A critical analysis of three short stories or one short Novella by one Essay

A critical analysis of three short stories or one short Novella by one author - Essay Example Rather than portraying his characters in keeping with the generally accepted and widely held view of the stereotypical farmer, for instance, Faulkner presented his characters, good and bad, with a strong degree of sensitivity and understanding (Cowley, 1977). By covering several aspects of living in Yoknapatawpha, telling stories from various different viewpoints within the town, Faulkner has an amazing repertoire of characters who drift in and out of focus and who can trace their lineage back to his first tale. He wrote primarily from his experience growing up in the south and within his archetypal setting, he was able to establish clearly defined allegories such as Time in â€Å"A Rose for Emily†, the strength of the southern black man in â€Å"Ad Astra† and the struggle of the natural against the civilized in â€Å"The Bear.† Faulkner is one of the least educated and least experienced writers of his time. Born in New Albany, Mississippi on September 25, 1897, he was originally William Falkner, the first of four sons born to Murry and Maud Falkner. He acquired the ‘u’ later in life probably as a typographical error and later as an intentional misspelling to obtain a position with the Royal Air Force in Canada as he felt it made him appear more British (Padgett, 2005). When he was five years old, the family moved to Oxford. Although he reportedly showed a great deal of artistic talent at a young age, Faulkner was quickly bored with school and dropped out without graduating from high school. Other than a short stint at the University of Mississippi, he never returned to school. He joined the Royal Air Force in Canada, but was honorably discharged shortly after he completed training when the war ended, forcing him to return home to Mississippi. He remained somewhat unanchored for a while, taking odd jobs, publishing poetry and short stories and attending the university before moving to New

The influnce of Socrates and Plato on ancient philosophy and modern Essay

The influnce of Socrates and Plato on ancient philosophy and modern western philosophy - Essay Example Nonetheless, Socrates was a well-known and contentious personality in ancient Greece. Socrates was a philosopher of ancient Greece who is acknowledged for establishing the basics of modern Western philosophy. Socrates has had a vast influence on ancient Greek or, generally, on Western philosophy, together with apprentices Plato and Aristotle. Even though most of the influence of Socrates is in the field of ethics, his contribution to the discipline of logic and epistemology is notable as well. On the other hand, the contributions of Plato to Western philosophy, such as his most celebrated masterpiece, the Republic, are widely considered as presenting the personal philosophy of Plato, where the primary character effectively represents Plato himself. His contributions merge metaphysics, epistemology, political philosophy, ethics, and moral psychology into a methodical and unified philosophy (Tejera, 1997). This reflective piece will discuss the contributions to and influences of Socrat es and Plato on their own societies and how they perceive and challenge their social realities. This reflective piece will also include the influences of Classical philosophy, specifically of Socrates and Plato, on contemporary philosophy. This reflection will be based on the two videos entitled ‘Ancient Greece: Socrates and Plato’ and ‘Great Books: Plato’s Republic’. ... The Greeks exercised their ingenious potentials to enlighten experience by resorting to architecture, comedy, history, art, and tragedy. However, their artistic potentials were also exercised to ‘create’ philosophy, named the ‘love of wisdom’ (Tejera, 1997). Philosophy, on the whole, emerged when the Greeks realized their discontentment with legendary and mystical accounts of reality. Eventually, Greek philosophers started to think that there was a coherent, rational, or valid order to the universe. Socrates, the most brilliant and righteous citizen of Athens to have ever existed, came out among the Sophists; what can be certain about the life and actual influence of Socrates to his society was that he was noteworthy for being a living example of his own teachings. Asking for no payment, Socrates began and ruled a debate wherever the bright and young would pay attention, and people sought his counsel on issues of educational dilemmas and practical behavior. The young people of Athens gathered to beside him as he traveled the directions of the agora (Taylor, 2000). These Athenian youths adhered to his every teachings and ideals. The influence of Socrates on his society is immeasurable. Plato revered his mentor and was the main biographer of Socrates’s life and influence. The influence of Socrates is evidently proven by the fact that academics are predisposed to separate Greek philosophy into the Pre-Socratic era and the period after Socrates. Socrates looks for the absolute, perpetual, permanent ‘truth’ or ‘reality’ underneath the obvious ironies. The main transformation Socrates set off was the shift of emphasis from nature to human essence. The exploration of Socrates for the ultimate

Advent of the democratic dispensation in south africa

Advent of the democratic dispensation in south africa 1.1 INTRODUCTION The advent of the democratic dispensation in South Africa has brought about significant changes in the political, social and economic spheres of the country. As a microcosm of society, the education sector too has been caught up in the ebb and flow of these democratic changes (Zatman, Florio and Sikorski, 1997:3). Consequently new educational laws and policies that are consistent with the new dispensation have been put in place. Although the transformation from apartheid education to Outcomes-Based Education (OBE) was necessitated by the democratic demands, its implementation is not a forgone conclusion. According to (ANC, 1995:8), â€Å"education and education systems are, above all, human and social institutions with all their capabilities and limitations†. Education institutions need to be managed. Unlike machines, they cannot be programmed for certain outcomes and then set to run by themselves. School principals together with other members of the School Management Teams (SMTs) as change agents and key personnel in schools, are faced with the challenge of managing these changes. Unfortunately many variables in the process of change are either unknown or cannot be controlled (Pudi, 2005:148). However, it is important to understand the roles that SMTs have to play for the effective management of the educational changes in schools. It is because of this that the roles and effective management of change in schools through SMTs is both important and necessary. The demands of a new education dispensation have in effect made necessary a paradigm shift in the management of schools. 1.1.1 A paradigm shift in the management of schools The introduction of OBE, the Integrated Quality Management Systems (IQMS), the National Curriculum Statement (NCS) and other educational changes in schools made imperative a modified or changed teaching approach from educators. More significantly effective implementation of OBE requires development of new management strategies and competencies from all the members of the SMTs. However the author is concerned about whether the current members of SMTs are sufficiently equipped with the necessary skills that will enable them to manage the current turbulences in schools. According to Zatman et al. (1997:3) it is convincing that school managers today are faced with a perplexing situation of trying to satisfy the needs and requirements of South Africa`s diverse population. Gultig and Butler (1999:7) stress that the management development programmes should no longer focus on school principals only, but on other middle managers as well. These authors maintain that under conditions of decentralization and a significant shift towards school-based management, the focus should primarily be on the broader and more inclusive understanding of education management development. School development programmes should not be seen as the preserve of the few seniors at the top of the school management structure. To meet the needs of the present democratic society, school principals and the rest of the management team are expected to be involved in self development programmes and develop other stakeholders in the school. The latter could be members of the community who should feature in school governance structures. According to Gultig and Butler (1999: vii) the paradigm shift in the management of schools has affected the way in which educators as classroom managers have to manage their classes. The dictates of OBE stresses team work and cross consultation with the learners. DoE (2002:08) points out that since OBE is focused on the outcomes, and that the process of obtaining these outcomes are in essence different, there have to be different ways of managing not only the outcomes but also the process of arriving at these outcomes. In the classroom, the OBE approach has led to a paradigm shift from teacher domination to active participation of learners as stakeholders in the teaching and learning process. School managers are required to ensure that educators implement the participatory mode of teaching effectively. Gultig and Butler (1999:29) stress that prior to the birth of the democratic society in South Africa, leadership and management practices in some institutions including schools, were mainly focused on how efficiently educators executed their prescribed duties without giving them opportunity for creativity and innovation. According to Bertram, Gultig and Ndlovu (1999:61) in the present education dispensation members of SMTs and educators are given freedom to participate in school management and education of the learners. Participation is promoted by the constitution of the Republic of South Africa and other relevant management and leadership models that are not only participatory but also promote democracy. According to Seller (2001:257) the present OBE approach â€Å"encourages an open school climate that promotes sharing of challenges, a cross-pollination of ideas and collaborative decision-making which is vital for high morale as well as increased efficiency and effectiveness†. This approach emphasizes alignment of school management with the democratic principles. The focus of this study is on investigating whether the members of SMTs in Mogodumo region in Limpopo province are capable of meeting the managerial expectations of the current democratic society that is brought by educational changes such the implementation of OBE in schools. In the present era, school managers are expected to become responsive to the changing needs that are imposed by the democratic changes and educational transformation. Legislations and school policies are pivotal in achieving this ideal. 1.1.2 The impact of the new policies on the roles of school managers The introduction of the present education policies and legislations demand members of SMTs to possess new managerial competencies that will enable them to implement these policies effectively (Gultig and Butler, 1999:64). The introduction of the current education Acts such as the South African Schools (Act 84 of 1996), with its emphasis on active participation of parents in school governance, has undoubtedly impacted on the roles of school managers. Section 9(3) and 9(4) of the Constitution (S.A Constitution, 1996a) stipulate that â€Å"no person (including learners) may be directly or indirectly discriminated against on the basis of race, gender, colour, ethnic or social origin.† This has in part led to the introduction of the current admission policy in South African schools. The spin-off to the present admission policy which encourages schools to open up the doors for learning to all without discrimination, has led to an increasingly diversity of learner population. This diversity can create racial and discipline-related problems that can challenge the managerial capabilities of the current school managers. Lemmer and Squelch (1993:27) note that school managers are faced with learners of different population groups and a multicultural ethos. These authors further point out that the introduction of this non discriminatory admission policy was an attempt to desegregate education so as to accommodate learners from all racial groups. However, the impact of this admission policy on the managerial capabilities of school managers cannot be left to chance. One of the other policies that impact on school managers in Mogodumo region in Limpopo province is the policy on corporal punishment. This is stated in section 10(1) of the South African Schools Act (SASA, 1996b). The Act stipulates that â€Å"no person may administer corporal punishment at a school to a learner.† This can be interpreted as upholding human dignity and respect to learners as human beings. Learners are therefore protected from being treated in a cruel, inhumane and degrading manner that may have been consistent with the previous dispensation and its relevant management practices. However, the impact of the abolition of corporal punishment has created serious disciplinary problems which demand school managers in Mogodumo region in Limpopo province to become more creative with regard to the application of appropriate alternative disciplinary measures for the maintenance of discipline and the effective teaching and learning in schools. The (DoE 2001:6) cites poor discipline as one of the manifestations of lack of transformation of management practices to conform to the changing times and environment. School management, from curriculum to non curricular activities is achieved as a participatory endeavour where all stakeholders are not only informed but also actively involved. 1.1.3 Participatory management approach School managers as leaders hold influential positions in schools. They are thus charged with the responsibility to manage educational changes in schools in the province. In their efforts to align changes with educational reforms, school managers today are expected to adopt leadership and management practices which are consistent with the democratic principles. Since this mode of management requires active participation of stakeholders in schools, it impacts on the managerial roles of school managers. Stakeholders such as parents were included in the governance of schools prior to the present democratic dispensation as stipulated in section 9 subsection 1 of South African Schools Act (SASA, 1996b). However they were often not provided opportunities to participate actively in executing the roles that they were supposed to play. In responding to the demands of the democratic society, this Act promotes parents not to be the rare species in schools anymore. Through the South African Schools Act (SASA, 1996b), parents are not only charged with the responsibility for the education of their children but are also mandated by law to participate actively in school governance. This implies that the current school managers need to play the role of building strong bases for parent participation in schools. In order to practice participatory management meaningfully school managers are expected to take parents on board on matters that demand their attention. Zatman et al. (1997:8) state that school managers as advocates of change are faced with a diversity of forces from within and outside the school arena. School managers are expected to involve the parents particularly members of the School Governing Body (SGB) in matters such drawing school budget and development of the mission statement of the schools. Apart from the involvement of parents, the scope for SMTs is further expanded by their involvement with learners and other external members of the public and clients who have a stake in the education 1.2 AWARENESS OF THE PROBLEM The post apartheid era in South Africa has dawned with tremendous changes that manifest themselves clearly within the education arena. Schools as components of the education system are faced with the challenge of implementing these changes in a meaningful way. As stated in section 1.1.1, educational changes such as the introduction of the OBE and NCS, IQMS and other changes that are brought by the changing needs of the current democratic society have been enacted. These changes require school managers to assume new managerial roles and responsibility. They are supposed to act as leaders and managers with the capabilities to manage the educational changes (Lombard, 2003:3). Unfortunately there is no policy document or norms and standards that precisely guide school managers on how to manage schools and these educational changes. The researcher realizes that there is not yet a policy that serves as a guide for school managers on the management of schools and the current changes that characterizes them (schools). The Education Policy Act (Act 27 of 1996) which focuses on the roles of educators has been drawn to serve as guidance regarding the responsibility of educators as classroom managers. Lombard (2003:3) argues that school managers of the pre-democratic era were mainly equipped with the skills to exercise control and fulfill administrative duties. This implies that their initial formal training that prepared them to become teachers did not equip them (school managers) with the knowledge and the capacity to execute managerial roles, particularly in change management. The training prepared them to manage classroom environments that prevailed during the pre-democratic era rather than to manage the changes experienced in contemporary schools. From these discussions, it is evident that there is little relevance between the skills that are possessed by the present school managers in Mogodumo region in Limpopo province and new managerial expectations that they are required to play in their attempts to execute their managerial roles in schools Based on these limitations, the researcher is not certain whether the current school managers in Mogodumo region in Limpopo province will be capable of managing and transforming schools in accordance with the demands of the democratic principles. It is these uncertainties that have led the researcher to undertake an investigation into the roles that members of SMTs in Mogodumo region in Limpopo province play in their efforts to manage educational changes. 1.3 PROBLEM STATEMENT When the problem under discussion is analysed and evaluated, the question arises on whether members of School Management Teams in Mogodumo region in Limpopo province are capable of playing their roles in managing the changes in schools. From this, the problem statement for this study can be stated as: The roles that school managers need to play in managing educational changes in schools in Mogodumo region in the Limpopo province. 1.4 AIM OF THE STUDY The aim of this study is to investigate the role that school managers play in managing the educational changes in the Mogodumo region in the Limpopo province. 1.5 MOTIVATION FOR THE STUDY 1.5.1 Importance and necessity The study focuses primarily on the roles that school managers are supposed to play in the management of educational changes. Effective management of schools today requires school manager to have knowledge of the new managerial roles that are necessitated by the current educational changes. This study is thus deemed necessary for school personnel, and in particular members of SMTs. It is because this study intends to equip them with the knowledge of the actual roles that they (school managers) are expected to play in the transforming education system in South Africa. This knowledge is required by school managers if they are to manage changes in schools effectively. The kind of knowledge that this undertaking intends to expose is deemed important not only for the self improvement of school managers, but also for the development and the improvement of the whole school. Other members of staff will also benefit from school managers through school-based in-service training that focuses on change management. The present school managers are faced with the transforming education system in South Africa (DoE 1996:1). This study is therefore necessary for it does not only focus on the roles of school managers but also has a bearing on the exposition of changes and the new policies in education. Knowledge of these policies is deemed essential for the current school managers because it (knowledge) is regarded as one of the prerequisites for the successful execution of their new roles. As Morgan (1988:2) explains, school managers need to acquire the skills and knowledge that are necessary to deal with the consequences of transformation as it unfolds itself over time. 1.5.2 Contribution to the study It is expected that the empirical findings from the sampled school managers will contribute to the body of knowledge of change management and the managerial responsibilities of the contemporary school managers. It should be noted that though generalizations cannot be made from the empirical findings, the results of the interviews with some of the members of SMTs in Mogodumo region are hoped to put to light the actual roles that school managers play in their effort to manage educational transformation. It is hoped that this study will form a base for a better understanding of the way the current educational changes demand for the transformation of the managerial roles of school managers during this era. Morgan (1988: xii) emphasizes that dealing with the consequences of change requires managers to apply specific competencies that will enable them to identify â€Å"fracture lines†. 1.6 RESEARCH METHODOLOGY On the basis of the nature of this study which requires the researcher to listen to the verbal description of the experiences of the respondents in their natural environment, the researcher has opted to conduct this study within the qualitative paradigm. This approach requires research techniques such as the interview that involve social interaction between the researcher and the respondents rather than instruments and statistical methods that are common for the quantitative research design (Hoberg, 1999:80). He further states that the qualitative research approach emphasizes the intervention of the researcher in the natural setting of the respondents and allows for participant observation as well as gathering first-hand information from the respondents. On this basis, the researcher visited the sampled schools in the Mogodumo region in Limpopo province. The intention was to understand the lived experiences regarding the roles and the strategies that members of the SMTs apply in their efforts to align the envisaged changes with the current school environments. 1.7 EXPLANATION OF CONCEPTS For the convenience of the reader and to avoid misunderstanding, certain concepts will be explained. The purpose of the explanation is to offer a clear understanding of what each concept means as it is used throughout this study. 1.7.1 Role Hawkins (1984: 725) defines ‘role as â€Å"a persons task or duty in an undertaking†. Rabothata (1982:3) emphasizes that ‘roles are â€Å"duties and responsibilities expected from a person occupying a certain position in an institution†. Roles can comprise the tasks ascribed to or expected of a person by virtue of the position held. However, the researcher is of the opinion that it should be kept in mind that roles are not limited to occupational status, nor does the fact that one is cast in the role of a manager during working hours prevent him/her from taking on other roles such as a husband, president, father et cetera, at some other time. Roles can also be defined as a set of expectations imposed on educators and school managers by the parents of learners, educationists and society in general (Pudi, 2005:147). From this perspective, it is evident that the roles of educators are based on the way the parents, the community or the society expect educators to behave. The word ‘role will be used in this study to refer to the tasks and responsibilities that the members of SMTs are expected to execute in their efforts to manage the changes in the schools. 1.7.2 School Managers The concept ‘school managers in this study does not only refer to the principals as the head of the school but also to other member of SMTs in schools. Besides the fact that principals are regarded as the highest-ranking professional educator, they do not manage the schools alone. Other personnel who manage and lead the school together with the principals such as the Deputy Principals and the Heads of Departments (HODs) are also regarded as managers. However it should be acknowledged that in some schools especially small schools, the senior teachers may also be co-opted into the management teams. The concepts ‘school managers and members of School Management Teams or SMTs will be used interchangeably in this study. 1.7.3 Competencies Van der Bank (1996:3) defines ‘competencies as the abilities to do something in a satisfactory or effective way. The concept ‘competencies is also defined as the ability to do something especially measured against a standard (Karpike and Murphy, 1996:33). 1.7.4 Paradigm A ‘paradigm is a model that forms a basis of something (Morgan 1988:129). According to Bertram et al. (1999: vii) the concept ‘paradigm refers to ‘a frame of reference. A paradigm is often based on a set of ideas or a particular way of making sense of the word and dealing with it. 1.8 PROGRAMME OF STUDY Chapter 1: Introductory orientation In this chapter, the background to the study, awareness of the problem, statement of the problem, aims of the study, motivation of the study, and description of the research methodology are discussed. Chapter 2: The nature of change and educational changes in schools This chapter contains literature study focusing on change. Particular focus is given the educational changes that impact on the roles of members of SMTs in the contemporary era. Chapter 3: Educational changes in schools: the role of school managers Emphasis is placed on the roles that members of the SMTs are supposed to play in their attempts to deal with the changes in schools. The impact of these changes on the school will be discussed. The suggested effective managerial competencies are also be highlighted. Chapter 4: Research design and methodology Planning of the research is undertaken. The research methodology together with data collection techniques used in this research is explained. The empirical research and methodology are outlined in this chapter. The research approach, the research methods and data collection techniques employed in this study are explained. Chapter 5: Empirical research and findings Presentation and analysis of the data collected is undertaken. The findings are discussed. Chapter 6: Summary, recommendations and conclusion The entire study is summarized. Conclusions regarding what school managers could do to rectify the situations in their schools are explained. Limitations of the study are explained. Recommendations for further research are stated. 1.9 SUMMARY This chapter provided the orientation to the study. The statement of the problem, aims and motivation for the study were outlined. In the following chapter the nature of change and educational changes in schools will be studied. CHAPTER 2 THE NATURE OF CHANGE AND EDUCATIONAL CHANGES 2.1 INTRODUCTION Change appears to be an ongoing natural process that tends to be inevitable in human life. Seller (2001:255) stresses that the call for change in all aspects of the educational delivery system has been continuous. It has been stated in section 1.1 that the education system is South Africa has been restructured to keep abreast with current societal demands. Among various educational changes, restructuring of schools by the inclusion and active involvement of groups of stakeholders such as the SMTs, the SGBs and the Representative Council of Learners (RCLs) can be cited as some of the common changes in schools. These groups of stakeholders were not given chance to play appropriate roles that they were supposed to play in most schools prior to the present democratic era in South Africa. Effective involvement of these stakeholders has a bearing on the organizational structure of schools as well. According to Bertram et al. (1999:vii) the democratization of the South African government encourages participation of stakeholders in the governance of the country. This demands a paradigm shift from autocratic and non-democratic leadership that was common during apartheid era. It suggests that instead schools should be run in a participatory and reflective manner. In addition the necessity for improvement of the quality of the learning has brought about a change in the content and the method of teaching and learning in schools. As pointed out in section 1.1.1, there has been a move to learner-centered OBE and NCS which promotes participation, setting measurable outcomes and continuous assessment of learners. Fullan (1985:3) emphasizes that â€Å"it is no exaggeration to say that dealing with change is endemic in the post-modern society†. Apart from these changes other innovations have been introduced such as the abolition of corporal of punishment, the changed policy regarding admissions, the norms and standards for school funding and many other changes that cannot be covered within the scope of this study. All these have demonstrated that change is an inevitable phenomenon particularly within the current democratic society. Based on the above discussion, it is evident that change is one of the important phenomena that impact on South African education today. Thus prior to investigating the roles that the managers of schools are supposed to play in aligning the changes with the present school environments, the researcher deemed it necessary to begin by defining change. A focus will also be on exposing some of the common educational changes that impact on the roles of school managers today. The intention is to provide a basis for understanding some of the educational changes that have brought about transformation of the managerial responsibilities of school managers in the present era. 2.2 CHANGE DEFINED Change can be defined from different perspectives. According to McLean (2005:16), change is defined as the alteration of individual behaviour or the substitution of one thing by another. On the other hand, Credora (2001:01) views change as the adoption of innovation where the ultimate goal is to improve the outcomes through alteration of practice. In addition to these definitions, one may point out that change can be seen as a modification of existing rules, regulations, values and belief systems. It may be regarded as a way of correcting behaviours or the way things are done. In short, change is deemed to be a movement away from the status quo. 2.3 THE NATURE OF CHANGE 2.3.1 Change as a process Fullan (1985:392) notes that change is not an event but a process. This statement is based on the fact that change takes place over a period of time. In the second of the eight basic lessons of the new paradigm of change Fullan (1992:21) further suggests that â€Å"change is a journey, not a blueprint†. It is non-linear and it is loaded with uncertainties. Like death and taxes, change is said to be an inevitable part of everyones life. In as much as one cannot run away from death, change cannot be avoided. Resistance to change is not a solution. Change will continue even if people resist it. Lombard (2003:28) provides a very useful analysis of the main themes on educational change and its management. He identified the following main themes concerning the nature of change as a process: †¢ Change is structural and systematic. Any real change will often affect the whole system in that change in one part of an institution has a ripple effect in other parts. †¢ Change is a process that occurs over time. Because any changes take place overtime, organizational change is not a discrete event, it is not sequential and it does not follow a straight line. †¢ Change is multi-dimensional. Change encompasses a number of different dimensions including resources, contents, process, evaluation, emotions, beliefs, values and principles. †¢ Change is viewed differently by various participants and therefore evokes a range of responses. All those involved in the change process will have their own perception about it. †¢ Change management requires investment in technological resources, human resources, and management of the process. The effective management of change requires creativity and the ability to identify and solve problems. Besides the different views on change, one could state that change is often regarded as a process. It is characterized by a series of interconnected events that may lead to alteration of values, beliefs or approaches over a period of time. During the process of change, the success of each stage of development is determined by the success of the previous stage (Lombard 2003:208). It should be noted that, while one may observe certain stages, change is not a linear process which follow clear cut stages. Complex changes may necessitate a number of stages for them to be sustained. Hence change depends on the extent of its complexity and other contextual factors. It affects people and their perceptions differently on a continuum from positive to negative. 2.3.2 The perceptions about change Some school personnel may hold a positive view of change while others may view it negatively. Garrett (1997:96) states that those who view it negatively often see it as a means of stepping away from ones firm ground (where one feels confident and is familiar with the rules and is also able to function comfortably), into swampy territory (where one feels uncomfortable and uncertain about roles and relationships and is also less confident about the skills and knowledge necessary to function effectively). According to Lombard (2003:6), when institutions such as schools are restructured, some of the members of the staff may worry about adjusting or losing their status or jobs. The recent changes such as redeployment and the introduction of OBE in South African schools have led to the reshaping of roles and the disruption of stability in schools. Feelings of uncertainty and discomfort have been stirred among some of the school personnel. Lombard (2003:6) further stresses that the senses of purpose of the majority of school managers and educators are often threatened by the changes. For instance the process of redeployment made some of the school managers to feel less confident about their skills. While some showed signs of resistance to these changes, others resorted to taking packages, early retirements and even resignation from the teaching field. It is as a result of this that there is a constant outflow of educators to other economic sectors (Tshabalala, 2006:12). McLean (2005:20) points out that, change may be perceived negatively as a force that upsets individuals` comfort zone and constantly challenges them to think outside their boxes and behave in new ways that may be alien to them. For school personnel who hold a negative view, the changes that occur in schools often stir fear in them. Changes challenge their competence, power and authority. Th

The History of Computers :: Technology Computers Essays

The History of Computers In order to fully understand the history of computers and computers in general, it is important to understand what it is exactly that lead up to the invention of the computer. After all, there was a time when the use of laptops, P.C.s, and other machines was unthinkable. Way back in the fourth century B.C., the abucus was an instrument used for counting in Babylonia. Many scholars believe that it likely started out as pebbles being moved over lines drawn in the dirt and then evolved into a more complex counting tool (Aspray 7). About 1200 years later, Roman numerals were finally introduced, along with the idea of the zero and other mathematical basics. This helped lay the foundation for several different men who had findings that would eventually lead us to the beginnings of computers and computing. Though they are often referred to as scholars, many of these intellectuals were most likely just merely the nerds of their time. Take Wilhelm Schickard and Blaise Pascal of the 17t h century, for example. Both of these men had enough time on their hands to individually build two of the first mechanical calculators in history. Unfortunately, Schickard calculator never even made it past the model stage and Pascal machine had several snags of its own; nevertheless, both of their discoveries helped lead to more advanced computing. The next so-called geek to make his way into the computing spotlight was Charles Babbage. In 1842, he developed ideas for a computer that could find the solution to a math problem. His system was rudimentary, using punch-cards in the computation; however, his ideas were far from basic. In fact, the analysis of his Analytical Engine includes fundamentals of computer programming, including data analysis, looping, and memory addressing (History). So things started rolling and in no time, we arrived in the 20th century and many new advances in computing came with time. The discoveries became more and more significant and computers became more and more advanced. In 1943, a computer used in Britain for code-breaking was created, followed by the 1945 completion of the Electronic Numerical Integrator Analyzor and Computer, which was used in the United States to assist in the preparation of firing tables for artillery. Computers really began to prove useful even in situations that we never thought possible, like in war and protection.

Life Shaping Experience Essay

More often than not motorcycle safety should be a major concern for riders and should be learned and practiced prior to the operation of any motorcycle. Motorcycle safety is a very important consideration not only to the operator but also for other individuals when sharing the road and should not be learned through adverse experiences. The Proper use of a D. O. T. , Department of Transportation, approved helmet insures that the possibility of serious head injuries or death can be greatly reduced. Current statistics, from 2008, from The Center For Disease Control @ www. cdc. gov. rg state that â€Å"A Proven Safety Measure. Helmets save motorcycle riders’ lives. Helmets reduce the risk of head injury by 69%. In a motorcycle crash, an unhelmeted rider is 40% more likely to die from a head injury than someone wearing a helmet. In 2008, helmets saved over 1,800 riders’ lives, but about 800 more lives could have been saved if all riders had worn helmets. † While operating a motorcycle one warm early summer evening I was involved in a traffic collision with a local elderly couple driving an earlier model 1970’s Cadillac. Not only was this Cadillac very large it was also very heavy. The gentleman that was driving was not paying very close attention as he continued straight through the very busy intersection from a left only turn lane. As I approached the intersection from the opposite direction I became aware that this monstrous chuck, of fast moving steel, was not turning nor was it slowing down. I decided it was best to smash on my breaks and discontinue my left hand turn attempt. This I believe is what saved my life that night. My bike straightened out and slowed just enough to prevent us both from winding up straight in front of our doom. The caddy and I grazed side by side. My left hand and handlebar smashing the caddy’s front windshield, back window and all other windows on the driver’s side. At that point in time everything that was anything turned into nothing but one big crash. The bike went its way and I went for a flight straight up into the air. Landing back to earth, after what seemed to be forever, on my hands and knees the only thing that came to mind was to find safety. Safety from all of the other traffic that needed to use that very same busy intersection that I was now no longer in need of. The only safety that I could think of was the comfort of getting next to that now dilapidated bike of mine. Why? I have no idea but it seemed like the right thing to do at that spinning point in time. So I crawled and I crawled until, finally, I was next to that that was going to protect me from getting run over. Three, kind, employees that worked at the filling station across the street came over and helped me to the side walk and began to take steps to see if I was physically alright. Beside from a few rocks being stuck in my aching knees and bleeding hands and apart from being really shook up these two, more than kind, individuals determined that I was going to live. This, needless to say, was comforting even coming from medically uncertified sources. It was then that motorcycle safety consideration came into being for me. I asked one of these gentlemen, â€Å"Could you please go back out into the intersection and get my eyeglasses and helmet for me? † The gentleman replied’† Yes I would be more than happy to get your glasses however you were not wearing a helmet. † As far as the condition of the elderly occupants of the Cadillac and their wellbeing, they were uninjured and doing fine all except for being really shook up and not wanting to speak to me at all. They had just almost killed me and did not want to take the effort ,that any caring citizen would take , to see if I was ok. That’s the last that I heard from them. It was now up to their insurance company to take care of business and wow did they ever have to. I made a couple of dollars on that life changing experience. Later that evening after recouping for an hour or so at home and a little self-medicating Lewis, a very close friend of mine at the time, came to my door and asked,† Is there anything that I can do to help? Lewis had gotten word through the proverbial circle of friends that we are all familiar with in the high school years of our lives, and hurried right over. We went cruising around the stomping grounds of El Toro California because it seemed like the thing to do after one of us had cheated death and could still talk to the other. As we cruised we meditated on and came to the conclusion of motorcycle helmets and how they will be a part of both of our lives from now on. We talked about how it was not luck having escaped serious injury or perhaps even death due to this accident. We both agreed that it was simple hysics that attributed to not having collided with any other objects during the actual event. Having agreed, that remaining friends was something that we both wanted and that riding bikes with our girlfriends was also something that we wanted to continue doing, we bought helmets for ourselves and our girlfriends. Once again I cannot stress enough the importance of motorcycle safety. How wearing a helmet at all times while riding is so important for operators protection. Again more often than not motorcycle safety should be a major concern for riders and should be learned and utilized by riders prior to operating a motorcycle.

Macroeconomics in US

US Economy is a mixed economy where the private sector plays a major role in economic activity and the role of government is minimal compared to other industrialized countries like Great Britain, Germany, France, Spain, Netherlands, Scandinavian Countries and East European countries. However after the Great depression in1930’s the government at least used monetary and fiscal policy to achieve the macroeconomic objectives of full-employment, price stability External balance and non-inflationary economic growth. However the reliance on the above macroeconomic policy varied from one administration to the next after world war II as well the orientation towards fiscal and monetary policy to control or stabilize the economy or in other words there is controversy among economist whether the fiscal and monetary policy will actually work in practice and to the extent to its effectiveness in stabilizing the economy or whether these policies may be counter productive to the market economies and the causes of economic cycles and explanation of the causes of the great depression at least among US economist or among economist in general. However even with these controversies and differing perspectives how the economic variables relate and the differing confidence of market mechanisms to come to equilibrium at full employment if the market is allowed to work without any interference the monetary authorities intervene in the economy to correct market failure and other externalities or for some political and welfare reasons. In this context it is necessary to consider the effectiveness of these policies in the context of empirical evidence and give due  consideration of the structural or institutional framework and the market conditions particularly the labor market conditions in US in goods markets as well as in the financial market structure and workings within the context of global economic interdependencies between economies in the contemporary economic climate as well as how the agents react or form expectation about inflation as well as the political imperatives influencing policy orientation in US. In macroeconomic policy development in the context of the US political institutional structure and political process as well as the probability of economic shocks and political shocks in other parts and how these affects the occurrence of   volatility in economic performance and the current concerns of environmental issues and the cost and benefits and the impact of regulation on the level of economic activity and the rate of economic growth fluctuation and its predictability or uncertainty in forecasting economic outlook for short, medium term . As well the cost of oil and the political instability in the middle east and how the energy issue is addressed in US by the market mechanism will definitely affect the economic performance in a macroeconomic perspective for US in the future and the importance or other wise of macroeconomic policies or the status of macroeconomics in general as opposed to neoclassical economics or microeconomics foundation or neoclassical monetarist perspectives and less preference to fiscal policies and micro economic reform or supply-side economics and minimal interference by government in the market operation. The effectiveness of Fiscal and Monetary policy in US In context of US economic system and the flexibility of markets to responds to changes in demand and supply and other economic information particularly the labor market flexibility in the US compared to other industrialized countries and historically less preference of economic agents for government to be interfere in the market and in its political institutions suggests that rational expectation theory may be mostly applicable to US and there fore the effectiveness of Fiscal and monetary policy may be less effective in US compared to other industrialized countries and microeconomic reform polices and neoclassical monetary theory may be most applicable in the US context. However the expectation formation in reality is not completely rational and adaptation may also be not rational completely and there fore at least in short term monetary policy may be effective in controlling the rate of inflation in the context of US economy and keep the inflation target at optimum level. In practice the monetary and fiscal policy has time lag to work in practice and there fore if they are used to stabilize the economy because of the time lag it takes to work it may increase the cyclical boom bust pattern of economic development and there fore loose its credibility particularly the discretionary fiscal and monetary policy in reducing unemployment or controlling inflation. Or it may be achieving low unemployment at a very high rate of inflation or low inflation at a high level of  unemployment in the short term and in long term the economy will move towards the original level because of the market incorporates all expectation rationally and moves to  the non-accelerated Inflation rate of unemployment (NAIRU) as well flexibility in the labor market to a greater extent because of less stringent regulation of labor market in US compared to say for example Germany or other advanced European economies. However fiscal, and monetary policy has worked in short term in context of high unemployment at least after the great depression for some time in the 1990’s and still has a role to play at least to control inflation and response to inflationary shocks by monetary policy. In summary given the empirical evidence and the market characteristics of US and the Institutional frame work politically and socially the macroeconomic polices effectiveness suggests in practice to be less effective in US context. Conclusion As discussed above in US Macroeconomics is considered at least in terms of its usefulness to some extent achieve its macroeconomic objectives. However the effectiveness of such policies and the controversy among economists in regards to trade –off between economic variables and its relationships in US context reduces its importance and move towards to microeconomic foundations of Says Low or neo macroeconomic foundations and far from Keynesian Economics of fiscal policy particularly the discretionary fiscal policy and deficit financing to reduce unemployment because of market failure. This to some extent due to Friedman monetary revolution in US and  cased doubt about the inflationary outcomes of fiscal policy and crowding out effect and its impact on interest rat and its effect on investment level and there fore not increasing output and employment level but on prices. In addition as discussed above due to the political institutional structure and expectation formation in US the macroeconomic  foundations are contentious in US. In addition the flexibility of labor market and other markets in US suggests that market may work in an opposite direction to nullify the impact of these policies on macro economic variables such as employment level and inflation and increases the adoption of microeconomic reform and supply-side economics to address economic growth, unemployment, price stability and external balance rather than only relying on macroeconomic policies and macroeconomic theories which has many controversies and diverse policy prescriptions to address any macroeconomic objective and the trade-off between these objectives and the relationships between economic variables. Given the macroeconomic knowledge how an economy works is incomplete and its predicts are far from certain. There foe given the arguments and the discussion it can be said macroeconomics in US has a role to play in formulating polices in the future however given the practical issues of macroeconomic policy effectiveness micro foundations of economy may become important in the future in context of US market conditions and flexibility as well as how expectations are formed and adaptations of expectations in practice and political institutional and political orientation towards a free market perspective. Bibliography Brayton. F, Mauskpf. E, Reifschneider. D, Tinsley. P, Williams. J. (1997). The Role of Expectations in FRB/US macroeconomic model. Federal Reserve Bulletin. Retrieved March, 2, 2007, from http://findarticles.com/p/articles/mi_m4126/is_n4_v83/ai_19405190 Federal Reserve Bank of San Francisco. (1997). What is the Optimal Rate of Inflation?. Federal Reserve Bank of San Francisco. 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