs have also affected its electricity production. Numbers of other climatic factors such as lightning, rise in temperature, icing and pollution have been the major uncontrollable threats faced by Hydro-Quebec. Furthermore, the organization has been unable to take the advantage of wind power as one of the best options of renewable energy (Hydro-Quebec, 2008). During 1990s, technology and business units’ efforts to control return on the invested capital for IT management has brought major changes in the way o f Hydro-Quebec. The SSC was held responsible for the IT related decisions. However, it was observed that it initiated changes only in terms of human resources due to departmental expansion taking place within the company. Those changes made by the SSC caused distortion both within the business units and within the IT divisions. Furthermore, the SSC was responsible for developing and implementing all the technological aspects of the given solution, optimizing technological performance and maintaining as well as executing the developed solutions. However, creating new challenges for the SSC as the IT division had to negotiate all of the technology budgets with each division separately following a more complex process. Consequentially, it was observed that Hydro-Quebec Distribution (HQD) spent more than $50 million on over 200 IT systems. However, it had no clear strategy or proper system plan that could be formally drawn up after its establishment. Many factors force the division to i nclude the IT related issues under its caption, such as the technological zeitgeist during the 1990s. Owing to such circumstances; there has been an urgent requirement to update the company’s legacy system as it was observed that the old system was more vulnerable to risk along with a high maintenance cost. Furthermore, there was a need to update its entire infrastructure related to mailing and printing of bills. The factors like managing the addresses of its customers were also identified as impossible to be maintained with the traditional system. Thus, there was an urgent need to modernize customer software application (Hydro-Quebec, 2008). Question 2: What changes would you suggest for Hydro-Quebec and why? Hydro-Quebec should concentrate more on developing its research programs in order to boast its human resource knowledge in terms of climate change and technological adaption. Hydro-Quebec must identify the areas that are sensitive towards climatic changes and other unco ntrollable risks. Its activities also must be directed towards managing water resources, transports, distributions, equipment designs, and annual production volumes along with environmental and financial considerations. It should also contribute for the development of wind power and increase in the supply from the existing power generating stations (Dube, Berner & Roy, 2007). Furthermore, the organization should promote recycling processes along with educating employees in terms of

A Modest Proposal | An Analysis

A Modest Proposal | An Analysis Introduction: One of the Tory writers, a talented satirist (Abjadian 87), Jonathan Swift was born on November 30, 1667, in Dublin, Ireland. His father-an Englishman who had moved to Ireland-died earlier that year. Receiving financial assistance from relatives, Swift attended a good school for his basic education and graduated from Trinity College in Dublin in 1686. He lived off and on in England, became an Anglican clergyman, and eventually was appointed dean of St. Patricks Cathedral in Dublin, although he had lobbied for a position in England. His writing-especially his satires-made him one of the most prominent citizens in Great Britain, and he worked for a time on behalf of Tory causes. His most famous work is Gullivers Travels, a book of satire on politics and society in general. Despite health issues, Swift continued to write prolifically-especially on issues concerning Anglo-Irish relations and the church. He decried what he viewed as Englands oppression of Ireland in A Modest Proposal' (de Gategno and Stubblefield 8) Swift died in Dublin on October 19, 1745. A Modest Proposal: For Preventing the Children of Poor People in Ireland from Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Publick, commonly named as A Modest Proposal, is a Juvenalian satirical essay written and published anonymously by Jonathan Swift in 1729. The essay was originally printed in the form of a pamphlet. At the time of its publication, 1729, a pamphlet was a short work that took a stand on a political, religious, or social issue-or any other issue of public interest. A typical pamphlet had no binding, although it sometimes had a paper cover. Writers of pamphlets, called pamphleteers, played a significant role in inflaming or resolving many of the great controversies in Europe in the 16th, 17th, and 18th centuries, as well as in the political debate leading up to the American Revolution. In addition to A Modest Proposal, Jonathan Swift wrote many political pamphlets supporting the causes of the Tory political party after he renounced his allegiance to the Whig party. Satire A Modest Proposal is an essay that uses satire to make its point. A satire is a literary work that attacks or pokes fun at vices, abuses, stupidity, and/or any other fault or imperfection. In Abjadians words, satire is often considered as a corrective means of human vice and folly (11). Satire may make the reader laugh at, or feel disgust for, the person or thing satirized. Impishly or sardonically, it criticizes someone or something, using wit and clever wording-and sometimes makes outrageous assertions or claims. The main purpose of a satire is to spur readers to remedy the problem under discussion. The main weapon of the satirist is verbal irony, a figure of speech in which words are used to ridicule a person or thing by conveying a meaning that is the opposite of what the words say. Readers unacquainted with its reputation as a satirical work often do not immediately realize that Swift was not seriously proposing cannibalism and infanticide, nor would readers unfamiliar with the satires of Horace and Juvenal-the two distinguished Roman satirists (Abjadian 13)-recognize that Swifts essay follows the rules and structure of Latin satires. The fine satiric strategy in A Modest Proposal (Williams 26) is often only understood after the reader notes the allusions made by Swift to the attitudes of landlords, such as the following: I grant this food may be somewhat dear, and therefore very proper for Landlords, who as they have already devoured most of the Parents, seem to have the best Title to the Children (Swift 1080). Swift extends the metaphor to get in a few jibes at Englands mistreatment of Ireland, noting that For this kind of commodity will not bear exportation, and flesh being of too tender a consistence, to admit a long continuance in salt, although perhaps I could name a country, which would be glad to eat up our whole nation without it (1084). Historical Background Over the centuries, England gradually gained a foothold in Ireland. In 1541, the parliament in Dublin recognized Englands Henry VIII, a Protestant, as King of Ireland. In spite of repeated uprisings by Irish Catholics, English Protestants acquired more and more estates in Ireland. By 1703, they owned all but ten percent of the land. Meanwhile, legislation was enacted that severely limited the rights of the Irish to hold government office, purchase real estate, get an education, and advance themselves in other ways. As a result, many Irish fled to foreign lands, including America. Most of those who remained in Ireland lived in poverty, facing disease, starvation, and prejudice. It was this Ireland-an Ireland of the tyrannized and the downtrodden-that Jonathan Swift attempted to focus attention on in A Modest Proposal in 1720. Tertullians Apology Some scholars have argued that A Modest Proposal was largely influenced and inspired by Tertullians Apology. While Tertullians Apology is a satirical attack against early Roman persecution of Christianity, Swifts A Modest Proposal addresses the Anglo-Irish situation in the 1720s. James William Johnson believes that Swift saw major similarities between the two situations (563). Johnson notes Swifts obvious affinity for Tertullian and the bold stylistic and structural similarities between the works A Modest Proposal and Apology (562). In structure, Johnson points out the same central theme; that of cannibalism and the eating of babies; and the same final argument; that human depravity is such that men will attempt to justify their own cruelty by accusing their victims of being lower than human (563). Stylistically, Swift and Tertullian share the same command of sarcasm and language. In agreement with Johnson, Donald C. Baker points out the similarity between both authors tones and use of irony. Baker notes the uncanny way that both authors imply an ironic justification by ownership over the subject of sacrificing children-Tertullian while attacking pagan parents, and Swift while attacking the English mistreatment of the Irish poor (219). Purpose of the Proposal Swift appears to suggest in his essay that the impoverished Irish might ease their economic troubles by selling children as food for rich gentlemen and ladies. By doing this he mocks the authority of the British officials. This is when Britain had taken over Ireland and put heavy restrictions on their trade, stifling their economy. The essay has been noted by historians as being the first documented satirical essay. A critic (qtd. in Williams) in Journal Anglais, in 1777 states, To ridicule those schemes for reform with which the public was inundated at that time, and which often insulted the misery to which they affected a desire to bring consolation. It will be noticed that Swift has imitated the common expressions and the insinuating tone of the authors of these projects (199). He wrote A Modest Proposal to call attention to abuses inflicted on Irish Catholics by well-to-do English Protestants. Swift himself was a Protestant, but he was also a native of Ireland, having been born in Dublin of English parents. He believed England was exploiting and oppressing Ireland. Many Irishmen worked farms owned by Englishmen who charged high rents-so high that the Irish were frequently unable to pay them. Consequently, many Irish farming families continually lived on the edge of starvation. In A Modest Proposal, Swift satirizes the English landlords with outrageous humor, proposing that Irish infants be sold as food at age one, when they are plump and healthy, to give the Irish a new source of income and the English a new food product to bolster their economy and eliminate a social problem. He says his proposal, if adopted, would also result in a reduction in the number of Catholics in Ireland, since most Irish infants-almost all of whom were baptized Catholic-would end up in stews and other dishes instead of growing up to go to Catholic churches. Here, he is satirizing the prejudice of Protestants toward Catholics. Swift also satirizes the Irish themselves in his essay, for too many of them had accepted abuse stoically rather than taking action on their own behalf. Style: Regarding the style used in the essay, William Monck Mason states, The cold, phlegmatic style [in A Modest Proposal] of a political projector, who waves the consideration of all the finer feelings of humanity, or makes them subservient, as matters of slight moment, to the general advantages proposed in his plan of financial improvement, is admirably well satirizedà ¢Ã¢â€š ¬Ã‚ ¦. The cool, businesslike manner, in which the calculations are stated, is equally admirable (340). Format ..In A Modest Proposal, Swift uses a standard essay format: an opening that presents the topic and thesis (the modest proposal), a body that develops the thesis with details, and a conclusion. In the opening, the author states the problem: the deplorable economic and social conditions that impoverish the Irish and prevent them from providing adequate care for their children. Before presenting the thesis, he inserts the following transitional sentence: I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection (Swift 1080) He follows this sentence with the thesis, and then presents the details in the body of the essay. In the conclusion, he states the benefits that would accrue from his proposal. He begins with the following two sentences: I have too long digressed, and therefore shall return to my subject. I think the advantages by the proposal which I have made are obvious and many, as well as of the highest importance. He next lists the advantages, using transitional words such as secondly and thirdly to move from one point to the next. He ends the conclusion by explaining why his proposal is superior to other remedies. Keep in mind that throughout the body and conclusion Swift makes his argument with irony, stating the opposite of what he really means. Irony The dominant figure of speech in A Modest Proposal is verbal irony, in which a writer or speaker says the opposite of what he means. Swifts masterly use of this device makes his main argument-that the Irish deserve better treatment from the English-powerful and dreadfully amusing. For example, to point out that the Irish should not be treated like animals, Swift compares them to animals, as in this example: I rather recommend buying the children alive, and dressing them hot from the knife, as we do roasting pigs. Also, to point out that disease, famine, and substandard living conditions threaten to kill great numbers of Irish, Swift cheers their predicament as a positive development: Some persons of a desponding spirit are in great concern about that vast number of poor people, who are aged, diseased, or maimed, and I have been desired to employ my thoughts what course may be taken to ease the nation of so grievous an encumbrance. But I am not in the least pain upon that matter, because it is very well known that they are every day dying and rotting by cold and famine, and filth and vermin, as fast as can be reasonably expected. And as to the young laborers, they are now in as hopeful a condition; they cannot get work, and consequently pine away for want of nourishment, to a degree that if at any time they are accidentally hired to common labor, they have not strength to perform it; and thus the country and themselves are happily delivered from the evils to come (1082). In Sarcasm and Irony in Jonathan Swifts A Modest Proposal, a critic, regarding the irony in the essays, maintains, One of the voices that is present throughout the story is that of irony. The story itself is ironic since no one can take Swifts proposal seriously. This irony is clearly demonstrated at the end of the story; Swift makes it clear that this proposal would not affect him since his children were grown and his wife unable to have any more children. It would be rather absurd to think that a rational man would want to both propose this and partake in the eating of another human being. Therefore, before an analyzation can continue, one has to make the assumption that this is strictly a fictional work and Swift had no intention of pursuing his proposal any further. Allusions There are some allusions in the essay including Barbadoes (Barbados): Easternmost West Indies island, settled by the British in 1627. When Swift published A Modest Proposal in 1729, the islands plantation owners used slaves to produce sugar for European consumption; Dublin: The Irish city mentioned in A Modest Proposal. It is the capital of Ireland; Formosa: Portuguese name for Taiwan, a Chinese-inhabited island off the southeast coast of China; Mandarin: High-ranking Chinese official; Papist: Roman Catholic; Pretender: James Francis Edward Stuart (1688-1766), son of King James II, who ruled England, Ireland, and Scotland from 1685 to 1688. James II was a Catholic, as was his wife, Mary of Modena. After his accession to power, Protestant factions continually maneuvered against him in the background. When Mary became pregnant, these factions worried that the birth of her child would establish a line of Catholic kings. Consequently, they plotted to oust James II and replace him with Du tchman William of Orange, whose mother was the daughter of an English king, Charles I, and whose wife was one of James IIs own daughters. When William marched against England, many Protestants in James IIs army deserted to William, and James had no choice but to flee to France. After he died in 1701, the French king then proclaimed James IIs young son, James Francis Edward Stuart, to be the rightful king of England. The English Parliament then enacted laws designed to prevent seating another Catholic king. Nevertheless, in succeeding years, James Francis repeatedly attempted to regain the throne, and the British eventually nicknamed him the Old Pretender. Psalmanazar, George: French forger and impostor who traveled widely under different personas. In one of his most famous schemes, he pretended to be from Formosa (present-day Taiwan), of which little was known in the Europe of his time. In London, he published a book about Formosa in which he wrote that Formosan law permitted a husb and to eat a wife if she committed adultery. Psalmanazar had never visited Formosa; the whole book was made up. Nevertheless, many Englishmen believed what he had written. Themes: There some themes explained and referred to in the essay. The themes like the exploitation of the downtrodden. Beneath Swifts audacious satire is a serious theme; that English overlords are shamelessly exploiting and oppressing the impoverished people of Ireland through unfair laws, high rents charged by absentee landlords, and other injustices. Another theme is the prejudice: At the time of the publication of A Modest Proposal, many British Protestants disdained Roman Catholics-especially Irish Catholics-and enacted laws limiting their ability to thrive and prosper. One important theme of the work is the Irish Inaction; Swifts satirical language also chides the Irish themselves for not acting with firm resolve to improve their lot. Another theme is, as Barnett refers to, the theme of unwelcome reproduction are the wretchedly poor mothers of Ireland in A Modest Proposal, whose children, as the subtitle informs us, are a Burden to their Parents or Country' (121). Population It has been argued that Swifts main target in A Modest Proposal was not the conditions in Ireland, but rather the can-do spirit of the times that led people to devise a number of illogical schemes that would purportedly solve social and economic ills. Swift was especially insulted by projects that tried to fix population and labor issues with a simple cure-all solution. A memorable example of these sorts of schemes involved the idea of running the poor through a joint-stock company (Wittkowsky 85). In response, Swifts Modest Proposal was a burlesque of projects concerning the poor (88) that were in vogue during the early 18th century. A Modest Proposal also targets the calculating way people perceived the poor in designing their projects. The pamphlet targets reformers who regard people as commodities (Wittkowsky 101). In the piece, Swift adopts the technique of a political arithmetician (95) to show the utter ridiculousness of trying to prove any proposal with dispassionate statistics. Critics differ about Swifts intentions in using this faux-mathematical philosophy. Edmund Wilson argues that statistically the logic of the Modest proposal can be compared with defense of crime (arrogated to Marx) in which he argues that crime takes care of the superfluous population(Wittkowsky 95). Wittkowsky counters that Swifts satiric use of statistical analysis is an effort to enhance his satire that springs from a spirit of bitter mockery, not from the delight in calculations for their own sake (98). Economy Robert Phiddians article Have you eaten yet? The Reader in A Modest Proposal focuses on two aspects of A Modest Proposal: the voice of Swift and the voice of the Proposer. Phiddian stresses that a reader of the pamphlet must learn to distinguish between the satiric voice of Jonathan Swift and the apparent economic projections of the Proposer. He reminds readers that there is a gap between the narrators meaning and the texts, and that a moral-political argument is being carried out by means of parody (Phiddians 6). While Swifts proposal is obviously not a serious economic proposal, George Wittkowsky, author of Swifts Modest Proposal: The Biography of an Early Georgian Pamphlet, argues that it in order to fully understand the piece, it is important to understand the economics of Swifts time. Wittowsky argues that not enough critics have taken the time to directly focus on the mercantilism and theories of labor in 18th century England. [I]f one regards the Modest Proposal simply as a criticism of condition, about all one can say is that conditions were bad and that Swifts irony brilliantly underscored this fact (Phiddians 3). At the start of a new industrial age in the 18th century, it was believed that people are the riches of the nation, and there was a general faith in an economy which paid its workers low wages because high wages would mean workers would work less (4). Furthermore, in the mercantilist view no child was too young to go into industry. In those times, the somewhat more humane at titudes of an earlier day had all but disappeared and the laborer had come to be regarded as a commodity (6). People are the riches of a nation Louis A. Landa presents Swifts A Modest Proposal as a critique of the popular and unjustified maxim of mercantilism in the eighteenth century that people are the riches of a nation (161). Swift presents the dire state of Ireland and shows that mere population itself, in Irelands case, did not always mean greater wealth and economy (165). The uncontrolled maxim fails to take into account that a person that does not produce in an economic or political way makes a country poorer, not richer (165). Swift also recognizes the implications of such a fact in making mercantilist philosophy a paradox: the wealth of a country is based on the poverty of the majority of its citizens (165). Swift however, Landa argues, is not merely criticizing economic maxims but also addressing the fact that England was denying Irish citizens their natural rights and dehumanizing them by viewing them as a mere commodity (165). Rhetoric Charles K. Smith argues that Swifts rhetorical style persuades the reader to detest the speaker and pity the Irish. Swifts specific strategy is twofold, using a trap to create sympathy for the Irish and a dislike of the narrator who, in the span of one sentence, details vividly and with rhetorical emphasis the grinding poverty but feels emotion solely for members of his own class. Swifts use of gripping details of poverty and his narrators cool approach towards them creates two opposing points of view which alienate the reader, perhaps unconsciously, from a narrator who can view with melancholy detachment a subject that Swift has directed us, rhetorically, to see in a much less detached way (Smith 136). Conclusion: A Modest Proposal, A (1729), a pamphlet by Jonathan Swift on Ireland, written during the summer of 1729. In form and tone it resembles a conventional philanthropic appeal to solve Irelands economic crisis, but Swifts anonymous speaker suggests a barbarous plan, to cannibalize the nations children. It is a masterpiece of rhetorical irony, a disturbing fiction which marks the end of Swifts pamphleteering role on national affairs after a decade of passionate involvement. The essay depicts the horrific conditions of Ireland and the lives of the Irish people in 1729. The author portrays and attacks the cruel and unjust oppression of Ireland by its oppressor, the mighty English and ridicules the Irish people at the same time. However, Swifts opposition is indirectly presented. Jonathan Swift is able to do so by using the persona, irony, and wit in order to expose the remarkable corruption and degradation of the Irish people, and at the same time present them with practicable solutions to their unscrupulous and pathetic lives. The author uses a satire to accomplish his objective not only because he is able to conceal his true identity but also because it is the most effective way to awake the people of Ireland into seeing their own depravity. Swift creates a fictional persona because by hiding his true identity he is able to convince the readers of the significance of Irelands problem and allow them to see truth and reality. The persona is a concerned Irishman who is very intelligent, sound, and serious. He appears to be a brute and a monster for proposing something evil and immoral very calmly as if it is normal to consume the flesh of another human being. What makes his proposal to be even more depraved is that he proposes to eat the babies. The persona declares, and at exactly at one year old that I propose to provide for them, in a such a manner as, instead of being a charge upon their parents, or the parish, or wanting food and raiment for the rest of their lives, they shall, on the contrary, contribute to the feeding and partly to the clothing of many thousands. The persona justifies his proposal with numerous reasons. Besides the prevention of voluntary abortions and infanticide, it will also prevent the loss of money for maintenance of children and the abuse of women and children. The number of Papists would be reduced and the children will not become beggars, thieves, or prostitutes. The proposal will aid in the increase in the status of the peasantry, promote love, and care from the mothers towards their children. However the persona alone is inadequate to make the narrator seem too plausible. The persona must utilize irony and wit in order for his essay to be more efficacious. In fact, according to deGategno and Stubblefield, it is the kind of callous indifference toward children that Swift parodied and criticized in A Modest Proposal (69). A Modest Proposal is so effective and appealing because of the authors copious uses of irony throughout his essay. The title itself is definitely ironic. It provides the reader with false expectations of decency and sensibility on the part of the writer. The butchery of innocent babies and the use of their skin for clothing is way beyond being modest. It is brutal and insane. The proposal is intended to shock and throw the reader off balance. The narrator also ridicules the Irish. Swift impelled and inspired the Irish into rebelling by presenting them with feasible solutions to cease the anguish of Irelands people.

The Passing Of Arthur And Excalibur :: essays research papers

John Boorman adapted the †Passing of   Ã‚  Ã‚  Ã‚  Ã‚  Arthur† in the movie â€Å"Excalibur.† Movies are not the only adaptations of Tennyson’s poem but there are several art and music adaptations. Examples of these adaptations include music by Loreena McKennit and paintings by John William Waterhouse, Howard Pyle and Arthur Rackham. In Bela Balazs’s Art Form and Material Balazs states that a good adaptation is a reinterpretation of the original. Boorman uses nature and color to recreate the atmosphere of the original text. These techniques enhance the richness of the movie, provide a more in depth view of Arthur’s life and make the setting more interesting.   Ã‚  Ã‚  Ã‚  Ã‚  Tennyson’s descriptive writing allows the reader to form detailed pictures. The atmosphere Tennyson creates focuses a lot on the beauty of nature. During the scene when Bedivere throws Excalibur in the lake he describes the area with â€Å"zigzag paths, and juts of pointed rock, the shining levels of the lake...the winter moon, long cloud and frost.† He produces an atmosphere of bleakness and despair.   Ã‚  Ã‚  Ã‚  Ã‚  Tennyson concentrates on the image of the winter moon while Bedivere tries to get rid of the Excalibur. This picture makes the reader think that the setting is a winter night. According to Webster’s dictionary, winter symbolizes of coldness, misery or death. Winter is the season when living things die. The moon only comes out during the night. At night people â€Å"rest† from their busy lives and do nothing. Night closely related to winter because both are very dark and bleak times. The lack of light shows the sadness happening to Arthur. As Arthur passes the only light he has comes from the winter moon. The reader gets the feeling that Arthur is heading there. Tennyson chooses dark words and images to create a very desolate and gloomy setting.   Ã‚  Ã‚  Ã‚  Ã‚  Sidney Lumet states in Making Movies â€Å"there are no unimportant decisions in a movie.† Production designers put a lot of effort to recreate the original text. The setting is a very important factor in making a movie. It contributes to much of the style of a movie. Settings reflects many of the directors insights and opinions. There are times where the director goes to great lengths just to form the perfect scene. They leave no detail spared. According to Lumet, a director’s goal is to create a setting so that the audience feels apart of the movie’s world.   Ã‚  Ã‚  Ã‚  Ã‚  When the director needs to find a setting for his/her movie Lumet recommends to â€Å"find places that are closest to what you want to end up with.† If the setting needs to be changed it can change the atmosphere and become expensive too. Art direction

The Battle Against Emotions

Emotion is a word that best represents the feeling of a person. An individual can have more than one emotion and explore how it impacts him/herself as a whole. The growth of an individual is well attached to their emotions; and often times, emotions are used as a weakness. However, weakness of emotion also allows for growth in an individual. In the novel Soucouyant, written by the Canadian author, David Chariandy explores the theme emotion as weakness. Chariandy explores this common theme, as the growth of the character develops using the relationship between the mother and son. This relationship is used to show how different emotions have been created in use of a weakness to the character. Caramba, the son of an ill mother, tries to the best of his ability to be a successful care taker. However, the emotions of Caramba unfold as he reveals how he truly feels. Caramba learns to overcome his guilt about abandoning his mother as he comes to terms with his remorse that portrays his anger, his mother’s failing memory that connects to his childhood and the patience he discovers he has when care-taking for her. However, the result leads to Caramba crumbling furthermore inside and attempts to commit suicide. The growth of the character will slowly unfold the weaknesses caused by emotion in connection to the actions of the character. There are several different emotions that a human can feel. There are times where emotions over take the power and ability to control our minds. The greatest difficulty one can experience is to feel that they are responsible for a problem which has no solution to it. Just as Caramba, the protagonist of the novel, shows how he let his emotions over-rule his ability to think with a stable mind. The fact that his mother is unwell and he cannot help her frustrates him. His anger is shown as he screams â€Å"†¦because she’s not just some goddamned patient of yours, she’s my mother†¦! † (Chariandy 82). The frustration of Caramba and the anger he holds within himself shows as he yells at the nurse for treating his mother as an ordinary patient. The emotions of Caramba over took his sense to think straight, causing an outburst which created a moment of weakness for him. The emotion allows the character to evolve showing how much he cares for his mother. As the protagonist realizes this, he pitches in a helping hand to the nurse trying to fix his mother a meal. However, patience is lost by him when his mother does not reply to him. He then shouted to his mother, â€Å"can you shut up and tell me, Mother? Can you please just shut up for a moment and tell me? † (Chariandy 46). The character conveys his emotion of anger as he does not get a response from his mother when trying to help her. Caramba’s character understands and acknowledges the way he had spoken to his mother which appalled him and all the others. It is evident from this quote however, that Caramba understood the indecency in which he spoke to his mother allowing him to better recognize that he cannot repeat that mistake once again. The constant battle with his inner self presents itself yet again as he cries to the nurse screaming in a fit of rage â€Å"who the f*** are you to judge me, anyway? † (Chariandy 85). Caramba learns from this outbreak how much he is hurt deep down inside for leaving his mother and realizes that his inner conflict with himself has taken over him. As much as he tries to act normal and speak politely, he finds himself losing his anger in fits of rage making him understand how much trouble he is having coping with his mother’s illness and his absence from her. The unmistakable remorse and guilt are both apparent and these huge outbursts were just a cry of anger for him to release how he truly felt. The fact that he had his emotions trapped inside him troubled him and caused these flare-ups. However, the growth of his character through these explosions of anger fighting his inner conflict made him realize that his guilt and remorse cannot be an excuse to justify his actions and rude behavior. The growth of his character shows, as he understands that his emotions were just a weak moment for him to cry out loud by releasing anger to those in front of him. Caramba’s development shows for every single quote and supports the thesis showing an inner conflict which he expresses by crying aloud in anger to his mother and the nurse. Eventually, he understands that he cannot continuously carry the burden of his mother’s illness upon his shoulders. He learns to accept that his mother’s condition is not due to him leaving her. Caramba’s behavior proves how anger is used as a weakness as the guilt he had within himself for leaving her is still existent. He understands after each of these incidents that he needs to overcome the guilt and continue living ithout guilt or sorrow. A person’s past can play a huge role in their present. The connection that’s created may form a greater effect on the person more than the present moment they may be living. Other times, the connection from childhood memories to present day may introduce a sense of vulnerability. Caramba, the main character witnesses this happening to him as he reminisces of the past. He tries to see into his mother’s expression and cannot do so. This makes him wonder what is going through the mind of his very ill mother. He thinks to himself, â€Å"I remember Mother looking up into a cloudless sky, an infinite blue. I couldn’t read the expression on her face. After this, everything seemed to change. † (Chariandy 38). As much as he wanted to understand what his mother was thinking, it was difficult for him to do. Therefore, he left his mother alone letting her stay at peace with her own thoughts. Moreover, the bond of the two became stronger as they spent more quality time together. The growth of his character shows in the time that he spends with his mother reconnecting his bond and has flashbacks of memories. He understands he cannot help her but also realizes that he cannot see her as she is either. Caramba does not like to know about his mother’s illness and what stage it has processed to as he was just a little boy at the time. They visited the doctor once as a family for his mother; the doctor provided them with information about the condition his mother has. Returning home, he tried to read through the pamphlets provided and wasn’t strong enough to fulfill his need of becoming knowledgeable about his mother’s condition. His actions spoke louder than his words. Caramba thought, â€Å"I couldn’t use this. I couldn’t go further. I put the pamphlet back and joined Mother in the living room, determined to see her my own way. † (Chariandy 41). The vulnerability of Caramba exceeded far beyond words as he was a little boy at the time who wanted to believe his mother was not suffering from a serious case of Dementia. This allowed for a stronger bond between mother and son, as he did everything he could to help her through her illness as a child. The fact that he was not able to help her financially, being so young made him feel sad which is why he just wanted to view his mother in his own way; normal. Coming back to present day in the novel, as he returns home to see his mother, he sees first-hand how fragile she’s become. The older she got, the sicker she became. However, despite being so old and ill, she still knew how to have a good time. Mother and son got up for a dance and he was impressed at his mother`s memory. Caramba thinks â€Å"She moves briskly about the room. I struggle to keep up, astonished both by her energy and her memory of the moves. † (Chariandy 44). The bond between them grew even more so as they dance with one another. Caramba is speechless seeing his mother dancing and remembering every move as he struggles to keep up. This makes him feel fragile while she demonstrates the stronger character despite being ill. He feels weak and does not know how to express his feelings of vulnerability and astonishment at the same time. The growth of Caramba is impacted throughout the novel with vulnerability and flashbacks of his childhood strengthening the bond between mother and son. As he better understands that he cannot be blamed, rather help her with her illness like his childhood days; he would be happier. However, the little boy inside of him feels helpless trying to understand how his mother can remember some things and not others. The failing memory of Caramba’s mother proves how fragile Caramba had become. He understands that his past and present are two different times. However, there are times when Caramba is reminded of his past, proving this to be a weakness for him. His emotions take control of him as he realizes the difference in his mother and himself from the past and the present. Patience is a virtue, so it’s said. It’s much easier to rehearse the saying then it is to demonstrate it. However, Caramba shows patience fairly well as he understands that the condition his mother is suffering from is not his fault. Instead of feeling guilty further, he could help her with the things she is nott capable of doing herself which is exactly what he does. As he knows his mother does not have the ability to do much for herself, he becomes more caring and nurturing, and helps her with everything he possibly can. Caramba says, â€Å"I can bathe you. You can? I can do it too. I’m your son. She nods warily at this. I accept the bag of sugar from her and guide her upstairs to the bathroom. † (Chariandy 83). Although there is a nurse to provide assistance to Caramba’s mother, he chooses to help his mother on his own showing patience opposed to outbursts of anger. He really shows patience with his mother as he leads her upstairs to bathe her. This mother and son time also strengthens the bond between them helping him to stay patient longer when helping her. His character builds a stronger support system by helping his mother with his every task and creates an awareness and strength for greater patience as well. His mother has an accident shortly after she had been bathed and Caramba being kind and caring tries to help her yet again. However, this time around, he was in for a surprise as his mother refuses his help feeling embarrassed at the incident that had occurred. Caramba witnesses â€Å"She’s soiled herself again and she’s standing in a corner of her room with liquid clots running down her legs, her face breaking. ‘It’s alright, Mother. Let’s go to the bathroom and clean up. No. Go away. Come, Mother. We have to go now. No! Go away! Way, way. Don’t be silly, Mother, you can’t stay in that†¦state. Leave me! ’ She screams. † (Chariandy 84-85). Caramba was brave and extremely patient with his mother knowing that it was not going to be easy to make her understand that it was going to be alright. Therefore, he slowly tried to make his way and instead, his mother screamed aloud as if he’d done something wrong. Despite the loud screaming and shock that he felt, he still stayed calm and tried to help his mother into another set of clothing after bathing her yet again. Caramba demonstrated patience very well in these events that occurred. The fact that he was not able to explain to his mother in words how he could help her however, show her when the opportunities were granted increased his tolerance for his mother; allowing him to present his patience. Caramba had the opportunity to display his patience once more when his mother grew a little older and acted more childish than ever before. He said, â€Å"I eventually persuade her to trust me with the fuzzy noose†. (Chariandy 108). These series of events caused Caramba to recognize how much his mother needed him, built patience and made him understand that this was the only way he could really overcome his guilt for leaving her in the beginning. He became more aware for his mother’s needs and satisfied her by taking care of her. Patience really portrayed the weakness as an emotion for Caramba because his patience was limited before. Though, he began to understand better that his mother’s illness is not of his fault which means there was no need for guilt. Once he overcame his guilty feeling that had been hurting him for so long, he realized the more he lent a helping hand to his mother, the more she would appreciate him and their bond would strengthen. The strength and patience used by Caramba is shown as a weakness because he slowly breaks apart inside himself. He examines his ill mother very carefully and tries to take care of her the best he is capable of doing so. He watches his mother become sicker however, still shows endurance until the end. Emotions always play a big role in a person’s life as they are the main key to understanding people. Caramba, the protagonist of the novel, tries his levels best in trying to understand his very sick mother. As he tries to do so, he understands many things which allow him to make an emotional connection. Caramba overcame his guilty feeling that had possession of him for a long period of time. He understood that his character developed more as he accomplished relieving himself of anger, strengthening his bond with his mother with her empowerment to lose memory, and patience being used to help her with her inabilities to fulfill tasks. In conclusion, emotion is portrayed as weakness and shows how a human can express and grow from how they may be feeling. Emotions should never be able to control our minds and disable our ability to think wisely and correctly. Moreover, emotions should be used to explore and understand ourselves better.

Professional learning community Essay

The role of a principal has changed dramatically over the past couple of decades (Levine, 2005). It wasn’t too long ago that a principal’s primary tasks were limited to making sure that the buses ran on time, ordering supplies, and addressing personnel issues (Usdan, McCloud and Podmostko 2000). Now an affective principal’s main responsibility is student learning (The Wallace Foundation 2012, Usdan, McCloud and Podmostko 2000). The typical principal now puts in over 10 hours a day in order to get everything done. (Usdan, McCloud and Podmostko 2000). The key elements of effective leadership: principal as an instructional leader, winning by developing relationships, safe and caring learning environment, hiring of staff, always put students first, vision should be shared and focused, communication in the building, excellence in teaching and learning, principals build/reinforce professional development, principals share leadership, and time management. Principal as an Instructional Leader The principal is an instructional leader, a teacher of all teachers. Instructional leadership can be broken into two categories: direct and indirect instructional leadership. Examples of direct instructional leadership that a principal should provide are staff development, teacher observations/evaluations, and supervision. Also providing subordinate’s instructions about their tasks and including what is expected of each staff member. (Northouse, 2013). As the descriptor â€Å"direct instructional leadership† implies, this is instruction that the principal is providing directly to an individual or a group. Direct instructional leadership is focused on the quality of teacher practice, including the quality of the curriculum, teaching and assessments, and the quality of teacher inquiry and teacher learning. Indirect instructional leadership requires the principal to play more of a supportive role to teachers. The indirect leadership is focused on creating the conditions for an optimal teaching and learning environment. Indirect instructional leadership creates the conditions for good teaching and teacher learning by ensuring that school policies, routines, resourcing and other management decisions support and require high-quality learning, teaching and teacher learning (Bendikson, Hattie, and Robinson, 2012). Examples of indirect instructional leadership might include instructional facilitation, hiring qualified staff, resource acquisition, building maintenance and student problem resolution. Both direct and indirect instructional leadership are key roles of a principal. If principals practice instructional leadership daily, then they are successful in coaching and empowering teachers/staff members to improve student achievement. For many years, school principals were viewed as managers who ordered materials, handled discipline, and focused on keeping things in the school running smoothly so teachers could do the job of educating. Now, however, as principal’s most significant role is that of a learning leader. Current research shows that school leaders are a critical component to improving learning in schools (Educational Leadership Policy Standard: ISLLC, 2008,p. 9). As the learning leader in a school, the principal can influence learning through the formal process of planned observations, supervision and mentoring of staff. However, the principal can have even more influence in many other ways. Luneberg(2010) says there are five key tasks a principal must do as a learning leader: have a focus on learning, encourage collaboration, use data to improve learning, provide support, and align curriculum, instruction, and assessment (p. 1). Winning by developing relationships School leadership often involves difficult decisions and uncertainty. As schools are constantly changing to meet the new mandates: APPR, Common Core State Standards, RTTT, and DASA laws, student learning is still in jeopardy. Students are experiencing more problems, having a leader who can navigate through these difficult times is essential. No matter how outstanding the leader is he/she cannot navigate alone. It is critical that an effective principal immediately and consistently works on developing and maintaining relationships with students, staff, and the community. Building positive relationships with all stakeholders in the school is a time-consuming task, but the effort will pay great dividends. An educational building leader makes an effort to talk with and listen to all members of the school community. Kelly Sajnog, a successful middle school principal, notes the importance of relationships (personal communication, February 4, 2013). She says the time she spent cultivating relationships and building trust during her first year as principal was her most important job. Since then she has been able to bring new initiatives to the school, work with the community members, and rely on teacher-leaders to help improve the teaching and learning in her building. Building relationships will enhance a positive school culture, thereby making it easier to work together toward common goals. â€Å"Schools cannot sustain excellence in the absence of trust† (Uebbing & Ford, 2011). A leader who spends time on these relationships is in a much stronger position to help improve student achievement in a school. Many students come to school with various needs and circumstances. Establishing relationships with families and community services will allow a principal to provide the best possible learning environment for all students. Some ways in which a principal may accomplish this are: holding parent coffee hours once a month, reaching out to local social workers and psychologists, participating in an established parent group, and spending time at community events held in places other than the school. Alvy and Robbins (2005) cited building strong relationships as being one of the most important things that new principals do. The people who make up a school – students, teachers, classified staff, families, and the greater community – will either unite around a common cause or function as independent components going in different directions. Principals who build trusting relationships go a long way toward establishing a healthy school culture in which everyone works together. Principals do not gain trust because of the title on their office door. They must earn trust. And to earn trust, they must give it – that is, they must demonstrate faith in the independent skills and decisions of other (p. 52). The trust that principals need is a two-way street that comes from building relationships and treating every person with respect, every day. Another aspect of building positive relationships is communication. School leaders must consistently communicate with all members of the school and community. When people know and understand what work is being done in our schools, they are more likely to support our school and students. A focus of this communication should focus on student success. Students in schools accomplish amazing things each day, school leaders must ensure the success is shared consistently and celebrated regularly in order to maintain a positive school culture. Communication, in the form of newsletters, websites, phone calls, and meetings further enhances the trusting relationships the principal has taken the time to build. Although written communication is important, person contact is equally vital. Effective principals must be visible, accessible, approachable and responsive to the needs of students, staff, and community members. It is critical that a leader follows through on any conversation he/she has so others know he/she is committed, interested and dependable. A leader, who builds relationships, treats others with respect and acts ethically in all situations will be able to lead a school to a higher level of achievement. Safe and Caring Learning Environment An important part of leadership is the creation and maintenance of a safe and caring learning environment. Effective principals involve others, including students, to set high standards for student behavior. The principal can communicate high expectations for behavior, and these apply rules consistently from day to day and from student to student. They expect teachers to handle most disciplinary matters and they provide in-school suspension with support for seriously disruptive students. A principal should foster a sense of responsibility in students for appropriate behavior and work to create an environment that encourages such behavior. A successful principal should take on the responsibility of encouraging an orderly learning environment by organizing strategies to assist in minimizing distractions. Immersing the entire school community in the use of behavior prevention strategy plans can aid in preventing discipline referrals, as stated in one article we read on student management. This calls for the entire school community to take responsibility in sending a consistent message to students regarding expectations for behavior. An example of a preventive measure might include teachers integrating character education into their daily lessons and interactions with students. Although the intent of character education is to prevent disciplinary issues from occurring, a principal needs to be prepared if unacceptable behavior does  occur. Effective principals should center their ideas, days, and job on enhancing student learning by providing a safe and orderly learning environment with minimal distractions. Successful principals create this environment by sending clear and consistent messages regarding expectations of students and staff, hiring quality teachers, and presenting an encouraging demeanor, a principal sets a motivating tone for his/her school. Successful principals set a positive tone for their school with an unwavering focus on student learning. They do not tolerate distractions and act in the best interests of their students and the learning environment. Hiring of Staff Another important factor that a principal has control over is hiring. A principal’s single most precious commodity is an opening in the teaching staff (Whitaker, 2012). The quickest way to improve your school is to hire great teachers at every opportunity. Just as the only way to improve your average grade is to turn in a better-than-your average assignment each time, the most significant way to rapidly improve a school is to add teachers who are better than the ones who leave. Great principals know this and work diligently to hire the best possible teachers. Not only is it important to hire great teachers but also to support them. This is reinforced by the idea that successful principals focus on students-by focusing on teachers (Whitaker, 2012). Great principals celebrate the successes of their students and staff, instilling a sense of value in their achievements. If the principal is successful in creating a positive school culture and climate and praises student and staff performance at all levels, self-esteem is enhanced, and people feel that their time and work is valued and appreciated (p.41). Always put students first If schools are about teaching and learning, then students are the customers. Educators are responsible for meeting our customers’ needs and ensuring that each student is given a high-quality experience in school. Therefore, an effective leader keeps students at the heart of every decision. Alvy & Robbins (2005) say school leaders mush â€Å"get in the habit of asking themselves student-centered questions whenever they make decisions or take actions concerning school policy, district initiatives, or the everyday activities of schools† (p. 50). In order to create a culture and climate where students fell valued, Harris & Lowery (2002) identified three things effective principals always focus on: respecting students, communicating with students, and supporting students. Students want to be treated fairly and equally. An effective principal knows this and makes sure students are always respected. For example, dealing with discipline issues privately rather than in from of others and making sure consequences are equitable makes students feel respected (Harris & Lowery, 2002, p. 64). Students notice when a principal is interacting with students in the halls of the school each day. The communication lets students know the principal is there to help each student reach their goals and dreams. Lastly, supporting students means the principal â€Å"can be accessible to students; reward them, be an advocate for them, and provide them with a safe, secure learning environment† (Harris & Lowery, 2002). An effective principal, who respects, communicates with and supports students creates a safe learning environment where individual students can flourish. Vision should be shared and focused The successful principal has a vision of what education should be. He or she shares their vision with others by articulating it; however, an effective principal also models his/her vision through daily actions. A successful principal is committed to implementing and developing his/her vision. Consequently, in addition to articulating their vision, visionaries have an action plan that lists the key players and steps needed in executing their vision (Reeves, 2002). Implementing a vision, which oftentimes means implementing a change, can be risky. Leadership, however, entails risk taking and standing for beliefs, even when the odds are not in the leader’s favor. As our guest speakers have stated in one sense or another, â€Å"Communicating with clarity and direction should be the district’s vision. When making a decision, an effective principal asks himself/herself how the decision will impact student learning and proceeds with that thought as his/her focus. If the principal is clear in articulating and sharing his/her vision then the school community understands where he/she stands and where the school is headed. Communication in the building. Communication is critical in a principal’s job. Clear, consistent communication with students, staff members, parents, and the community is imperative to the role of a principal. Similar to the teaching and reinforcement of math and reading skills, policies, procedures, and expectations need to be taught, practiced, and reinforced to students and staff members. Successful principals indicate taking the time to teach the students, talk with them, and show them their expectations. Successful principals review over the student handbook and code of conduct to ensure that both student and parent have understood these policies. These discussions regarding their purpose also help in communicating expectations with students. When communicating with staff members, technology provides principals with the tools and ease to communicate with the staff members on a daily basis. DeBarbieri and Williams believe that communication is a critical feature of any endeavor in which people work in close proximity for a common purpose (personal commications, February, 2013). As stated by DeBarbieri, communication is crucial at faculty meetings, in emails to staff members, and on the parent webpage. He also stated that his belief is the theory of communication is moving in the direction of technology and the use of Facebook and Twitter software. Williams, she stated that communication is just as important. A principal should know themselves first and then get to know their staff members. (personal communication, March, 2013). However, these notes or quick emails do not take the place of friendly conversations, nor do they decrease the value of faculty meetings. Communication with parents and community is also imperative to a principal’s position. Communication via monthly newsletters or individual teacher webpage’s, help to disseminate â€Å"need-to-know† information to parents. Principals build/reinforce Professional Development Effective principals are knowledgeable about best practices and share these practices during faculty meetings, professional learning communities and conversations with individual and teams of teachers. A successful leader is often seen in the classroom and in discussions with teachers about the instruction being used. He/she also shares the success he/she sees happening in the school. A successful educational leader stays current with readings to ensure that best instructional practices are being employed for all students. For example, if ELA scores are a concern for a school, it is the leader’s responsibility to research best practices on reading and writing instruction and then share best practices with staff. Also, an effective leader uses data to hold him/her and the staff members accountable. By collecting data often, a leader is able to make informed decisions about teaching and learning to ensure all teachers strive for continual student achievement. The principal knows what professional development his/her staff needs and participates in the trainings. This unwavering focus on learning reminds everyone in the school community that academic success for all students is the purpose of schools. An effective principal can impact the culture of learning in his/her school when he/she makes decisions about scheduling. For example, teachers need to be given time to collaborate regularly. Scheduling common planning time for teachers sends the message that collaboration to improve student learning is important. During these times of collaboration, principals can provide support by attending meetings and participating in the professional learning community. Teachers need to know the principal does not have all the answers but is willing to work with the teachers to find the keys to helping each student achieve his/her best. Finding the keys to help each students may not lie within the school building; a principal may need to work with other districts, a regional BOCES, local colleges or other institutions to find what each student needs to achieve his/her potential. Collaborating with others allows a principal to maximize all his/her resources in a quest to do what is best for students. If schools are about learning, then the curriculum, instruction and assessments are the most important tools schools use on a daily basis. An effective principal is a part of the ongoing, cyclical nature of curriculum development. He/she ensures that assessment are rigorous and aligned to the curriculum, common core state standards, that data-driven instruction is used regularly, and that the curriculum is detailed enough so teachers know exactly what needs to be taught. However, the principal does not just oversee these processes; he/she is an active participant in all aspects of teaching and learning. The principal should be running faculty meeting where he/she will introduce common formative assessments, professional learning communities, common online areas for staff resources, and units to cover new Common Core State Standards. A principal may have teacher leaders to host mini lessons in the morning, where teachers could collaborate on 21st century learning skills, and to compare student data. An effective principal acting as a learning leader develops a school where excitement about learning and celebration of achievement is evident on a daily basis. â€Å"When learning becomes the preoccupation of the school, when all the school’s educators examine their efforts and initiatives of the school through the lens of their impact on learning, the structure and culture of the school begin to change in substantive ways† (DuFour,2002). As the principal shifts a culture to a focus on learning, he/she can then begin to recognize and grow teacher-leaders. These teacher-leaders act as ambassadors for the principal’s vision and assist in the learning culture for all teachers and students. Michael Fullan(2010) gives a clear view of what a principal as a learning leader looks like. Powerful principals are obsessed with the instructional core of personalized learning and getting results for each and every student. They make instruction a priority. They deal effectively with distracters. They create a culture of job-embedded learning. They help the school focus on a small number of core priorities they resolutely pursue while avoiding innovation overload (p. 14). This is an exciting time for exceptional teachers who love the classroom to use their expertise about teaching and learning in the role of building leader. When summarizing the area of professional development for instructional leadership, good principals: †¢ Hold frequent discussions about curriculum and instruction (ASCD, 1999); †¢ Encourage collaboration among teachers (ASCD, 1999); †¢ Provide opportunities for professional development both outside the school and within the school between colleagues (ASCD, 1999); and, †¢ Actively participate in staff development (Cotton, 2003). Principals share leadership Although the principal is ultimately responsible for building decisions, successful principals delegate, consult, and collaborate with staff members. With an overabundance of duties to manage, it is imperative for principals to trust their employees (assistant principals, teachers, paraprofessionals, clerical staff, and custodians) and to create committees to take on responsibilities for some of these tasks. In addition to making the principal’s job more manageable, shared decision making also helps in empowering teachers and creating a â€Å"buy in† for implementing change. Effective principals not only collaborate with staff members on decision making, but also encourage staff members to work together on instruction and curriculum best practices. If principals can be effective in creating a collaborative school with professional learning communities, then risk taking and learning takes place at all levels, thereby improving instructional practices. (DuFour, 2010) Time Management Considering the demands of the job of principal and the various roles that the principal is expected to play, it seems that prioritizing, time management, and organization skills are critical in helping the principal find a balance. The principal who prioritizes does not get buried by the demands of paperwork but instead uses the time when school is in session to visit with the students in school. The principal that continues to spend his/her time management skills might multitask by returning phone calls while driving between buildings and/or to the district office for meetings. The principal who is organized leaves his/her office with a clean desk every day. In addition to juggling duties during the school day, balancing the many hours needed to attend school and community functions with a family can be a challenge as well. To manage well, a principal must actively prepare, plan, organize, direct, model, evaluate, and improve (Speck, 1998, p. 20). Management duties of a principal include ensuring a safe and orderly school environment, having a working knowledge of the law, shaping a schedule and prioritizing a budget in a way that will help communicate his/her vision and goals, and managing the daily activities in the building (ASCD, 1999). A principal must have a hand in all of these duties, but the degree to which he/she is involved in each depends on a perception of the job (Mawhinney, n. d. ). The principal who enlists more help, and thus creates more personal choice in the area of management, will enjoy more opportunities in the critical area of educational leadership (Mawhinney, n. d. ). A principal’s job is not a 9 a. m. to 5 p. m. job. Consequently, a principal needs to be passionate about his/her work but also needs to find a balance between work and home. The role of the principal requires one to be active and think on his/her feet. This requires a fit mind and body. Reflecting on daily actions, keeping abreast with professional development, reading and engaging in a stress relieving activity, such as exercise, are all activities that can help the principal manage his/her workload (personal communication March,2013). It is important to remember that the principalship should not define the person but rather the person defines the principalship role. If the principal reflects often, then he/she will learn to find a healthy balance by prioritizing and managing his/her time. Conclusion: Effective Principals Make a True Difference â€Å"School leaders are critical to helping improve student performance. Research now shows that leadership is second only to classroom instruction among school-related factors that influence student outcomes† (Educational Leadership Policy Standards: ISLLC, 2008, p. 9). Principalship requires flexibility in juggling the many roles that requires the principal to play. In reflecting on the information retrieved from guest speakers, class presentations, interviews, books, journal articles and observations, the following conclusion can be drawn: If the principal is able to balance being an instructional leader, a manager, the creator of a positive climate and culture, a visionary, an ambassador, a communicator, a collaborator, and a real person, then I he/she is likely to be a successful principal. When a principal learns to build good relationships, becomes a good listener, learns to plan his/her actions before reacting, has good mentors and trustworthy friends in his/her corner, and continues to have a solid plan of action, students will learn! References Alvy, H. , & Robbins, P. (2005, May). Growing Into leadership. Educational Leadership, 62, 50-54. Bergman, D. and Jorgensen, M (2013, February 4). [EAD610 class article share presentation]. Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: Corwin. Cavino, D. and Nower, C. (2013, March 11). [EAD610 class article share presentation]. DeBarbieri, J. (2013, February 25). [Personal interview]. Determining/confirming eligibility for McKinney Vento [Fact sheet]. (2012). Retrieved March 13, 2013, from National Center for Homeless Education website: http://center. serve. org/nche/ibt/sc_eligibility. php Dolson, K. and Regan, K. (2013, February 11). [EAD610 class article share presentation]. DuFour, R., DuFour, R. , Eaker, R. , & Karhanek, G. (2006, 2010). Learning by Doing: A Handbook for Professional Communities at Work. Bloomington, IN: Solution Tree. Harris, S. L. , & Lowery, S. (2002, May). A View from the Classroom. Educational Leadership, 59, 64-69 Keim, J. and Nephew, J (2013, February 25). [EAD610 class article share presentation]. Lunenburg, F. C. (2010, Summer). The Principal as Instructional Leader. National Forum of Educational and Supervision Journal, 27,1-6. Luthouser, E. (2012, May). [Personal interview]. Marzano, R. J. , Waters, T. , & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association of Supervision & Curriculum Development. Mawhinney, H. B. (n. d. ). A Framework for Reflection on the Principal’s Domain: Choices, Constraints and Demands. EAD 610 School Principalship Reading Packet. Reeves, D. R. (2007). The daily disciplines of leadership: How to improve student achievement, staff motivation, and personal organization. San Francisco: Jossey-Bass. Renfrew, E. (2013, March 4). [Personal interview]. Salopek, J. J. (2011). Make parents you partners. Education Update, 52(2). Sajnog, K. (2013, February 11). [Personal interview]. Silvia, H. and Pawlewicz, D. (2013, March 4). [EAD610 class article share presentation]. The principal perspective: full report. (April 2012). Retrieved March 12, 2013, from The Center for Public Education is an initiative of the National School Boards Association. website: http://www. centerforpubliceducation. org/principal-perspective Wallace Foundation. (2013, January). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. The Wallace foundation, 1, 1-18. Retrieved May 5, 2013, from http://www. wallacefoundation. org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning. aspx Whitaker, T. (2012). What Great Principals Do Differently: Eighteen Things That Matter Most. Larchmont, NY: Eye on.