Thursday, January 30, 2020
Ethical Decision making by School Principals Essay Example for Free
Ethical Decision making by School Principals Essay Principals are faced with the challenge of managing schools and there is need for them to be ethical, respectful, inspiring, creative and knowledgeable about methods of instruction and the culture of the school and curriculum. These principals are also faced with the challenge of knowing and identifying areas of support that is able to enhance the school’s mission and also manage the areas that impede the achievement of a stated mission of the school. Since the needs of students are ever changing, they should also be in a position to make both smaller and larger adjustments that could be beneficial to the school and easily manageable by the organization in the management of these decisions. (Sousa, 2003, pp. 195-198). A decision is termed as ethical when it is able to bring about positive results and does not harm other people or the third party. These decisions are able to bring forth respect, trust, fairness and caring, responsibility and demonstrate good citizenship. When a decision accomplishes the needs of people together with their purposes, it is then termed as an effective decision. Ethically sound decisions are mostly advanced by two critical aspects namely discernment and discipline. For a decision to poses the aspect of discernment, it requires judgment and knowledge. The strength of character on the other hand, makes up a good decision and this takes moral change and the will power to be able to do what needs to be done (Hoy Tarter 2004, pp. 56-60). Ethical decision making calls for good leadership from principals. Leadership may be described as the authority or ability of an individual or individuals to lead others towards the achievement of a goal. It involves directing and influencing others towards the accomplishment of the stated common objectives and involves responsibility and accountability for the group. There are various leadership styles that are used today in many organizations and institutions. The autocratic type of leaders apply unilateralist while dominating their team-members in order to achieve a particular objective. However, this method often results to resistance from the team- members, as this style generally requires constant pressure and a lot of direction to get things done. On the other hand, this style could be more effective in urgent situations requiring urgent action (Schiminke, 1998, pp. 107-110). In the Laissez-Faire leadership, little control is exercised by managers over their groups. This allows the team-members to sort out their duties and obligations but the manager is not in any way involved with them. This style of leadership however is ineffective at certain circumstances since the team is left floundering with limited motivation and direction. Laissez- faire is effective in cases whereby a manager leads a team that is highly skilled and motivated and these people have in the past produced excellent work. The Democratic leader on other hand often uses participation and the groups’ teamwork towards attaining a collaborative decision. This style focuses on communication between the leader and the team and hence a positive climate for achieving results is created. The leaders consult their teams before making a decision while still in control of the team. These leaders allow the team to make decisions on how certain duties will be carried out and by whom (Schiminke, 1998, pp. 107-110). In addition, a good democratic leader is one who approves participation by team members and delegation of duties or tasks is done wisely. This kind of a leader values the points put forward from them and also encourages any group discussion. He also empowers the team through motivation. On leadership styles include a coercive leader, authoritative. Leader, affiliative leader, pace setting and a coaching leader. A coercive leader demands obedience, which should be instantaneous and applies initiative, achievement and self-control. In times of crisis or company turn around, this style is considered to be more effective but it mostly creates a negative climate for the performance in an organization. The authoritative leader on the other hand is considered to be one of the most effective as this leader inspires employees to follow a vision, facilitate change and creates a strong organizational climate that results in positive performance. The affiliative leadership values people, their emotions and their needs and relies on friendship and trust to promote flexibility, innovation and risk taking. A pacesetting leader can create a negative climate because of the high standards he or she sets. This style works best in attaining quick results from highly motivated individuals who value achievement and take the initiative. Lastly, the coaching leader builds a positive climate by developing skills that will foster long-term success. This type of leader also delegates responsibly, and is skillful in issuing assignments that are quite challenging. Leadership entails organizing people in a bid to achieve the stated goals of the group. It is therefore essential that leaders should posses certain basic qualities that will enable them to be effective leaders in whatever situation or task they undertake (Guy, 1990 pp. 105-107). Leaders should display a good work ethic that will enable other employees to emulate. A good work ethic includes: being on time, being organized giving praise to employees, being well prepared for meetings and having good communication within the venture that will go a long way towards achieving emotional and financial success. Therefore a leader should set an example with an ethical set of values for other managers and employees. For a leader to be effective, he/she should be willing to constantly learn at the same time integrate the knowledge they have acquired through learning into their leadership style. They must also develop skills that will promote them into being good leaders. Another quality of a good leader is that they should constantly keep up with the current trends in leadership and be aware that the leadership styles are constantly changing. In other words these leaders should be open to change. A good leader should also be able to mobilize people and acquire their trust in the process. Good leaders should also have the ability to communicate effectively with their subordinates communication is an essential aspect since it involves both listening and sending messages or telling others what needs to be done. Moral leaders are in a position to produce good moral leadership. They mostly apply restraint and power in their leadership. They are willing to accept any results without imposing control on other people. This is stewardship. It enables leaders to accept their faults which are human instead of shielding themselves under their authority and status. Ethics can be described as the codes of conduct that guide on how one should behave regarding moral duties and virtues. These moral principles guide a person in determining what is wrong or right. Morality by principals can be termed as personal ethics. This is because personal ethics reflect the expectations of people of all works in the society. Ethics has got two aspects: the ability to determine right from wrong, propriety from impropriety and good from evil. The second perspective concerns the commitment to perform an action that is proper, right and good. The principles of personal ethics include: trustworthiness and honesty, concern for the well being of others preventing harm refusing to take unfair advantage, respect for the autonomy of others and basic justice. Ethics as displayed by principals in schools or any other leaders could be classified as under written and unwritten codes of ethics: codes of ethics are the efforts which are systematic in nature and are used in defining the right conduct. They also provide guidance and help in the installation of confidence in various aspects of life from the government and all organizations. The main guidance is reflected in the decision making process especially where values seem to conflict. Written codes of ethics can be made known by an organization, professional or jurisdiction. On the other hand unwritten codes that exist and that help us in our lives are more effective than the written ones. Un written codes of ethics include rules such as honesty, security, loyalty among others. These unwritten codes of ethics mostly arise from family and cultural tradition and can also be found in workplace. These written and unwritten codes of ethics mostly arise from family and cultural tradition and can also be found in workplace. These written and unwritten codes of ethics are found in the society and they help one in establishing their personal belief system. Ethical behaviors should be a part and parcel of an individual’s daily routine (Murphy McMurty, 2000. pp. 110-115). I believe that Principals need to make strategic decisions since society and environment are dynamic and this provides them with a means that is strategic in nature that could enable them consider the external environment by focusing on the strength of the school organization, reducing weaknesses in school and also identify all the available opportunities that could put the school at a better position to be able to gain a competitive advantage. School principals are able to make an ethically defensible decision when the decision is well thought considering all the formal possible angels meaning that everybody takes part in decision making. In addition, ethically sound decisions in corporate all the possible solutions regarding the positive and negative outcomes of the decision. The decisions made by school principles need to involve a consultative process, team or group process or delegated duties to the staff members. This will help principals to come up with an ethically sound decision that will have a positive impact to all the members of the society which includes the students. Today, school leaders are the people who are accountable ethically, legally and morally for any decisions that they make in schools. Dempster and Parry (1999) note that the schools pressure mainly arise from four sources that is pressure of involving non-educationalists in the decision making in schools; changes in the growth of knowledge and applying the new advanced technology in learning processes; increased social problems such as suicide, violence and unemployment. This means that school leaders are constantly faced with ethical dilemmas while making decisions in schools hence resulting in conflicting ethical principles. Therefore how ethics/morals impact on decision-making is profound as this could easily change the way society operates. Foster (1986) also notes that it is the actions by the officials of the school that will strongly determine personal codes of ethics and values (Shapiro, 2000, pp. 120-125). On the ethical decision making by principals in schools, Denig and Quinn (2001) proposed a philosophical model with two moral principles namely; care and justice. They argue that most of the decisions that are made by school leaders, are mainly based on formalism which is policy and law and this is aimed at bringing about the greatest good to all (utilitarianism). In other words, this approach clearly views decision making as a rational approach that involves the use of universal principles. The decision maker performs what is right that could result in good deeds to all rather than individualism hence equity becomes the desirable outcome. They also point out that it is only through making decisions by collaborative means that these leaders can be able to analyze the dilemmas and get prepared to encompass the principle of working together with the school system and this eventually results in making decisions that are ethical (Sousa, 2003, pp. 195-198). Greenfield (19991) on the other hand argues that school leaders experience distinct sets of demands concerning ethics. He notes that schools being moral institutions are designed to bring for the social norms and other principles. They should be able to make decisions that are morally acceptable. He further notes that although schools are charged with the responsibility of creating moral values and making moral decisions by dedicating themselves to promote the well-being of their students, it is surprising that the same students have virtually no right to express themselves to what goes on in their schools and it is for these reasons that the conduct of these school leaders need to be moral (Kowalski, 2001, pp. 5-98). Robert Starratt (1991) also talks of equality in social arrangement benefits by arguing that today’s social arrangement results to unequal benefits among people. He argues that school principles should not only behave ethically but also be responsible individuals. Lastly, Green field argues that the authority of the principal is moral and teachers should be convinced that the decisions make by the principal reflects all the values that they support (Nutt, 2002, pp. 50-54). Kidder (1995) defines an ethical dilemma as the responsibilities that people face in making choices between two rights cherished values that conflict are the principle cause of dilemmas. For instance a principal is bound to be faced with a dilemma if at all he/she cherishes both the teacher and student and the teacher decides to enact a policy that will result in low expectations. Some philosophers and thinkers have come up with a number of guidelines that could help to solve these dilemmas faced by school leaders. They argue that leaders should be able and willing to act along the set standards of ethics. They could also address and also should be caring and conscious reflection whenever they lead other people (Nutt, 2002, pp. 50-54). School leaders could also form ethics committees to help them solve ethical dilemmas as these committees could prove helpful in raising the awareness concerning ethical issues, advising educators and also in the formulation of codes of ethics. A quality decision that is made by a school principal will depend on a number of factors made, extent to which others are able to generate a quality solution, how the problem is structured and the degree of commitment. Moreover, decisions made in schools require a lot of staff decision and support. School principals also need to understand the culture of their schools while attempting to make any decisions as this will establish whether the decision made is appropriate for the school. Therefore, these head teachers need to analyze and comprehend any relevant and comprehend any relevant information presented to them together with data. They also need to gather and measure evidence, issue judgments and finally make the necessary decisions. Creativity is essential as these will help in solving any anticipating problems hence development of opportunities for the school. Finally, school principals should be in a position to demonstrate quality judgment. This will enable them to know how and when they need to make any decisions among others. Decisions made by school principals could be autocratic, consultative, Group or Delegated decisions. An autocratic decision is that which the school principal makes it himself / herself by use of the available information or gathered from other groups or people. This therefore requires these school leaders to make appropriate and quick decisions when expected to do them at a particular point in time consultation on the other hand means that a problem has to be shared amongst individuals in order to obtain collective views or ideas but the school principal has to make the final decision afterwards.
Wednesday, January 22, 2020
the best of enemies :: essays research papers
THE MEMPHIS BUGLE                                         Memphis, TN                                    NEWSSTAND, $0.60 May 7, 1991 Larar&Co Publishing Home Delivery $0.31                Girl kidnapped                by super spy’s thugs                     By Brendan Larar                                         Bess Marvin, a good friend of                popular detective Nancy Drew was kidnapped                Thursday by the thugs of German super spy known as â€Å"Klaus†. She was reportedly kid-                napped when â€Å"Klaus†found out that Nancy                and her good friends (the Hardy Brothers)                knew too much information about her new                case. â€Å"Klaus†took Bass hostage and warned                Nancy and the Hardys to drop what they were                doing on her case or their friend would be                put to death. Startled Nancy and the Hardys                solved the case and got their friend Bess                Marvin back safely. Fire breaks out at famous tourist attraction by Brendan Larar                     A fire broke out Wednesday at Left-Hand Louie’s. It’s a                restaurant that attracts many tourists. This tourist attraction is known for its left-handed guitar played and signed by Elvis Presley. Authorities still don’t know what started the fire but believe it was started with a greasy dumpster in the back of the building. Authori- ties found a brass tube at the scene of the blaze. Police are still investigating. Editorial                                    By Brendan Larar           Should Beau Davis be accused of stealing                Louie Pardee’s famous guitar?           I, the editor, think that Beau Davis should be arrested for stealing Louie Pardee’s famous guitar. He came to Memphis to try to start a career in music, found a liking to Louie’s guitar, and had to steal it. He put offers to buy the guitar and had to be the one to steal it. Dear Editor,                I think that Beau Davis did not steal the guitar. He is innocent. Although everything in your article is true there really is no evidence that he stole the guitar. Beau Davis is just a good guy that came into town with the like for the â€Å"Memphis blues†-     James Durrgan ADVICE Dear Nancy, Louie Pardee thinks I stole his guitar. But I know I didn’t. He has the cops with him too. Dear Beau, The best thing you can do is wait. If you really didn’t steal it the the cops will figure out who did. Good luck! Nancy Drew Classified Guitar                     Boat Beautiful guitar for sale by Louie Pardee     Nice boat with 4 speed engine          played by Elvis! Cheap price          call Hank Pritchitt at                                   $800.00          123-4567Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â à ‚                                     Help Wanted     Waiter Wanted Need bellboy.                Full time and part time.
Tuesday, January 14, 2020
Rehetorical Analysis in The Necklace Essay
Guy de Maupassant’s story ‘the necklace’ is an interesting story. The narrative starts with a description of Madame Mathilde Loisel. De Maupassant depicts Mathilde as a ‘pretty and charming’ person. However, she desired a life of leisure, a lifestyle where she would have many servants and a large house yet her life was modest. The twists and the astounding end enable the reader to better understand the earlier hypothesis of the story. The proposition tries to depict how ‘strange and changeful’ life could be. The writer has incorporated a rounded quality, an excellent plot, unrivaled social observations and comprehensive information makes the story more captivating. De Maupassant uses character, symbolism, and irony to show that greed can end in tragedy. While introducing the story, Maupassant presents minimal information regarding the most significant characters, an aspect which enhances the plot of the story. Character In reference to character, Mathilde Loisel’s gluttony makes her assume that objects can transform her life. She desires what she does not have yet other people have. The character of desire coupled with the perception that objects can change life lead Mathilde to her downfall when she borrows the necklace and misplaces it. Consequently, Mathilde’s perception of wealth is that the rich are comfortable and idle. She only laments as evidenced by her saying ‘it annoys me not to have a jewel. ’ Mathilde further states that she would ‘look like distress’ if she went to the party without a jewel. As such, her state of affairs and such weakness becomes her source of most of her troubles. At the party, Mathilde fulfills her dream of appearing wealthy and beautiful. However, after the party reality downs on her and she is reduced to coping with hard life in a bid to replace the necklace. The difficulties that she goes through make her lose her dream of elegance. With regard to the fore mentioned, the disparity between Mrs Loisel’s ambition and actuality cause her economic and emotional difficulty and at last she changes courtesy of her mistakes. De Maupassant therefore tries to show how the aspects of aspiration, pride and dishonesty can alter the fortune of a person forever. Irony With regard to irony, Maupassant makes a surprising ending of the story by the fact that Loisels spent many years paying for what was otherwise a worthless necklace. She was now with frowsy hair, red hands and skirts askew. ’ Further irony is that her only valued asset which is her beauty disappears as a consequence of her labor in a bid to replace the necklace. On the onset she had borrowed the necklace in order to enhance her beauty yet she ends up losing her beauty as well. Subsequently, the greatest irony is seen when the grueling life that she finds herself after the loss of the necklace. Such state of affairs makes her earlier life appear luxurious. The fact that she borrows Madame Forestier’s necklace in order to appear wealthier than she actually is only to end up losing even the little she has. She became ‘a woman of impoverished households’. The fore mentioned is apparent in the reality that Mathilde ends up paying with money and her looks for a worthless necklace. The end reveals that actually the ten years of suffering could have been evaded had Mathilde been sincere with Madame Forestier. From the story the mistake was really not the loss of the necklace but rather the dishonesty act of Mathilde. Symbolism Symbolism on the other hand is evidenced by ‘the necklace. ’ The item depicted as attractive but worthless. The reality dawns on Mathilde when at the end she learns that the ‘necklace was paste. ’ The necklace therefore represents how influential perception can be. The piece brings out the difference between reality and appearance. Mathilde borrows the necklace in order to appear wealthier than she in fact is. The reason is because she is envious of Madame Forestier and believes that the later is wealthy. The Madame does not inform Mathilde from the onset that the necklace is not genuine. That can be construed to mean that the Madame also wanted Mathilde to perceive her as well off that she really is. Mathilde’s rich perception of Forestier makes her not to suspect the legitimacy of the necklace. Further, since Mathilde expects that the necklace is made of diamonds; diamonds in this pretext symbolize wealth. The perceived genuine diamonds enable Mathilde to communicate a wealthy appearance to her peers. She therefore considers herself rich albeit for a short time. Conclusion Mathilde may not have deserved the life that she got but her lack of ethical determination is the source of her emotional problems. The turnaround meaning technique employed by Maupassant at the end of the story makes it more fascinating. The fallacy of appearances as depicted by the writer on the illusory lifestyle of Mathilde and the deceiving nature of the necklace clearly bring out the plot of the story which basically is the split between myth and authenticity. Lastly, De Maupassant creates the character of Mathilde to suit the common saying that money is the route of all evil. In the end the writer does not take a strong opinion of the on the fate of the characters he however provides the information. The reader is then left to judge the characters and to interpret and judge. For instance, depending on the understanding of reader one may make a decision whether Mathilde is a casualty of bad luck or a victim of misjudged self observation of the public where success or otherwise stem from acknowledgment of wealth.
Monday, January 6, 2020
The Truth About Pit Bulls Essay - 939 Words
Owning a pit bull in today’s day and age has one of two reactions: Either the person loves them or is terrified of them. There are so many myths about Pit Bulls and they are just that. Myths. Some of the myths that surround pit bulls are that they have â€Å"lock jaw†and they have a killer instinct that does not stop at just killing other animals. Pit bull advocates, such as myself, know that Pit Bulls have always been known as the â€Å"nanny dog†throughout history because of how much they love children and their loyalty to their families. Mean or vicious dogs come from ignorant, irresponsible owners. The bottom line is that not all pit bulls are bad. Believe none of what you hear and none of what you see. The majority of what people know about†¦show more content†¦(Truth) Throughout history Pit Bulls have been known as â€Å"The Nanny Dog,†due to their love and loyalty towards people, especially children. Some famous pit bulls are Petey from â€Å"The Little Rascalsâ€Å", Chance from â€Å"Homeward Bound: The incredible Journey†, and the Target dog (Famous). There were also three pit bulls that worked non-stop after the twin towers fell on 9/11, helping the FDNY search for people among the rubble. Many celebrities are or have been pit bull owners. Some of these celebrities are Rachael Ray, Michael J. Fox, Jessica Biel, Jessica Alba, Brad Pitt, and Jon Stewart as well as Thomas Edison, Theodore Roosevelt, and Helen Keller. On his website, Cesar Millan stated that his kids are around pit bulls every day. â€Å"In the 70s the media blamed the Dobermans, in the 80s the media blamed the German Shepherds, and in the 90s the media blamed the Rottweilers. Now they are blaming the pit bull†(Fun). I have two pit bulls. They are the sweetest dogs I have ever known. I have had each one since they were six weeks old and I have trained them to the best of my ability. Neither of them have ever once growled or barked at another human, but they do not like animals. It does not matter if it is another dog, a bird, or a cat. I also have a young son. When I found out that I was pregnant, a few people that I had known suggested that I get rid of my dogs because they were going to kill my baby. These people were bias against pit bulls onlyShow MoreRelated My Pit Bull Essay1379 Words  | 6 PagesMy Pit Bull I.     Pit bulls are outlawed in Miami-Dade County because of their vicious nature. A.     In 1990, the American Pit Bull Terrier was outlawed in Miami Dade County. B.     There are many reasons why we fear this particular breed and one reason is because we fear what we do not understand. C.     The pit bull dogs are outlawed in Miami Dade County because of the inbred susceptibility to attack other animals, and because of the danger posed to humans. 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