Comparative Analysis of English and Bade Proverbs

Comparative Analysis of English and Bade Proverbs COMPARATIVE ANALYSIS OF ENGLISH AND BADE PROVERBS: EXPLORING FORM AND CONTENT It is believed that there is no language without proverbs. Vulic and Zergollern in Valiulyte (2010), corroborate this notion that ‘each nation or country has its own proverbs†. Therefore, every language has its own proverbs which are used by its own speakers through many media as in literature like poetry, prose and drama and other forms of daily communication. Nevertheless, some advanced languages like English have a rich tradition of proverbs, because its proverbs have been collected and analyzed academically. This is probably due to the early civilization of the English people, and their awareness of literature and publication. Consequently, English proverbs have become richer and more widespread, unlike the ones of Bade (a local language in Yobe State, Nigeria) whose proverbs have not received any study worthy of academic recognition. The term proverb has been defined by different scholars in different perspectives. Norrick (1985) defines proverbs as self-sufficient, brief, traditional expression with advisory content and secured poetic form. Meider (1985) sees it as a short, generally known sentence which contains wisdom, truth, with memorable form and which is handed down from generation to generation. According to Tatar (1998), proverbs are concise common expressions with literal and figurative meaning. It can be understood from the above definitions that the term proverb is a terse saying that represents matters of universal truth, with a literal, figurative, or poetic structure, preserved through discourse, and passed on from one generation to another in human society. According to Meider (2004), in Dabaghi, Pishbin and Niknasab (2010), it is hard to identify the origin and history of proverbs. Nevertheless, he adds that proverbs ‘†¦ do not fall from the sky’. Therefore, he observes that there is a similar trend of emergence of proverbs in Europe, Asia, Africa and other linguistic and cultural groups. He traces the origin of European proverbs ‘back to the classical times of Greek and Roman antiquity; the Biblical era; the Medieval Latin, and the mass media’. In tracing the origin of proverbs in Persian languages, religion and literature have been recognized as two sources (Moosavi, 2000, in Dabaghi, Pishbin and Niknasab, 2010). In a rather more specific manner, Ridout and Witting (1969) link the source of modern English proverbs to popular sayings of the common man; borrowing from the Bible and other languages; wise saying of famous literary scholars; turning highly idiomatic expressions into proverbs; and, modern edu cation. Over the years, scholars have agreed that geographical location has some effects on the nature of proverbs. Brown (1983) observes that proverbs emerging from the same zone tend to have common features. The same idea may be noticed in Schuh (2005), stating that indigenous languages in Yobe State share ‘a large number of idioms, lexicon-related expressions’, just like how West African languages share ‘proverbs and riddles, songs and folktales’. Nevertheless, this does not mean that those languages may not have distinct properties that can separate them from one another as different language. Because Bade is one of the focus languages in this research, some characteristics of proverbs that are peculiar to African languages will provide the researcher with some rich data to work on. One very inconvenient aspect of this research is that while available resources on English proverbs are not hard to come by, Bade, being the other target language is badly lacking in literary resources particularly on proverbs on the one hand. On the other hand, it looks interesting that this research will set a precedent in such an area with a serious academic intent. Recently, studies on Verbal Arts posted on Yobe Language Research Project have presented a few collections of proverbs of indigenous languages, with Bole (257 proverbs),Ngizim(230 proverbs), Karekare(32 proverbs),and Ngamo(14 proverbs). In the case of Bade, its collection deals with songs and folktales, with no single proverb attached (Schuh, 2004). Other non-indigenous languages like Kanuri, Fulfulde and Hausa which Schuh sees as widely spoken in the state, are the most widely studied, with the last one topping the list with several pieces of researches about proverbs including a dictionary titled Dictionary of Hausa Proverbs. Hence, these few collections of proverbs on the indigenous languages of the study area will benefit the researcher greatly, by providing him with a platform upon which to study the Bade proverbs easily. The basic aim of this research is to analyze the form and content of English and Bade proverbs. To achieve this, the research aims to address four main questions. Firstly, it tries to determine whether English and Bade proverbs have different form. Secondly, it will address the question of whether there are similarities between the content of English and Bade proverbs. Thirdly, it seeks to establish how English and Bade proverbs are preserved .Fourthly, it will ascertain whether there are differences in terms of cultural materials involved in the construction of English and Bade proverbs. Such questions are directly linked to the main aim of this research. By looking at these differences and similarities, it will be possible to justify this analysis correctly. In order to answer these research questions correctly, theoretical framework is proposed. Initially, there is the need to clarify the variables of this research. This research has two dependent variables-form and content, which depend on the independent variable- English and Bade proverbs. It is often possible that in a piece of research like this, two theories may present better analytical ground. Therefore, I have chosen to be eclectic in method, by using more than one theory in a single research. I will use two Semantic theories: Classical Metaphor will be used to analyze form; and, Topic-Comment Structure Theory to analyze content of all the proverbs in my corpus. These analyses, upon which the remaining questions and objectives will be answered and achieved, will be used to explain the form and content of both English and Bade proverbs. The decision to propose Metaphor is very much connected to its history as having positive effects on literary studies. Norrick (1985) confirms that the essence of metaphor in studies of proverbs can be traced back to Aristotle. Saeed (2004) classifies two approaches of traditional metaphor as Classical and Romantic. He ascribes classical metaphor to Aristotle, as it describes metaphor from figurative and rhetorical perspectives. Romantic metaphor is linked to ‘eighteenth and nineteenth century Romantic’ periods, which define metaphor as possibly common material in language use (Saeed, 2004). To set a focus for the research, the researcher has chosen to position it on classical perspective which directly relates to proverbs studies. Based on classical view, it seems likely that metaphor is a universal feature of proverbs. And since proverbs are characterized by ‘rigid form’, (Norick, 1985), metaphor will be of great advantage in analyzing all the proverbs tha t have figurative form in the corpus of this research. The second theory is called Topic-Comment Structure as stated above. According to Norrick (1985), this theory is attributed to Dundes(1975).He adds that the theorist proposed it due to the disagreement of paremiologists about a unified formula to analyze the content of proverbs. Using some English proverbs such as ‘Like father like son, No rose without a thorn, and Better late than never’, Dundes suggests substitutable variables such as ‘like X like Y, no X without Y, and better x than Y’ respectively. Norrick observes that these variables can be used to substitute any expression in a proverb. Therefore, this researcher will use this theory to interpret the real content of all proverbs in the corpus. This kind of research is not rare in literary studies. Different kinds of proverb research have been conducted by many literary experts in English and other languages in the world. Shariati and Teyabi (2012), in their study A Comparative Study of Proverbs Characteristics of Mesopotamian Language, and Local Dialect of Persian indicate that research in proverbs has been carried out since ‘about 2500 BC’. However, this may not discredit this research as a mere repetition of previous works of experts. Certainly, it will make it even more interesting since so far, I have not found any serious research into Bade proverbs. With this fast growing interest in literature and publication in the age of globalization, the importance of proverbs is realized not only in literary contexts but also in media, politics, religion and several other social transactions. Meider, in Dabaghi, Pishbin and Niknasab, (2010), notes that ‘proverbs obviously contain a lot of common sense, experience, wisdom, and truth, and as such they represent ready- made traditional strategies in oral speech and writing from high literature to the mass media’. Thus, it seems reasonable that for literature to be meaningful, studies of proverbs ought to be taken as important as any other aspect of literary studies. Therefore, through this analysis, this research is set to achieve certain objectives which include the following: to define the formal pattern of English and Bade proverbs; to determine the content of English and Bade proverbs; to unveil the ways of preserving the proverbs of English and Bade; to explain the different cultural material involved in the construction of English and Bade proverbs.

Monopoly versus perfect markets Essay

This paper investigates the two extremes of market structures. A monopoly firm, and a firm which operates in a perfectly competitive market. We will compare features, similarities, differences, advantages and disadvantages. The monopoly firm I have chosen is Thames Water. This company is an accurate example, as it’s the sole supplier of the industry. The firm, is the industry. Thames Water supply water through peoples taps in and around London. Fyffe is my chosen firm in a perfectly competitive market. I think this is a good example. It sells bananas to supermarkets and food suppliers, who resell on to customers. The next two paragraphs explain the features of perfect competition, then a monopoly. â€Å"The theory of perfect competition illustrates an extreme form of capitalism. † (Sloman, 2007:113) There are many suppliers, who all only supply and produce a small fraction of the total output, of the whole industry. None of the firms have any power over the market. (Mankiw, 2001) Barriers to entry do not exist. Therefore firms can enter and leave the market freely. Apart from the money and time it takes to set up the business, there are no other obstacles. Both producers and consumers have perfect knowledge of the market. Therefore they both know prices which should be paid, quality which should be met, availability of the product. Market opportunities for expansion, and entry opportunities in the industry as a whole. The price Fyffe must charge for their bananas will depend upon the demand and supply of the whole market, not just Fyffe personal demand. Hence they have no power over prices. They must follow the market forces. (Sloman, 2007)Established firms in the banana industry have no advantage over firms who have newly entered the market. (Parkin, Powell, Matthews)â€Å"This means they can sell all the products they can produce at the market price, but none at a price which is higher. † (Sloman, 2007:114) If Fyffe raise their selling price above p1, their demand will drop to 0, because if Fyffe raise the price of their bananas, consumers will just buy from another firm selling at the current market price. Illustrated in diagram 2. (Beardshaw, 2001) All firms operating in the banana industry sell a homogenous product, all the firms in the industry sell an identical banana. The theory states there is not a great need for advertising or branding. (McConnell, 2008) I would agree with this statement in the context of bananas. Advertising is not needed as people will not look for a specific brand of banana. They all taste the same. However I think a firm in a market selling shampoos and conditioners would need a certain amount of branding and advertising so people choose their product and gain customer loyalty. In the shampoo industry products are not as homogenous. A pure monopoly owns 100% of the industry. Thames water have a great deal of power, and are price makers, thus they set the price to how much they want to charge. If the consumer cannot, or doesn’t want to pay the price, they have to go without the tap water. In the short run both perfect competition and monopolies can make economic profits, losses and supernormal profits. Only monopolies can manage to sustain super normal profits in the long run. â€Å"Persistant economic profits are called monopoly profits. † (Dobson, 2005:99) Monopolies can sustain supernormal profits and remain safe and unaffected by competition due to barriers to entry. Supply to the industry does not increase with new entrants. (Hunt, 1990). There are many types of barriers to entry. Thames water is known as a natural monopoly, meaning there are barriers to entry due to large economies of scale. (Sloman, 2007) Capital equipment is so expensive and large scale that only one sole supplier could manage to make a profit in the water industry. However Thames Water incurred low marginal costs once they are set up. â€Å"If average cost falls as output increases over the entire range of market demand its a natural monopoly. † (Dobson, 2006:100) â€Å"Each would have a very high average cost at a low output. † (Begg, 2005:134) Correspondingly Thames Water gain barriers to entry through lower costs. This is an artificial barrier. The firm is experienced in their field. Has good knowledge of their market, and will be able to gain the best rates of interest on finance, the best suppliers at the lowest costs, and lean methods of production. Other firms would struggle to compete. If a firm decided to set up and compete with Thames Water, and failed by going out of business there would be huge sunk costs. This occurs when high amounts are spent on capital expenditure, which cannot be used on another business venture. (Sloman, 2007) This is an example of exit costs. It would be a huge loss to the firm, and would discourage firms from entering the market. Thames water also have patents copywrite and licensing. The next two paragraphs explain the effect on demand for perfect competition, then a monopoly. For Fyffe the price charged for the bananas is equal to marginal revenue. Average revenue and demand are also equal to price. If average cost dips below average revenue the firm will earn supernormal profits. If demand is above where marginal costs and marginal revenue meet the firms will be making normal profit. See diagram 2. Normal profits cover opportunity costs of the owners money and time. If Fyffe set output below equilibrium marginal cost would exceed marginal revenue and profit would be lowered. If Fyffe raised output above equilibrium marginal costs would exceed marginal revenue and profits would also be lowered. See graph 1. (Dobson, 2005:99) The demand curve is elastic for the banana industry, but not perfectly elastic. Hence why it slopes downwards in diagram 1. If there is a rise in price for bananas, consumers will spend less on the product, and Fyffe will entail a fall in revenue. In contrast if the price of bananas drop, consumers will buy more of the product, and providing the firm is covering their costs they will receive an increase in revenue, because bananas can be relatively easily substituted by another cheaper fruit. Furthermore bananas will sell for a cheaper price when they are in season, due to a larger supply to the market in this period. Fyffe is perfectly elastic which is why their demand curve is horizontal. See graph 2. The firms prices are not affected by their output and their decisions do not affect the industry. (Ison, 2007) Firms must produce at equilibrium to maximise profits, which is where the market supply, meets the market demand, as illustrated in diagram 1. Short run â€Å"assumes the number of firms in the industry does not increase, as there is not enough time. † (Sloman 2007:114) When a firm produces quantity and price, where marginal costs, and average costs meet they are breaking even. See diagram 2. (Begg, 2005) Consumers are charged a price which is equal to what it costs the firm to produce the extra unit. See diagram 2. If the demand curve for bananas increases short term, the demand curve will shift to the right. See diagram 3. This results in a higher equilibrium and a higher selling price. As selling price has increased farmers will raise their output by increasing their variable costs such as labour and materials. This will result in a larger profit and profits are maximised. As illustrated in diagram 4. In contrast if the demand for bananas was to decrease, this would cause a shift to the left in the demand curve. See diagram 5. This results in a lower equilibrium for the industry, and a fall in the selling price. Consequently all firms in the industry including Fyffe would reduce output, by decreasing variable factors and the firm would suffer economic losses. As illustrated in diagram 6. (Dobson, 2005) If Fyffe or Thames Water are not covering their average total costs in the short run, they should carry on trading, but if they are not covering their short run average variable costs, it would be cheaper to temporarily close down. The theory is known as the short run supply decision. (Ison, 2007) In the long run any firm should close down if it is not covering its total average costs as it is loss making. Called the long run supply decision. (Begg, 2003) When demand increases and selling prices rise in the long term, existing firms are making supernormal profits. Several new firms will enter the market. The supply curve will shift to the right, and supply will increase, which will lower market price. As more new industries join firms reduce their output until they are making a normal profit again. Output of the whole industry will be larger now that more firms are in the market, and there is no incentive for firms to enter, or leave the market as breakeven profits are being made. Referred to as the entry or exit price. When there is a decrease in demand, prices will fall, and firms will reduce output to minimise losses. Eventually due to losses some firms will leave the market which lessens supply and the supply curve will shift to the left. This raises prices due to restricted output, and farmers will start to make normal profits again. So there are less firms and less output in the industry. (Dobson, 2005) In the long run there are no fixed costs in any industry, as firms can change their plant size or machinery. Resulting in a long run supply curve which is flatter than the short run. (Begg, 2003) If all firms operating in the industry restricted supply together increasing demand and prices, new firms would enter the market which would increase supply and lower prices. (Begg, 2005) Thames water are price inelastic, and have a low income elasticity of demand, because there are no close substitutes for their product, and water is a essential item. However they are not perfectly inelastic, as a rise in price will still amount to a small drop in quantity demanded. This means Thames water’s revenue will increase with a rise in price, and decrease with a fall in price. A profit maximising level of output is where marginal revenue is equal to marginal cost but rising up to the demand curve to obtain price. See diagram 9 (Sloman, 2007) The demand curve in diagram 9 represents the value of Thames water to customers, and the marginal curve shows the costs Thames water must pay. The marginal revenue curve must lie below the downward sloping demand curve as marginal revenue is less than price. The further the distance between the demand curve on the right hand side and the marginal revenue on the left the more inelastic the demand, see diagram 9. (Dobson, 2005) ) A firm cannot produce to the right of marginal revenue as this part of the diagram is inelastic. In order for the monopolist to sell a larger amount, the price must be lowered on all previous units, so to prevent this the monopolist may restrict output to keep a larger revenue. Creating scarcity and raising the equilibrium price. (Begg, 2005) â€Å"The excess of price over marginal costs shows the monopolies power† (Dobson, 2005:102) The power to raise prices by selling a smaller amount of output. Diagrams 8, 9, and 10 show long run economic profits, normal profits and losses. Thames water will then check weather the profit maximising level of output covers their total costs in the long run and variable costs in the short run. (Begg, 2003) Thames water is not a contestable market due to the fact it’s a natural monopoly, and has very high barriers to entry. This means they can charge high prices and make supernormal profits, without the threat of competition and new entrants. (Sloman, 2007) Thames water may want to behave ethically when setting prices. If they choose too high a price which people cannot afford this could lead to poverty, but if they charge too low a price this could lead to a wastage of water. Monopolies often use price discrimination when setting prices. Although Thames water do not. Perfect competition cannot use this method. Particular consumers are charged a higher price for an identical service so the monopoly can earn higher profits. (Ison, 2007) Revenue is not lost from previously sold units when price is reduced. More output can be sold ands firms can catch some of their consumer surpluses. See diagram 12. â€Å"Surpluses are the difference between actual price paid and what consumers will have been willing to pay. † â€Å"So the business is treating the demand curve as the marginal revenue curve† (Ison, 2007:138) Only works when consumers cannot buy the product for a cheaper price and sell on to others. (Begg, 2005) A firm operating in perfect competition will achieve allocative efficiency. This exists when price is equal to marginal costs. â€Å" Society is better off when resources are allocated to maximise the total surplus in the market. † (Dobson, 2005:91) Productive efficiency will also be achieved, meaning Fyffe will produce and sell their output for the lowest price they can in the long run giving consumers the best possible value for money. â€Å"Price equals minimum average total cost. † (Dobson, 2005:92) This is good for consumers and society as consumers get the best possible value for money. (Sloman, 2007) Perfectly competitive markets are critised for having a lack of variety, unable to fully satisfy consumers wants and needs. Furthermore the long term entry and exit of firms can be a waste of certain resources such as empty buildings. This is called competitive forces in action. (Dobson, 2005) Monopoly’s are in a position to give us a lower price if they decide to, due to economies of scale. The marginal cost curve is lower than the supply curve in their graph which means the firm can supply more output at a lower production cost. Supernormal profits can fund research and development which will improve the quality of the product. Therefore the monopoly can innovate and introduce new products. (Ison, 2007) However some firms may not do this as they do not need to fight to stay in the industry, with no competition around. (Mankiw, 2001) Joseph Schumpeter said in theory monopolies have more ability and incentive to innovate which can make them better for society. If you imagine a whole industry was taken over by a monopolist, they could eliminate competition and charge very high prices, by reducing output level to which raises price. Supernormal profits represent a redistribution of income from consumer to producer which can be critised on equity grounds† (Ison, 2007:137) Monopoly firms have been known to â€Å"engage in dirty tricks to protect themselves from competition. † They do not produce an output which minimises average costs. Making them productively efficient. â€Å"Perfect competition is rare due to larger companies expanding, gaining economies of scale and market power. Resulting in other firms being forced of the business. So if economies of scale did not exist any industry could have perfect competition. † (Dobson, 2006:94) Monopolies are also rare, and both are extremes of market structures. Most firms lie somewhere between the two. I think the two firms I picked are a fair comparism. They are both from a mixed economy. Thames water will have regulating agencies monitoring them. There are only 3 legal monopolies in Britain Thames Water included. In the past there was a significant amount of monopolies which were government owned. When Margaret Thatcher came into power she privitised these firms as she believed competition would lead to greater efficiency and lower prices which would benefit society as a whole. I agree with her decision and I think after researching, perfect competition appears to be the better option for consumers. Monopolys benefit society in certain situations such as retained profits ploughed back into research and development for medical reasons, and natural monopolies who could not survive in a perfectly competitive industry. Monoplies and perfect competition are becoming more rare as time goes on and who knows what will happen in the future.

An Analysis of Leadership Models

Models and their Influence on Educational Leadership Pamela Lee University of Phoenix An Analysis of Leadership Models Although there is no conclusive, comprehensive definition of leadership, there has been advances in researching leadership theories that have been uncovered and carried out over the last 200 years. In the late sass, the trait theory permeated the leadership theory. The World War era saw the beginning of the contingency/situation leadership theories of Fiddler, Broom-Yet, and Hershey-Blanchard. In the sass, the research turned toward behavioral leadership theories.Many researchers started to use rating skills and conduct interviews to identify the specific behaviors that leaders engaged in on-the-Job (Wren, 1995). The most recent leadership theories, transactional, and transformational, focus on the relationships between leaders and followers. According to Viola, Wallaby, and Weber, â€Å"Today, the field of leadership focus' not only on the leader, but also the foll owers, peers, supervisors, work setting/context, and culture† (Viola, Wallaby, & Weber, 2009, p. 422). Many of the leadership models have been used in education.The following will be a historical analysis of the trait, behavioral, transactional, and transformational models and their influence on educational leadership over the past 200 years. Close attention will be paid to the evolution of the educational leader (principal) and how his or her roles have changed over time. The scientific study of leadership began in the late sass with the discovery of the traits theory. The common assumption of the time was that certain people were born with the ability to lead, thus making them better leaders than others.Schemers stated, † Those who became leaders were different from those who remained lowers† (Schemers, 1995, p. 83). The goal of trait research was to identify traits that were associated with leadership. The tests measured dominance, masculinity, sensitivity, and physical appearance, to name a few (Schemers, p. 83). During this time, a key leadership role in education was beginning to develop, the principals. As a result of the expansion of education, the one room schoolhouse model with a teacher or master became obsolete.In the sass, grade level schools were established and certain teachers were elevated to the position of â€Å"principal teacher† (Kafka, p. 321). The principal teacher at this time also possessed certain traits. The principal was most always male, who could complete the following clerical and administrative duties that kept the school in order, such as assigning classes, conducting discipline, maintaining the building, taking attendance, and ensuring that school began and ended on time (Kafka, p. 231)t.According to Kafka, These duties brought the principal teacher a degree of authority, as did his role in communicating and answering to the district superintendent, who tended to govern local schools from afar† ( Kafka, 2009, p. 231). Many of these roles matched the traits earlier identified by the scientific studies. The principal was male and showed dominance through authority and could manage and maintain law and order in the school. The role of principal and the type of person who filled this position would not change until the scientific research revealed that traits alone do not determine who should be in leadership positions.In the late sass, Stodgily discovered that â€Å"traits alone do not determine leadership† (Schemers, 1995, p. 84). As a result of Stodgily discovery, new models of leadership were created and researched. One model, behaviorism, researched the behaviors (styles) that a leader would demonstrate in his or her chosen field. Questionnaires such as the Leader Behavior Description Questionnaire was used to identify behaviors that leaders engaged in (Schemers, p. 85). In education, the principals role changed as the country went off to war and people feared the fa scist and communist dictatorships.As a result of the changes in the world and new education laws passed, specifically the law that made school compulsory, the principals role changed and evolved. The principals role became a more democratic role. According to Kafka, â€Å"there was a greater expectation that other members of the school community-? including faculty and even students-?would help make decisions and govern the school. In this sense, the principals authority was drawn somewhat from his role as a democratic leader† (Kafka, 2009, p. 325).Principals would have many roles, they would become instructional leaders, and use the professional training they received and the scientific theories they were presumed to have mastered to bring about the very best classroom teaching and learning (Beck & Murphy, 1993, p. 73-76). Principals ere instructed how to manage custodians and cafeteria duties. Principals were expected to demonstrate a democratic leadership style when runnin g his or her school. In the sass, leadership research shifted from situational and contingency models to the transactional and transformational approaches.The transactional approach made popular by the research of Edwin Hollander focused on the leader as the star of the show. The transactional model did not focus on behaviors or specific situation, but on improving an organization through incentives and rewards. One transactional theory, the vertical dyad linkage theory plopped by Green, described how leaders in groups maintain their position through a series of tacit exchange agreements with their members (Schemers, p. 91). The transformational approach in contrast, is based on the interaction of leaders and followers.Bass, Burns, and House became key leaders in the research annals of transformational leadership. According to Cutout, † Genuine transformational is â€Å"socialized† and transcends self-interest for utilitarian or moral reasons. It seeks a convergence of values distinguish genuine from pseudo forms of transformational leadership† (Cutout, 2002, p. 96). Although the transactional leadership approach can be found primarily throughout business organizations, it also can be found in education at the principal position along with the transformational approach.In the field of education, a principal can implement both transformational and transactional leadership approaches simultaneously. In the sass, principals became agents of change. Healthier stated, â€Å"that this focus on the principals capacity to enact change was only affirmed in the sass with the popularity of Ron Edmondson effective schools research, which emphasized that strong administrative leadership as a common characteristic of successful schools† (Healthier, 1992, p. 37). As a result of No Child Left Behind (NCSC), schools have implemented high stakes testing to satisfy the requirements of the law.Principals are put in the position of having to wear â€Å"t wo hats†, a transformational hat and a transactional hat. Pepper states, † A principals ability to skillfully balance transform and transactional leadership styles will best position a school to accomplish the goals set forth by NCSC while also continuing to focus on individual students needs for academic success† (Pepper, 2010, p. 3). A principal practices a transformational leadership style when he or she is practicing shared leadership with staff, parents, and students.A principal would collaborate with teachers in the areas of curriculum development and instructional practices. The principal also would have a shared vision for the school and collaborate with staff and students to build an effective school culture. The principal would practice transactional leadership when he or she are overseeing the daily operations of the school. The principal would be enforcing policies, procedures, and rules of the school. The principal would reward teachers for accomplishi ng their goals and discipline teachers who do not live up to his or her standards.Although most would think of a principal as a transformational leader, there are times when a principal also has to be a transactional leader to accomplish goals, increase student achievement, and have a safe and effective school for both staff and students. Research and psychological studies will continue to contribute to the pool of leadership theories illustrated in this essay. The study of leadership has evolved from a leader-centered models with the advent of trait and behavioral studies to a Ochs on a multidimensional study that revolves around culture, context, and emotions as seen with the transactional and transformational models. An Analysis of Leadership Models Models and their Influence on Educational Leadership Pamela Lee University of Phoenix An Analysis of Leadership Models Although there is no conclusive, comprehensive definition of leadership, there has been advances in researching leadership theories that have been uncovered and carried out over the last 200 years. In the late sass, the trait theory permeated the leadership theory. The World War era saw the beginning of the contingency/situation leadership theories of Fiddler, Broom-Yet, and Hershey-Blanchard. In the sass, the research turned toward behavioral leadership theories.Many researchers started to use rating skills and conduct interviews to identify the specific behaviors that leaders engaged in on-the-Job (Wren, 1995). The most recent leadership theories, transactional, and transformational, focus on the relationships between leaders and followers. According to Viola, Wallaby, and Weber, â€Å"Today, the field of leadership focus' not only on the leader, but also the foll owers, peers, supervisors, work setting/context, and culture† (Viola, Wallaby, & Weber, 2009, p. 422). Many of the leadership models have been used in education.The following will be a historical analysis of the trait, behavioral, transactional, and transformational models and their influence on educational leadership over the past 200 years. Close attention will be paid to the evolution of the educational leader (principal) and how his or her roles have changed over time. The scientific study of leadership began in the late sass with the discovery of the traits theory. The common assumption of the time was that certain people were born with the ability to lead, thus making them better leaders than others.Schemers stated, † Those who became leaders were different from those who remained lowers† (Schemers, 1995, p. 83). The goal of trait research was to identify traits that were associated with leadership. The tests measured dominance, masculinity, sensitivity, and physical appearance, to name a few (Schemers, p. 83). During this time, a key leadership role in education was beginning to develop, the principals. As a result of the expansion of education, the one room schoolhouse model with a teacher or master became obsolete.In the sass, grade level schools were established and certain teachers were elevated to the position of â€Å"principal teacher† (Kafka, p. 321). The principal teacher at this time also possessed certain traits. The principal was most always male, who could complete the following clerical and administrative duties that kept the school in order, such as assigning classes, conducting discipline, maintaining the building, taking attendance, and ensuring that school began and ended on time (Kafka, p. 231)t.According to Kafka, These duties brought the principal teacher a degree of authority, as did his role in communicating and answering to the district superintendent, who tended to govern local schools from afar† ( Kafka, 2009, p. 231). Many of these roles matched the traits earlier identified by the scientific studies. The principal was male and showed dominance through authority and could manage and maintain law and order in the school. The role of principal and the type of person who filled this position would not change until the scientific research revealed that traits alone do not determine who should be in leadership positions.In the late sass, Stodgily discovered that â€Å"traits alone do not determine leadership† (Schemers, 1995, p. 84). As a result of Stodgily discovery, new models of leadership were created and researched. One model, behaviorism, researched the behaviors (styles) that a leader would demonstrate in his or her chosen field. Questionnaires such as the Leader Behavior Description Questionnaire was used to identify behaviors that leaders engaged in (Schemers, p. 85). In education, the principals role changed as the country went off to war and people feared the fa scist and communist dictatorships.As a result of the changes in the world and new education laws passed, specifically the law that made school compulsory, the principals role changed and evolved. The principals role became a more democratic role. According to Kafka, â€Å"there was a greater expectation that other members of the school community-? including faculty and even students-?would help make decisions and govern the school. In this sense, the principals authority was drawn somewhat from his role as a democratic leader† (Kafka, 2009, p. 325).Principals would have many roles, they would become instructional leaders, and use the professional training they received and the scientific theories they were presumed to have mastered to bring about the very best classroom teaching and learning (Beck & Murphy, 1993, p. 73-76). Principals ere instructed how to manage custodians and cafeteria duties. Principals were expected to demonstrate a democratic leadership style when runnin g his or her school. In the sass, leadership research shifted from situational and contingency models to the transactional and transformational approaches.The transactional approach made popular by the research of Edwin Hollander focused on the leader as the star of the show. The transactional model did not focus on behaviors or specific situation, but on improving an organization through incentives and rewards. One transactional theory, the vertical dyad linkage theory plopped by Green, described how leaders in groups maintain their position through a series of tacit exchange agreements with their members (Schemers, p. 91). The transformational approach in contrast, is based on the interaction of leaders and followers.Bass, Burns, and House became key leaders in the research annals of transformational leadership. According to Cutout, † Genuine transformational is â€Å"socialized† and transcends self-interest for utilitarian or moral reasons. It seeks a convergence of values distinguish genuine from pseudo forms of transformational leadership† (Cutout, 2002, p. 96). Although the transactional leadership approach can be found primarily throughout business organizations, it also can be found in education at the principal position along with the transformational approach.In the field of education, a principal can implement both transformational and transactional leadership approaches simultaneously. In the sass, principals became agents of change. Healthier stated, â€Å"that this focus on the principals capacity to enact change was only affirmed in the sass with the popularity of Ron Edmondson effective schools research, which emphasized that strong administrative leadership as a common characteristic of successful schools† (Healthier, 1992, p. 37). As a result of No Child Left Behind (NCSC), schools have implemented high stakes testing to satisfy the requirements of the law.Principals are put in the position of having to wear â€Å"t wo hats†, a transformational hat and a transactional hat. Pepper states, † A principals ability to skillfully balance transform and transactional leadership styles will best position a school to accomplish the goals set forth by NCSC while also continuing to focus on individual students needs for academic success† (Pepper, 2010, p. 3). A principal practices a transformational leadership style when he or she is practicing shared leadership with staff, parents, and students.A principal would collaborate with teachers in the areas of curriculum development and instructional practices. The principal also would have a shared vision for the school and collaborate with staff and students to build an effective school culture. The principal would practice transactional leadership when he or she are overseeing the daily operations of the school. The principal would be enforcing policies, procedures, and rules of the school. The principal would reward teachers for accomplishi ng their goals and discipline teachers who do not live up to his or her standards.Although most would think of a principal as a transformational leader, there are times when a principal also has to be a transactional leader to accomplish goals, increase student achievement, and have a safe and effective school for both staff and students. Research and psychological studies will continue to contribute to the pool of leadership theories illustrated in this essay. The study of leadership has evolved from a leader-centered models with the advent of trait and behavioral studies to a Ochs on a multidimensional study that revolves around culture, context, and emotions as seen with the transactional and transformational models.

Characteristics Of The Tragedy Of Platos Apology

The relationship of comedy and tragedy are often overlapped in meaning, notably in ancient Greek drama and arts. Comedy often presupposed tragedy and are known to compliment one another in literary work. Plato displayed the proper elements of adversity within the â€Å"Apology† and detailed the unfairness the democratic society of Athens presents by punishing an opposing, equally justified force. Socrates preforms his defence arrogantly and sarcastically in the courtroom of Athens, humouring his own trial where he faced a grave fate. Socrates would not accept a verdict of guilty, therefore would not accept any other punishment than freedom. Platos Apology depicts the dramatically tragic death of philosopher Socrates, historically†¦show more content†¦This emphasized the notion of a tragic greek drama as his sentence to death was a morally questionable in a democratic ‘free’ society . -Socrates had the option to choose, exile, or a fine for punishment he did not feel he was guilty at all, and would not accept any other punishment than freedom. Since exile and a fine were not considered freedom as he would be submitting to unjust laws. - Since the true judges of piety and pious were divine, he was no longer interested in the thoughts of the humans surrounding him and the freedom of the living, but the freedom of death. - Typically, a heroic entity would die in the most sacrificial manner to enhance his honour. Socrates was not interested in honour, but the quest for knowledge and freedom. Similar to Romeo and Juliet, an immortal romantic tragedy, the silent death rebelling against a practical cause can have a larger impact on an individuals message rather than Body Paragraph #3 Platos ability to illuminate specific fundamental conflict between philosophical nature and the historical political community of Athens. Socratic irony reflected on the true conflict between the democratic government and the adaptation to the evolution of science andShow MoreRelatedAn Analysis Of The Oedipus And Plato 1636 Words   |  7 PagesKAUFMANN’S OEDIPUS AND PLATO’S SOCRATES In Chapter Four of his book, Tragedy and Philosophy, Walter Kaufmann claims that Sophocles’ play Oedipus Rex is one of the greatest tragedies ever written in part because it presents so vividly five characteristics of human life which make our existence so tragic. The purpose of this paper will be, first, to present Kaufmann’s view and, second, to apply these same characteristics to Plato’s dialogues in general and to the characters in Plato’s dialogues, particularlyRead MoreThe Tragedy Of Socrates As A Tragic Hero1373 Words   |  6 Pagesdocument known as Plato’s â€Å"Apology†. Upon analyzing the events encountered in the â€Å"Apology† and the trial of Socrates, it seen that Socrates was portrayed as a tragic hero due to the dramatic retelling of the Plato’s â€Å"Apology†. In this essay, it will feature evidence of the dramatic portrayal of Socrates’ death enhancing the tragedy that has lead to his demise. In the terms of a tragic hero, Aristotle developed the concept with the intention of distinguishing the characteristics of a tragic heroRead MoreThe Trial and Death of Socrates Essay1639 Words   |  7 PagesSocrates can be commended for many other desirable characteristics. Some of those can include being the first martyr to die for his philosophical beliefs and having the courage to challenge indoctrinated cultural norms is part of what made Socrates exceptional. His refusal to compromise his intellectual integrity in the face of a death sentence has set an example for the entire world to follow. It is these concepts in combination that contribute to the tragedy in the trail and death of Socrates. Although