Life of Pi Essay

Here in Life of Pi the protagonist’s struggle for survival in the middle of an unheedful ocean is done in a tone that echoes the sound of a well-written work of fiction being read out aloud. Life of Pi is a story about struggling to survive through seemingly insurmountable odds. The shipwrecked inhabitants of the little lifeboat don’t simply concede to their fate: they actively fight against it. The human mind is an amazing instrument. In the face of the horrors of life, it creates a magical story that allows it to continue living with truths otherwise might not be able to accept. The struggle for existence, the struggle for survival, and the inner strength we have to find and tame before we can become master of our existence, are all realities which we have difficulty admitting. The struggle is with a young male that is vegetarian and Richard Parker is the capitalist within himself that he must struggle to overcome so he can be free to live the way he wants to, as a totally tolerant of all things vegetarian in Canada. While Pi has been starving, and the fish offer a sudden abundance of food, Pi–being a vegetarian–won’t eat the fish because it violates his beliefs, but his struggle to â€Å"dominate† Richard Parker is the dominating of his appetites. The food Pi has been eating from the lifeboat supply is destroyed by the tail of the whale, demonstrating the importance of food in the film, and how Pi learns he can’t survive on just earthly food, or just heavenly food, but that he needs both, Pi abandons his lifelong vegetarianism and eats the fish to sustain himself. Summing up the emotion behind the struggle Pi encountered, while he was on the boat, Pi states, â€Å"My face set to a grim and determined expression. I speak in all modesty as I say this, but I discovered at that moment that I have a fierce will to live. It’s not something evident, in my experience. Some of us give up on life with only a resigned sigh. Others fight a little, then lose hope. Still others–and I am one of those–never give up. We fight and fight and fight. We fight no matter the cost of battle, the losses we take the improbability of success. We fight to the very end. It’s not a question of courage. It’s something constitutional, an inability to let go. † (Martel 164) This quote is inspirational and relates to Pi’s personality. Despite the fact that he faced many struggles throughout the novel (majorly part 2), he managed to remain optimistic and determined to find a way to escape. In most cases, a person would have just given up under the circumstances he fell under, but Pi had faith in getting off the ship and finding land. He never gave up despite the fact that he knew that he’d never see his family again, and he had to survive for 227 days with a ferocious tiger, and little food. The odds against his survival were prominently against his favor, but that didn’t stop him. He had to overcome his fear of killing animals in his struggle for survival. Pi went from hesitating to kill a fish, to becoming comparable to a professional fisherman. Although there were many thoughts going through his head to just jump off the boat and put an end to everything, his perseverance overcame his doubt and he did anything possible to survive. Personally I can see myself saying what Pi stated. I’m a determined individual, and if I really want something, I will go to great lengths to get what I want.

Organisational Behaviour Essay

In any organisation, the employers exhibit varied behaviours. Behaviour is a social corporate responsibility (Antal & Sobczak, 2004). An organisation should not just demand some kind of behavior but be incorporated in ensuring that this is achieved. The systematic study of how individuals act in an organisation, either individually or as a group is referred to as organisational behaviour (Michael, 2005). There exists many factors that would shape the way people interact in organisations. These seek to predict, control and explain some facts. Despite major criticisms concerning the ethics of controlling the behavior of workers, organisational behaviour has been very instrumental in the development and success of organisations. In the modern world, organisational behaviour is a rapidly growing field. People from different regional and cultural backgrounds have to work together thus making it necessary to moderate the way they interact. These studies have been integrated with other domains for effectiveness, these are: anthropology, ethics and leadership. The leadership domain seeks to give an insight into the role leadership plays in an organisation in the change management process. An individual learns some behaviour from an organisation either directly or indirectly (ICMR, 2007). Theories widely accepted in learning are cognitive, behaviouristic and social learning theories. Learning is attributed to the association between stimulus and response. In behaviouristic theory, the desired behaviour is achieved through the application of theories on behaviour. This theory tends to deal with those skills learnt to be used later excluding those capabilities that are inborn (Behavioural Theory, 2008). People are taught and learn rather than inherit traits. In the context of ‘Waiting Tables for Godot’ passage, we can analyse some of the traits that are taught rather than the inherent ones. Jean-Pierre Godot, the owner of La Maison taught his staff some of the things he expected them to observe. He taught the workers to work as a team and work excellently for that matter. It is out of this that Diane knew that she had to give her best. How else could she be excellent? In essence, she was putting into practice what was taught to her by Godot; excellence in duty. It is also easy to see that Diane had acquired some other knowledge elsewhere. She had learnt to balance several plates on her arms. Diane could speak French despite living and studying in Australia. It is therefore only wise to conclude Diane should have been taught French. This enabled her to perform well since it is clear from the passage that she was an excellent worker. Customers complemented her for offering efficient service and even gave her tips. Cognitive theory involves learning through mistakes (Domjan, 2003). An individual avoids the path leading to pre-committed mistakes the next time similar activities are undertaken (Jaffee, 2000). In the case passage, when Diane dropped a bowl of bouillabaisse appetiser, her boss yelled at her and even went ahead to deduct $44. 95 form her pay. This taught Diane that carrying many order plates at once was not safe. It also made her realise that Godot was not concerned with the good deeds by the workers but rather by their shortcomings. Slowing down her pace was the immediate lesson that Diane learnt from this experience. From the same mistake, the University of Canberra student realised that with a slower pace, she would make little money to meet her needs. It was only advisable for her to carry on at the same pace but take more caution to avoid any outbursts from her boss. Lastly, the kind of behaviour that is passed on through observation is expounded in social theory. An individual watches some traits that others exhibit and adapts the same. It is very common with children. According to Miller and Dollard (1941), the observer imitates the observed action which is then adapted and rewarded with a positive reinforcement. Diane, a newly employed worker at La Maison observed the cook being scolded by Godot. She immediately learnt that she had no option but to give the best in her capacity if she was to avoid any trouble. By observing the nature of her customers, she learnt to be friendly and even employ some other skills like speaking French when need be. Diane observed that by warmly welcoming customers she had served before, she was able to retain them. She thus employed her courtesy skills to retain customers. Social behavior includes the inherent characteristics. Diane exhibited traits like the art of balancing several plates on her arms. She was also talented in the recommendation of wines that go well with specific meals. This Canberra student had persuasive skills to convince customers to buy lavish desserts by the way she described them. Her memory never failed. She correctly entered her orders and duly delivered them. Moreover, she remembered repeat customers and ushered them back warmly. These are some behavioural traits that are not necessarily taught. They could be inborn. Consequences have been used in many cases to determine the occurrence of behaviour. This is referred to as operant conditioning or instrumental conditioning. Learning occurs only at that point where the learner appreciates the connection that exists between behaviour and its consequences (Wagner, 2005). It is operated in by the environment but maintained by consequences. Reinforcement and punishment could either be positive or negative. The positive aspect is achieved when it is delivered due to some response whereas the negative is withdrawn due to a response. Extinction is another tool of operant conditioning where there exists no change in consequences following some response. In punishment, the behaviour of an individual is weakened following the experience of some negative condition (Operant Conditioning Basics, 1999). It is of significance to note that it is only response that is extinguished, punished or reinforced. Positive reinforcement exists where a pleasant stimulus that enhances a certain behaviour is a result of a response. In ‘Waiting Tables for Godot’, customers kept complementing Diane’s service as a consequence of her excellent service. They would also give tips to this University student. Godot on the other hand always yelled at her workers. The La Maison owner would even use French to express his dissatisfaction. In a way, this made sure things get done the right way. It is seen that even Diane becomes more careful when handling his order plates to avert losses like the one experienced before. Godot explained to new workers what he expected from them; excellent job. This, if taken from Diane’s reaction, shows that workers gave their best because of this initiative. On the other hand, negative reinforcement is a situation where a behaviour is a result of stopping a negative condition, usually considered unpleasant. For example, when Godot scolds his cook and chef, they get things moving. When he yells out his anger at Diane for dropping bouillabaisse appetiser on the carpet, Diane reconsiders how careful she is with her job. She therefore averts the negative consequences where she has to break her employer’s property and even have her pay deducted for compensation. It is also clear that Diane finds some work to do during her vacation than just stay at home to avoid rice and spaghetti meals when she resumes back to Canberra University the following semester. Positive punishment would refer to a situation where a response occurs as a result of an aversive stimulus. This includes the introduction of loud noise or shock. Jean-Pierre Godon knew how to employ this tool. He would yell at his workers if only to get things moving faster. Regularly, he would speak in French if only to drive the point home. At one particular time, when Diane dropped the bouillabaisse appetiser, she was scolded and part of her salary deducted to cater for the losses her employer had incurred. This produced positive change as she became more careful in whatever she handled in La Maison thereafter. When Diane’s pay was slashed, she opted to observe extra caution. Not only was her pay deducted but she also lost a considerable amount of tips because of the slow down in her service. This served to improve the way she handled her order plates. This condition where a favorable outcome is withdrawn following an unpleasant behaviour is known as negative punishment (Wagner, 2005). Both the negative and the positive punishment result to decreased behaviour. There are conditions that result when a behaviour that had been reinforced previously ceases to be effective. This is extinction. In the case passage, Diane is portrayed as a very efficient worker who would go extra lengths to accomplish her duties. For instance, she would balance several plates on her arms which made her avoid many trips to the kitchen. She would also carry out her duties so well that Godot, her boss, never crossed paths with her. However, on the day she messed herself by dropping appetiser of bouillabaisse on the carpet, all these things ceased to be meaningful. Her expertise in balancing several plates in her arms was no longer a positive attribute. It had cost her $44. 95 of her pay. It was therefore not worth going on with this but rather resort to carrying just a few plates at a time. Although she did not break any item in La Maison henceforth, Godot was still irritated with this University student. Godot was not satisfied with her wait staff effort. No matter how hard they tried to fulfil their boss’s demands, Godot would still hurry them up with insults in French. Their effort was therefore extinct. Diane’s life was surely affected by these learning tools in one way or another. Positive reinforcements made her achieve her targets. When customers would complement her, she would feel that she was doing the right thing. This motivated her to offer the best that she could. Customers would tip her, t times to a high of $23 a day which implied to Diane that she would not take rice and spaghetti in the next semester at the University of Canberra. She would also get more customers into Godot’s business place because of her good communication and interpersonal skills. Nonetheless, some negative reinforcement aspects caused her humiliation. When Godot finds her on the wrong and scolds her, she is forced to do away with quite a portion of her pay as compensation for the losses the boss incurs. She is prompted to reduce her service speed to avert similar happenings. When Godot imposes a fine to Diane for her actions, he knows that this will assist this lady avoid carelessness in the future. She is forced to serve lesser customers which implies reduced tips for her. This is positive punishment since it is meant to give positive results. It is out of this that this student becomes cautious with her work. Though this impacted negatively on her goals, losses in the organization was prevented. From the unpleasant behaviour of Godot in the context of Diane, this worker changes and becomes even a better employee as she does not break items anymore but becomes more cautious. There are various ways that an employer would incorporate in their management to yield the desired results. Godot’s idea was to pay per hour and allow the workers have tips from customers. It would thus ensure that at no one particular hour would the workers desire to do nothing. They would always seek to be busy each unfolding hour. This simply meant that Godot would have an all time operational business. This translates to more work and more profits for him. He would also not have to pay for any wasted hours during the day than if he was to pay, say per month. It will also mean that he could employ new employees every hour and avert the problem of absenteeism. Tips on the hand encouraged the workers to serve more customers in anticipation for more tips. This similarly translates to more work and consequently profits for Godot.

Bag of Bones CHAPTER TWENTY-ONE

I was walking north along The Street. Japanese lanterns lined it, but they were all dark because it was daylight bright daylight. The muggy, smutchy look of mid-July was gone; the sky was that deep sapphire shade which is the sole property of October. The lake was deepest indigo beneath it, sparkling with sunpoints. The trees were just past the peak of their autumn colors, burning like torches. A wind out of the south blew the fallen leaves past me and between my legs in rattly, fragrant gusts. The Japanese lanterns nodded as if in approval of the season. Up ahead, faintly, I could hear music. Sara and the Red-Tops. Sara was belting it out, laughing her way through the lyric as she always had . . . only, how could laughter sound so much like a snarl? ‘White boy, I'd never kill a child of mine. That you'd even think it!' I whirled, expecting to see her right behind me, but there was no one there. Well . . . The Green Lady was there, only she had changed her dress of leaves for autumn and become the Yellow Lady. The bare pine-branch behind her still pointed the way: go north, young man, go north. Not much farther down the path was another birch, the one I'd held onto when that terrible drowning sensation had come over me again. I waited for it to come again now for my mouth and throat to fill up with the iron taste of the lake but it didn't happen. I looked back at the Yellow Lady, then beyond her to Sara Laughs. The house was there, but much reduced: no north wing, no south wing, no second story. No sign of Jo's studio off to the side, either. None of those things had been built yet. The ladybirch had travelled back with me from 1998; so had the one hanging over the lake. Otherwise ‘Where am I?' I asked the Yellow Lady and the nodding Japanese lanterns. Then a better question occurred to me. ‘When am I?' No answer. ‘It's a dream, isn't it? I'm in bed and dreaming.' Somewhere out in the brilliant, gold-sparkling net of the lake, a loon called. Twice. Hoot once for yes, twice for no, I thought. Not a dream, Michael. I don't know exactly what it is spiritual time-travel, maybe but it's not a dream. ‘Is this really happening?' I asked the day, and from somewhere back in the trees, where a track which would eventually come to be known as Lane Forty-two ran toward a dirt road which would eventually come to be known as Route 68, a crow cawed. Just once. I went to the birch hanging over the lake, slipped an arm around it (doing it lit a trace memory of slipping my hands around Mattie's waist, feeling her dress slide over her skin), and peered into the water, half-wanting to see the drowned boy, half-fearing to see him. There was no boy there, but something lay on the bottom where he had been, among the rocks and roots and waterweed. I squinted and just then the wind died a little, stilling the glints on the water. It was a cane, one with a gold head. A Boston Post cane. Wrapped around it in a rising spiral, their ends waving lazily, were what appeared to be a pair of ribbons white ones with bright red edges. Seeing Royce's cane wrapped that way made me think of high-school graduations, and the baton the class marshal waves as he or she leads the gowned seniors to their seats. Now I understood why the old crock hadn't answered the phone. Royce Merrill's phone-answering days were all done. I knew that; I also knew I had come to a time before Royce had even been born. Sara Tidwell was here, I could hear her singing, and when Royce had been born in 1903, Sara had already been gone for two years, she and her whole Red-Top family. ‘Go down, Moses,' I told the ribbon-wrapped cane in the water. ‘You bound for the Promised Land.' I walked on toward the sound of the music, invigorated by the cool air and rushing wind. Now I could hear voices as well, lots of them, talking and shouting and laughing. Rising above them and pumping like a piston was the hoarse cry of a sideshow barker: ‘Come on in, folks, hurr-ay, hurr-ay, hurr-ay! It's all on the inside but you've got to hurr-ay, next show starts in ten minutes! See Angelina the Snake-Woman, she shimmies, she shakes, she'll bewitch your eye and steal your heart, but don't get too close for her bite is poy-son! See Hando the Dog-Faced Boy, terror of the South Seas! See the Human Skeleton! See the Human Gila Monster, relic of a time God forgot! See the Bearded Lady and all the Killer Martians! It's on the inside, yessirree, so hurr-ay, hurr-ay, hurr-ay!' I could hear the steam-driven calliope of a merry-go-round and the bang of the bell at the top of the post as some lumberjack won a stuffed toy for his sweetie. You could tell from the delighted feminine screams that he'd hit it almost hard enough to pop it off the post. There was the snap of. 22s from the shooting gallery, the snoring moo of someone's prize cow . . . and now I began to smell the aromas I have associated with county fairs since I was a boy: sweet fried dough, grilled onions and peppers, cotton candy, manure, hay. I began to walk faster as the strum of guitars and thud of double basses grew louder. My heart kicked into a higher gear. I was going to see them perform, actually see Sara Laughs and the Red-Tops live and on stage. This was no crazy three-part fever-dream, either. This was happening right now, so hurr-ay, hurr-ay, hurr-ay. The Washburn place (the one that would always be the Bricker place to Mrs. M.) was gone. Beyond where it would eventually be, rising up the steep slope on the eastern side of The Street, was a flight of broad wooden stairs. They reminded me of the ones which lead down from the amusement park to the beach at Old Orchard. Here the Japanese lanterns were lit in spite of the brightness of the day, and the music was louder than ever. Sara was singing ‘Jimmy Crack Corn.' I climbed the stairs toward the laughter and shouts, the sounds of the Red-Tops and the calliope, the smells of fried food and farm animals. Above the stairhead was a wooden arch with WELCOME TO FRYEBURG FAIR WELCOME TO THE 20TH CENTURY printed on it. As I watched, a little boy in short pants and a woman wearing a shirtwaist and an ankle-length linen skirt walked under the arch and toward me. They shimmered, grew gauzy. For a moment I could see their skeletons and the bone grins which lurked beneath their laughing faces. A moment later and they were gone. Two farmers one wearing a straw hat, the other gesturing expansively with a corncob pipe appeared on the Fair side of the arch in exactly the same fashion. In this way I understood that there was a barrier between The Street and the Fair. Yet I did not think it was a barrier which would affect me. I was an exception. ‘Is that right?' I asked. ‘Can I go in?' The bell at the top of the Test Your Strength pole banged loud and clear. Bong once for yes, twice for no. I continued on up the stairs. Now I could see the Ferris wheel turning against the brilliant sky, the wheel that had been in the background of the band photo in Osteen's Dark Score Days. The framework was metal, but the brightly painted gondolas were made of wood. Leading up to it like an aisle leading up to an altar was a broad, sawdust-strewn midway. The sawdust was there for a purpose; almost every man I saw was chewing tobacco. I paused for a few seconds at the top of the stairs, still on the lake side of the arch. I was afraid of what might happen to me if I passed under. Afraid of dying or disappearing, yes, but mostly of never being able to return the way I had come, of being condemned to spend eternity as a visitor to the turn-of-the-century Fryeburg Fair. That was also like a Ray Bradbury story, now that I thought of it. In the end what drew me into that other world was Sara Tidwell. I had to see her with my own eyes. I had to watch her sing. Had to. I felt a tingling as I stepped beneath the arch, and there was a sighing in my ears, as of a million voices, very far away. Sighing in relief? Dismay? I couldn't tell. All I knew for sure was that being on the other side was different the difference between looking at a thing through a window and actually being there; the difference between observing and participating. Colors jumped out like ambushers at the moment of attack. The smells which had been sweet and evocative and nostalgic on the lake side of the arch were now rough and sexy, prose instead of poetry. I could smell dense sausages and frying beef and the vast shadowy aroma of boiling chocolate. Two kids walked past me sharing a paper cone of cotton candy. Both of them were clutching knotted hankies with their little bits of change in them. ‘Hey kids!' a barker in a dark blue shirt called to them. He was wearing sleeve-garters and his smile revealed one splendid gold tooth. ‘Knock over the milk-bottles and win a prize! I en't had a loser all day!' Up ahead, the Red-Tops swung into ‘Fishin Blues.' I'd thought the kid on the common in Castle Rock was pretty good, but this version made the kid's sound old and slow and clueless. It wasn't cute, like an antique picture of ladies with their skirts held up to their knees, dancing a decorous version of the black bottom with the edges of their bloomers showing. It wasn't something Alan Lomax had collected with his other folk songs, just one more dusty American butterfly in a glass case full of them; this was smut with just enough shine on it to keep the whole struttin bunch of them out of jail. Sara Tidwell was singing about the dirty boogie, and I guessed that every overalled, straw-hatted, plug-chewing, callus-handed, clod-hopper-wearing farmer standing in front of the stage was dreaming about doing it with her, getting right down to where the sweat forms in the crease and the heat gets hot and the pink comes glimmering through. I started walking in that direction, aware of cows mooing and sheep blatting from the exhibition barns the Fair's version of my childhood Hi-Ho Dairy-O. I walked past the shooting gallery and the ringtoss and the penny-pitch; I walked past a stage where The Handmaidens of Angelina were weaving in a slow, snakelike dance with their hands pressed together as a guy with a turban on his head and shoepolish on his face tooted a flute. The picture painted on stretched canvas suggested that Angelina on view inside for just one tenth of a dollar, neighbor would make these two look like old boots. I walked past the entrance to Freak Alley, the corn-roasting pit, the Ghost House, where more stretched canvas depicted spooks coming out of broken windows and crumbling chimneys. Everything in there is death, I thought . . . but from inside I could hear children who were very much alive laughing and squealing as they bumped into things in the dark. The older among them were likely stealing kisse s. I passed the Test Your Strength pole, where the gradations leading to the brass bell at the top were marked BABY NEEDS HIS BOTTLE, SISSY, TRY AGAIN, BIG BOY, HE-MAN, and, just below the bell itself, in red: HERCULES! Standing at the center of a little crowd a young man with red hair was removing his shirt, revealing a heavily muscled upper torso. A cigar-smoking carny held a hammer out to him. I passed the quilting booth, a tent where people were sitting on benches and playing Bingo, the baseball pitch. I passed them all and hardly noticed. I was in the zone, tranced out. ‘You'll have to call him back,' Jo had sometimes told Harold when he phoned, ‘Michael is currently in the Land of Big Make-Believe.' Only now nothing felt like pretend and the only thing that interested me was the stage at the base of the Ferris wheel. There were eight black folks up there on it, maybe ten. Standing at the front, wearing a guitar and whaling on it as she sang, was Sara Tidwell. She w as alive. She was in her prime. She threw back her head and laughed at the October sky. What brought me out of this daze was a cry from behind me: ‘Wait up, Mike! Wait up!' I turned and saw Kyra running toward me, dodging around the strollers and gamesters and midway gawkers with her pudgy knees pumping. She was wearing a little white sailor dress with red piping and a straw hat with a navy-blue ribbon on it. In one hand she clutched Strickland, and when she got to me she threw herself confidently forward, knowing I would catch her and swing her up. I did, and when her hat started to fall offi caught it and jammed it back on her head. ‘I taggled my own quartermack,' she said, and laughed. ‘Again.' ‘That's right,' I said. ‘You're a regular Mean Joe Green.' I was wearing overalls (the tail of a wash-faded blue bandanna stuck out of the bib pocket) and manure-stained workboots. I looked at Kyra's white socks and saw they were homemade. I would find no discreet little label reading Made in Mexico or Made in China if I took off her straw hat and looked inside, either. This hat had been most likely Made in Motton, by some farmer's wife with red hands and achy joints. ‘Ki, where's Mattie?' ‘Home, I guess. She couldn't come.' ‘How did you get here?' ‘Up the stairs. It was a lot of stairs. You should have waited for me. You could have carrot me, like before. I want to hear the music.' ‘Me too. Do you know who that is, Kyra?' ‘Yes,' she said, ‘Kito's mom. Hurry up, slowpoke!' I walked toward the stage, thinking we'd have to stand at the back of the crowd, but they parted for us as we came forward, me carrying Kyra in my arms the lovely sweet weight of her, a little Gibson Girl in her sailor dress and ribbon-accented straw hat. Her arm was curled around my neck and they parted for us like the Red Sea had parted for Moses. They didn't turn to look at us, either. They were clapping and stomping and bellowing along with the music, totally involved. They stepped aside unconsciously, as if some kind of magnetism were at work here ours positive, theirs negative. The few women in the crowd were blushing but clearly enjoying themselves, one of them laughing so hard tears were streaming down her face. She looked no more than twenty-two or -three. Kyra pointed to her and said matter-of-factly: ‘You know Mattie's boss at the liberry? That's her nana.' Lindy Briggs's grandmother, and fresh as a daisy, I thought. Good Christ. The Red-Tops were spread across the stage and under swags of red, white, and blue bunting like some time-travelling rock band. I recognized all of them from the picture in Edward Osteen's book. The men wore white shirts, arm-garters, dark vests, dark pants. Son Tidwell, at the far end of the stage, was wearing the derby he'd had on in the photo. Sara, though . . . ‘Why is the lady wearing Mattie's dress?' Kyra asked me, and she began to tremble. ‘I don't know, honey. I can't say.' Nor could I argue it was the white sleeveless dress Mattie had been wearing on the common, all right. On stage, the band was smoking through an instrumental break. Reginald ‘Son' Tidwell strolled over to Sara, feet ambling, hands a brown blur on the strings and frets of his guitar, and she turned to face him. They put their foreheads together, she laughing and he solemn; they looked into each other's eyes and tried to play each other down, the crowd cheering and clapping, the rest of the Red-Tops laughing as they played. Seeing them together like that, I realized that I had been right: they were brother and sister. The resemblance was too strong to be missed or mistaken. But mostly what I looked at was the way her hips and butt switched in that white dress. Kyra and I might be dressed in turn-of-the-century country clothes, but Sara was thoroughly modern Millie. No bloomers for her, no petticoats, no cotton stockings. No one seemed to notice that she was wearing a dress that stopped above her knees that she was all but naked by the standards of this time. And under Mattie's dr ess she'd be wearing garments the like of which these people had never seen: a Lycra bra and hip-hugger nylon panties. If I put my hands on her waist, the dress would slip not against an unwet-coming corset but against soft bare skin. Brown skin, not white. What do you want, sugar? Sara backed away from Son, shaking her ungirdled, unbustled fanny and laughing. He strolled back to his spot and she turned to the crowd as the band played the turnaround. She sang the next verse looking directly at me. ‘Before you start in fishin you better check your line. Said before you start in fishin, honey, you better check on your line. I'll pull on yours, darling, and you best tug on mine.' The crowd roared happily. In my arms, Kyra was shaking harder than ever. ‘I'm scared, Mike,' she said. ‘I don't like that lady. She's a scary lady. She stole Mattie's dress. I want to go home.' It was as if Sara heard her, even over the rip and ram of the music. Her head cocked back on her neck, her lips peeled open, and she laughed at the sky. Her teeth were big and yellow. They looked like the teeth of a hungry animal, and I decided I agreed with Kyra: she was a scary lady. ‘Okay, hon,' I murmured in Ki's ear. ‘We're out of here.' But before I could move, the sense of the woman I don't know how else to say it fell upon me and held me. Now I understood what had shot past me in the kitchen to knock away the CARLADEAN letters; the chill was the same. It was almost like identifying a person by the sound of their walk. She led the band to the turnaround once more, then into another verse. Not one you'd find in any written version of the song, though: ‘I ain't gonna hurt her, honey, not for all the treasure in the world'. Said I wouldn't hurt your baby, not for diamonds or for pearls Only one black-hearted bastard dare to touch that little girl.' The crowd roared as if it were the funniest thing they'd ever heard, but Kyra began to cry. Sara saw this and stuck out her breasts much bigger breasts than Mattie's and shook them at her, laughing her trademark laugh as she did. There was a parodic coldness about this gesture . . . and an emptiness, too. A sadness. Yet I could feel no compassion for her. It was as if the heart had been burned out of her and the sadness which remained was just another ghost, the memory of love haunting the bones of hate. And how her laughing teeth leered. Sara raised her arms over her head and this time shook it all the way down, as if reading my thoughts and mocking them. Just like jelly on a plate, as some other old song of the time has it. Her shadow wavered on the canvas backdrop, which was a painting of Fryeburg, and as I looked at it I realized I had found the Shape from my Manderley dreams. It was Sara. Sara was the Shape and always had been. No, Mike. That's close, but it's not right. Right or wrong, I'd had enough. I turned, putting my hand on the back of Ki's head and urging her face down against my chest. Both her arms were around my neck now, clutching with panicky tightness. I thought I'd have to bull my way back through the crowd they had let me in easily enough, but they might be a lot less amenable to letting me back out. Don't fuck with me, boys, I thought. You don't want to do that. And they didn't. On stage Son Tidwell had taken the band from E to G, someone began to bang a tambourine, and Sara went from ‘Fishin Blues' to ‘Dog My Cats' without a single pause. Out here, in front of the stage and below it, the crowd once more drew back from me and my little girl without looking at us or missing a beat as they clapped their work-swollen hands together. One young man with a port-wine stain swimming across the side of his face opened his mouth at twenty he was already missing half his teeth and hollered ‘Yee-HAW!' around a melting glob of tobacco. It was Buddy Jellison from the Village Cafe, I realized . . . Buddy Jellison magically rolled back in age from sixty-eight to eighteen. Then I realized the hair was the wrong shade light brown instead of black (although he was pushing seventy and looking it in every other way, Bud hadn't a single white hair in his head). This was Buddy's grandfather, maybe even his great-grandfather. I didn't give a sh it either way. I only wanted to get out of here. ‘Excuse me,' I said, brushing by him. ‘There's no town drunk here, you meddling son of a bitch,' he said, never looking at me and never missing a beat as he clapped. ‘We all just take turns.' It's a dream after all, I thought. It's a dream and that proves it. But the smell of tobacco on his breath wasn't a dream, the smell of the crowd wasn't a dream, and the weight of the frightened child in my arms wasn't a dream, either. My shirt was hot and wet where her face was pressed. She was crying. ‘Hey, Irish!' Sara called from the stage, and her voice was so like Jo's that I could have screamed. She wanted me to turn back I could feel her will working on the sides of my face like fingers but I wouldn't do it. I dodged around three farmers who were passing a ceramic bottle from hand to hand and then I was free of the crowd. The midway lay ahead, wide as Fifth Avenue, and at the end of it was the arch, the steps, The Street, the lake. Home. If I could get to The Street we'd be safe. I was sure of it. ‘Almost done, Irish!' Sara shrieked after me. She sounded angry, but not too angry to laugh. ‘You gonna get what you want, sugar, all the comfort you need, but you want to let me finish my bi'ness. Do you hear me, boy? Just stand clear! Mind me, now!' I began to hurry back the way I had come, stroking Ki's head, still holding her face against my shirt. Her straw hat fell off and when I grabbed for it, I got nothing but the ribbon, which pulled free of the brim. No matter. We had to get out of here. On our left was the baseball pitch and some little boy shouting ‘Willy hit it over the fence, Ma! Willy hit it over the fence!' with monotonous, brain-croggling regularity. We passed the Bingo, where some woman howled that she had won the turkey, by glory, every number was covered with a button and she had won the turkey. Overhead, the sun dove behind a cloud and the day went dull. Our shadows disappeared. The arch at the end of the midway drew closer with maddening slowness. ‘Are we home yet?' Ki almost moaned. ‘I want to go home, Mike, please take me home to my mommy.' ‘I will,' I said. ‘Everything's going to be all right.' We were passing the Test Your Strength pole, where the young man with the red hair was putting his shirt back on. He looked at me with stolid dislike the instinctive mistrust of a native for an interloper, per-haps and I realized I knew him, too. He'd have a grandson named Dickie who would, toward the end of the century to which this fair had been dedicated, own the All-Purpose Garage on Route 68. A woman coming out of the quilting booth stopped and pointed at me. At the same moment her upper lip lifted in a dog's snarl. I knew that face, too. From where? Somewhere around town. It didn't matter, and I didn't want to know even if it did. ‘We never should have come here,' Ki moaned. ‘I know how you feel,' I said. ‘But I don't think we had any choice, hon. We ‘ They came out of Freak Alley, perhaps twenty yards ahead. I saw them and stopped. There were seven in all, long-striding men dressed in cutters' clothes, but four didn't matter those four looked faded and white and ghostly. They were sick fellows, maybe dead fellows, and no more dangerous than daguerreotypes. The other three, though, were real. As real as the rest of this place, anyway. The leader was an old man wearing a faded blue Union Army cap. He looked at me with eyes I knew. Eyes I had seen measuring me over the top of an oxygen mask. ‘Mike? Why we stoppin?' ‘It's all right, Ki. Just keep your head down. This is all a dream. You'll wake up tomorrow morning in your own bed.' †Kay.' The jacks spread across the midway hand to hand and boot to boot, blocking our way back to the arch and The Street. Old Blue-Cap was in the middle. The ones on either side of him were much younger, some by maybe as much as half a century. Two of the pale ones, the almost-not-there ones, were standing side-by-side to the old man's right, and I wondered if I could burst through that part of their line. I thought they were no more flesh than the thing which had thumped the insulation of the cellar wall . . . but what if I was wrong? ‘Give her over, son,' the old man said. His voice was reedy and implacable. He held out his hands. It was Max Devore, he had come back, even in death he was seeking custody. Yet it wasn't him. I knew it wasn't. The planes of this man's face were subtly different, the cheeks gaunter, the eyes a brighter blue. ‘Where am I?' I called to him, accenting the last word heavily, and in front of Angelina's booth, the man in the turban (a Hindu who perhaps hailed from Sandusky, Ohio) put down his flute and simply watched. The snake-girls stopped dancing and watched, too, slipping their arms around each other and drawing together for comfort. ‘Where am I, Devore? If our great-grandfathers shit in the same pit, then where am I?' ‘Ain't here to answer your questions. Give her over.' ‘I'll take her, Jared,' one of the younger men-one of those who were really there said. He looked at Devore with a kind of fawning eagerness that sickened me, mostly because I knew who he was: Bill Dean's father. A man who had grown up to be one of the most respected elders in Castle County was all but licking Devore's boots. Don't think too badly of him, Jo whispered. Don't think too badly of any of them. They were very young. ‘You don't need to do nothing,' Devore said. His reedy voice was irritated; Fred Dean looked abashed. ‘He's going to hand her over on his own. And if he don't, we'll take her together.' I looked at the man on the far left, the third of those that seemed totally real, totally there. Was this me? It didn't look like me. There was something in the face that seemed familiar but ‘Hand her over, Irish,' Devore said. ‘Last chance.' ‘No.' Devore nodded as if this was exactly what he had expected. ‘Then we'll take her. This has got to end. Come on, boys.' They started toward me and as they did I realized who the one on the end the one in the caulked treewalker boots and flannel loggers' pants reminded me of: Kenny Auster, whose wolfhound would eat cake 'til it busted. Kenny Auster, whose baby brother had been drowned under the pump by Kenny's father. I looked behind me. The Red-Tops were still playing, Sara was still laughing, shaking her hips with her hands in the sky, and the crowd was still plugging the east end of the midway. That way was no good, anyway. if I went that way, I'd end up raising a little girl in the early years of the twentieth century, trying to make a living by writing penny dreadfuls and dime novels. That might not be so bad . . . but there was a lonely young woman miles and years from here who would miss her. Who might even miss us both. I turned back and saw the jackboys were almost on me. Some of them more here than others, more vital, but all of them dead. All of them damned. I looked at the towhead whose descendants would include Kenny Auster and asked him, ‘What did you do? What in Christ's name did you men do?' He held out his hands. ‘Give her over, Irish. That's all you have to do. You and the woman can have more. All the more you want. She's young, she'll pop em out like watermelon seeds.' I was hypnotized, and they would have taken us if not for Kyra. ‘What's happening?' she screamed against my shirt. ‘Something smells! Something smells so bad! Oh Mike, make it stop!' And I realized I could smell it, too. Spoiled meat and swampgas. Burst tissue and simmering guts. Devore was the most alive of all of them, generating the same crude but powerful magnetism I had felt around his great-grandson, but he was as dead as the rest of them, too: as he neared I could see the tiny bugs which were feeding in his nostrils and the pink corners of his eyes. Everything down here is death, I thought. Didn't my own wife tell me so? They reached out their tenebrous hands, first to touch Ki and then to take her. I backed up a step, looked to my right, and saw more ghosts some coming out of busted windows, some slipping from redbrick chimneys. Holding Kyra in my arms, I ran for the Ghost House. ‘Get him!' Jared Devore yelled, startled. ‘Get him, boys! Get that punk! Goddamnit!' I sprinted up the wooden steps, vaguely aware of something soft rubbing against my cheek Ki's little stuffed dog, still clutched in one of her hands. I wanted to look back and see how close they were getting, but I didn't dare. If I stumbled ‘Hey!' the woman in the ticket booth cawed. She had clouds of gingery hair, makeup that appeared to have been applied with a garden-trowel, and mercifully resembled no one I knew. She was just a carny, just passing through this benighted place. Lucky her. ‘Hey, mister, you gotta buy a ticket!' No time, lady, no time. ‘Stop him!' Devore shouted. ‘He's a goddam punk thief! That ain't his young ‘un he's got! Stop him!' But no one did and I rushed into the darkness of the Ghost House with Ki in my arms. Beyond the entry was a passage so narrow I had to turn sideways to get down it. Phosphorescent eyes glared at us in the gloom. Up ahead was a growing wooden rumble, a loose sound with a clacking chain beneath it. Behind us came the clumsy thunder of caulk-equipped loggers' boots rushing up the stairs outside. The ginger-haired carny was hollering at them now, she was telling them that if they broke anything inside they'd have to give up the goods. ‘You mind me, you damned rubes!' she shouted. ‘That place is for kids, not the likes of you!' The rumble was directly ahead of us. Something was turning. At first I couldn't make out what it was. ‘Put me down, Mike!' Kyra sounded excited. ‘I want to go through by myself!' I set her on her feet, then looked nervously back over my shoulder. The bright light at the entryway was blocked out as they tried to cram in. ‘You asses!' Devore yelled. ‘Not all at the same time! Sweet weeping Jesus!' There was a smack and someone cried out. I faced front just in time to see Kyra dart through the rolling barrel, holding her hands out for balance. Incredibly, she was laughing. I followed, got halfway across, then went down with a thump. ‘Ooops!' Kyra called from the far side, then giggled as I tried to get up, fell again, and was tumbled all the way over. The bandanna fell out of my bib pocket. A bag of horehound candy dropped from another pocket. I tried to look back, to see if they had got themselves sorted out and were coming. When I did, the barrel hurled me through another inadvertent somersault. Now I knew how clothes felt in a dryer. I crawled to the end of the barrel, got up, took Ki's hand, and let her lead us deeper into the Ghost House. We got perhaps ten paces before white bloomed around her like a lily and she screamed. Some animal something that sounded like a huge cat hissed heavily. Adrenaline dumped into my bloodstream and I was about to jerk her backward into my arms again when the hiss came once more. I felt hot air on my ankles, and Ki's dress made that bell-shape around her legs again. This time she laughed instead of screaming. ‘Go, Ki!' I whispered. ‘Fast.' We went on, leaving the steam-vent behind. There was a mirrored corridor where we were reflected first as squat dwarves and then as scrawny ectomorphs with long white vampire features. I had to urge Kyra on again; she wanted to make faces at herself. Behind us, I heard cursing lumberjacks trying to negotiate the barrel. I could hear Devore cursing, too, but he no longer seemed so . . . well, so eminent. There was a sliding-pole that landed us on a big canvas pillow. This made a loud farting noise when we hit it, and Ki laughed until fresh tears spilled down her cheeks, rolling around and kicking her feet in glee. I got my hands under her arms and yanked her up. ‘Don't taggle yer own quartermack,' she said, then laughed again. Her fear seemed to have entirely departed. We went down another narrow corridor. It smelled of the fragrant pine from which it had been constructed. Behind one of these walls, two ‘ghosts' were clanking chains as mechanically as men working on a shoe-factory assembly line, talking about where they were going to take their girls tonight and who was going to bring some ‘red-eye engine,' whatever that was. I could no longer hear anyone behind us. Kyra led the way confidently, one of her little hands holding one of my big ones, pulling me along. When we came to a door painted with glowing flames and marked THIS WAY TO HADES, she pushed through it with no hesitation at all. Here red isinglass topped the passage like a tinted skylight, imparting a rosy glow I thought far too pleasant for Hades. We went on for what felt like a very long time, and I realized I could no longer hear the calliope, the hearty bong! of the Test Your Strength bell, or Sara and the Red-Tops. Nor was that exactly surprising. We must have walked a quarter of a mile. How could any county fair Ghost House be so big? We came to three doors then, one on the left, one on the right, and one set into the end of the corridor. On one a little red tricycle was painted. On the door facing it was my green IBM typewriter. The picture on the door at the end looked older, somehow faded and dowdy. It showed a child's sled. That's Scooter Larribee's, I thought. That's the one Devore stole. A rash of gooseflesh broke out on my arms and back. ‘Well,' Kyra said brightly, ‘here are our toys.' She lifted Strickland, presumably so he could see the red trike. ‘Yeah,' I said. ‘I guess so.' ‘Thank you for taking me away,' she said. ‘Those were scary men but the spookyhouse was fun. Nighty-night. Stricken says nighty-night, too.' It still came out sounding exotic tiu like the Vietnamese word for sublime happiness. Before I could say another word, she had pushed open the door with the trike on it and stepped through. It snapped shut behind her, and as it did I saw the ribbon from her hat. It was hanging out of the bib pocket of the overalls I was wearing. I looked at it a moment, then tried the knob of the door she had just gone through. It wouldn't turn, and when I slapped my hand against the wood it was like slapping some hard and fabulously dense metal. I stepped back, then cocked my head in the direction from which we'd come. There was nothing. Total silence. This is the between-time, I thought. When people talk about ‘slipping through the cracks,' this is what they really mean. This is the place where they really go. You better get going yourself, Jo told me. If you don't want to find yourself trapped here, maybe forever, you better get going yourself. I tried the knob of the door with the typewriter painted on it. It turned easily. Behind it was another narrow corridor more wooden walls and the sweet smell of pine. I didn't want to go in there, something about it made me think of a long coffin, but there was nothing else to do, nowhere else to go. I went, and the door slammed shut behind me. Christ, I thought. I'm in the dark, in a closed-in place . . . it's time for one of Michael Noonan' s world-famous panic attacks. But no bands clamped themselves over my chest, and although my heart-rate was high and my muscles were still jacked on adrenaline, I was under control. Also, I realized, it wasn't entirely dark. I could only see a little, but enough to make out the walls and the plank floor. I wrapped the dark blue ribbon from Ki's hat around my wrist, tucking one end underneath so it wouldn't come loose. Then I began to move forward. I went on for a long time, the corridor turning this way and that, seemingly at random. I felt like a microbe slipping through an intestine. At last I came to a pair of wooden arched doorways. I stood before them, wondering which was the correct choice, and realized I could hear Bunter's bell faintly through the one to my left. I went that way and as I walked, the bell grew steadily louder. At some point the sound of the bell was joined by the mutter of thunder. The autumn cool had left the air and it was hot again stifling. I looked down and saw that the biballs and clodhopper shoes were gone. I was wearing thermal underwear and itchy socks. Twice more I came to choices, and each time I picked the opening through which I could hear Bunter's bell. As I stood before the second pair of doorways, I heard a voice somewhere in the dark say quite clearly: ‘No, the President's wife wasn't hit. That's his blood on her stockings.' I walked on, then stopped when I realized my feet and ankles no longer itched, that my thighs were no longer sweating into the longjohns. I was wearing the Jockey shorts I usually slept in. I looked up and saw I was in my own living room, threading my way carefully around the furniture as you do in the dark, trying like hell not to stub your stupid toe. I could see a little better; faint milky light was coming in through the windows. I reached the counter which separates the living room from the kitchen and looked over it at the waggy-cat clock. It was five past five. I went to the sink and turned on the water. When I reached for a glass I saw I was still wearing the ribbon from Ki's straw hat on my wrist. I unwound it and put it on the counter between the coffee-maker and the kitchen TV. Then I drew myself some cold water, drank it down, and made my way cautiously along the north-wing corridor by the pallid yellow glow of the bathroom nightlight. I peed (you-rinated, I could hear Ki saying), then went into the bedroom. The sheets were rumpled, but the bed didn't have the orgiastic look of the morning after my dream of Sara, Mattie, and Jo. Why would it? I'd gotten out of it and had myself a little sleepwalk. An extraordinarily vivid dream of the Fryeburg Fair. Except that was bullshit, and not just because I had the blue silk ribbon from Ki's hat. None of it had the quality of dreams on waking, where what seemed plausible becomes immediately ridiculous and all the colors both those bright and those ominous fade at once. I raised my hands to my face, cupped them over my nose, and breathed deeply. Pine. When I looked, I even saw a little smear of sap on one pinky finger. I sat on the bed, thought about dictating what I'd just experienced into the Memo-Scriber, then flopped back on the pillows instead. I was too tired. Thunder rumbled. I closed my eyes, began to drift away, and then a scream ripped through the house. It was as sharp as the neck of a broken bottle. I sat up with a yell, clutching at my chest. It was Jo. I had never heard her scream like that in our life together, but I knew who it was, just the same. ‘Stop hurting her!' I shouted into the darkness. ‘Whoever you are, stop hurting her!' She screamed again, as if something with a knife, clamp, or hot poker took a malicious delight in disobeying me. It seemed to come from a distance this time, and her third scream, while just as agonized as the first two, was farther away still. They were diminishing as the little boy's sobbing had diminished. A fourth scream floated out of the dark, then Sara was silent. Breathless, the house breathed around me. Alive in the heat, aware in the faint sound of dawn thunder.

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Zara Company Analysis - Essay Example This marketing report presents a set for recommendations for the fashion retailer, Zara. These recommendations are based on the analysis of external and internal environment. The analysis of the external environment relies on theories such as the PESTLE Analysis and Porter’s Value Chain Analysis. The analysis of the internal environment relies on the analysis of the company using Resource/ Capabilities Analysis and Value Chain Analysis. Zara is a fashion retailer owned and operated by the Spanish company, Indetix Group. This fashion retailer has introduced a different strategy within the fashion market that goes against the existing strategies of the fashion industry (Anon, nd.). Despite this, or rather on account of this, the company has managed to record profitable growth since its inception. However, in order to pursue further growth, it is necessary to analyze the current strategy. ANALYSIS OF EXTERNAL ENVIRONMENT PESTEL Analysis PESTLE Analysis is a widely used analysis to understand the external environment of the company. It is an acronym for Political, Economic, Social, Technological, Environmental and Legal factors that have an impact on the overall operations of the organization (Henry, 2008). Political Factors Since companies operate within a certain geographic boundary or boundaries, the government has an impact on the company. It impacts through the laws and restrictions placed on the companies. Since Zara operates mainly in Spain and the UK, which falls within the EU countries therefore the political landscape of this area should be understood. The EU is beneficial for the company as it has made the entire region work as a local market. This allows the company to get fair advantage in the entire EU market. Zara is also operating outside Spain and EU markets and in markets such as USA, Dubai and Singapore. In this regard, the company needs to ensure that such countries have friendly relations with the national base of the company which is Spain. Also such countries should have a politically stable government so that the company continues to enjoy friendly terms. Economic Factors In terms of the economic factors, companies all around the world have been seriously hit with the financial c risis that struck the entire world in 2009. This has hampered the buying power on the consumers and most

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Workers and the Economy - Essay Example Therefore, capital is a very critical aspect of socioeconomic resource because it influences the production, transformation of natural resources, consumption and plays a significant role in the creation of the by-products thus an important aspect of pollution. There are two major types of capital variable and constant capital. On the other hand, investment of these capitals creates or reduces the value of production, and this is the basis of the term surplus value. The assignment aims to discuss constant capital, variable capital, and surplus-value with an illustration of how they lead to capital accumulation. Marx defined constant capital as the materials and materials that production of a certain commodity requires (Evans, 2013). In this case, constant capital is the capital proportion that investors channel on the materials as well as the purchased components. On the other hand, the value forms part cost of selling the product thus constant capital remains the same until a product is sold to the market. Constant capital includes the cost of using materials, machinery, and tools since they are all inclusive of the production process. For instance, if the production process involves using a million dollar worth of machinery in producing 10,000 cars then each car will have $100 of the machinery. However, constant capital is measurable when a commodity or a product has now worn out or depreciated. Therefore, constant capital sums up both unit and fixed costs implying that no matter how amount of materials, machines, and components are brought into the production and sold, they do not add a ny new value to the product. The implication is that whether the factors of productions undergo prolonged storage in the warehouse, or used in the production, there is no difference in the amount of capital. Marx concluded that whatever value the materials add when capitalists buy them for production purposes, they assume the same value even

Human Resources Development Essay Example | Topics and Well Written Essays - 500 words - 1

Human Resources Development - Essay Example The oil spill proved to be a violation of the water act, migratory bird act and related acts on the conservation of natural resources (Graythen, 2013). The reader also gets an overview of the five-month oil disaster and a detailed background on how the leakage resulted. Moreover, the author narrates how the explosion occurred and outlines the government response to the incident. As expected, the spill affected the American energy policy something that the author also gave attention. In addition, the article mentions the efforts that taken to bring the exploded well back into control and the setbacks hindering rescue by the team charged with that responsibility. The article also mentions the probable recovery after the disaster. This article relates the saddening truth about the mine disaster in 2010 that left 29 dead in West Virginia. The author describes the desperation evident in the families of the victims concerning the loss. In addition, the author emphasizes on the long hours taken by the rescue teams in their effort to uncover the debris in the collapsed mine and unearths the bodies. Moreover, the moving story mentions that the tragedy resulted because of the mines negligence to abide by the stringent safety rules in place to protect the welfare of workers in the risky mines. It becomes clear from the story that the rescue task was difficult because of the state of the collapsed mine (Urbina, 2010). The West Virginia mine disaster highlights the surging problem in many mines and that concerns safety of the workers. Occupational safety in the mining industry deserves a priority in any mine because risk assessment reports have shown that the workers are always at a great risk. This explains the stringency of the rules and regulation that govern mining. However, the West Virginia case just highlights the reluctance with

The Difference Between Modern And Medieval States Essay

The Difference Between Modern And Medieval States - Essay Example The basic advantage of a democratic political system is the scope for decision-making about the ruling power of the country by the general citizens of the country. The second advantage is that the system averts the emergence of monopoly rule of the party in possession of the central power. Functions in favor of the general public have to be ensured by the political party effectively. Moreover, a feeling of responsibility emerged among the ruling class towards the general citizens through this political system since they owe these common people their very accomplishment in the state elections. This feeling helps the ruling party gain an inspiration for the proper fulfillment of their duties. Moreover, the responsibility of the citizens towards the society in which they are residing also increased through this system, as they are the ones choosing the ruling class. However, since every political system has certain structural flaws democracy is no exception. Common people can in some in stances make the choice that proves to be wrong for the society being unconscious of every political matter and hence the decision may affect the society. Moreover, the public can be sometimes easily influenced in taking wrong decisions. Common people can be manipulated through hordes thus forcing them to take some decision under the pressure of the majority. However, despite these flaws, this political system encourages team effort and prohibits the authority in performing against the desire of the majority.

Internet Law & Governance Essay Example | Topics and Well Written Essays - 4000 words

Internet Law & Governance - Essay Example The meeting also generated an understanding of the suitability of units established to manage various activities by stakeholders involved the internet use. Stakeholders in the meeting, therefore, discussed that the UN Secretary General gain power to develop WGIG that would research on internet laws. Another outcome of the WGIG meeting was the formation of a private body, ICANN. The functions of ICANN were to manage and oversee significant technical issues and developments regarding internet communication. Among the issues of concern addressed by ICANN is the assignment of names and numbers using IP. Decisions, which ICANN usually makes, are a result of consultations with stakeholders in the sector. Such a statement means that policies and decisions formulated depended on agreements of concerned parties (Reed 56). Many governments, globally, have a realization of the effects of laws that ICANN formulates especially in cases where they fall in line with their national legislation. Among the sections of the laws, which may intersect with the national law are privacy, cyber security, intellectual property and enforcement of the law (Kohl 10). There are claims that some nations request and approve increased control of internet administration through collaborative means. Some nations have an idea that is administering laws would be simple if there are coordinated interstate efforts. Such a move informed the reason for the proposal to have an internet governance body at the UN head offices, Geneva (Drake 50). Proposals by member nations faced opposition from other stakeholders such as America that advocate the suitability of ICANN to ensure internet governance. Currently, America retains the mandate of controlling other speakers of ICANN (Cerf 113). Because of its fundamental contribution to internet governance, America now holds the leadership role of managing DNS because of contractual

Collaboration Quiz Essay Example for Free

Collaboration Quiz Essay What are the advantages of having diversity in a collaborative learning environment? Having diversity in a collaborative learning environment opens up more possibilities of learning, you will have more ideas and different views on the situation. The advantages on diversity are the different backgrounds of the group members. Because of this they’ll all have a different way of thinking about the subject at hand. With different attitudes, learning styles, and work ethics it really makes a difference in a collaboration learning environment. One of these advantages is they we all have stories of what we know and or been through. So having information on something you have learned on been through in the past is a valuable input. How might factors such as diversity, attitude, learning, and work styles affect collaboration? The factors of diversity, attitude, learning, and work styles affect collaboration by setting a different mood of the situation. All of these combusts can either be a good thing or a bad thing. Since we all are very different in every way one person may feel as their answer is right and don’t deserve to be changed. The different work styles also affect collaboration for example some people are faster workers than others and are very impatient while others like to take their time and double check their work for error. But this may also be a good thing; since there are so many inputs onto the situation their way or thinking may change and will come to a conclusion on the best answer. How does personal responsibility influence the work and success of a group? I think personal responsibility has a strong influence on the work and success of a group, because a lot of people have families and jobs to take care of and at the end of the day they are very tired and feel to rest. There are a lot of things that can happen unexpectedly that no one can predict that’ll cost you to take time off from classes. This can affect the success of the group because if you do not post in the chat how will anyone know if you have your work of the assignment that needs to be turn in?

Importance Of Teacher Motivation Education Essay

Importance Of Teacher Motivation Education Essay A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002). Inspirational motivation Leaders behave in ways that motivate and inspire those around them by providing meaning and challenge to their followers work (Avolio and Bass, 2002). According to Bass (1998), team spirit is aroused and followers show much enthusiasm. The transformational school leader (Barnett and McCormick, 2003) builds and sustains interactive communications with the teachers. For instance, inspirational talks and acting in ways that encourage enthusiasm. Principals inspire teachers to see an attractive future, while communicating expectations and demonstrating a commitment to goals and the shared vision. Research (Eyal and Roth, 2010) also proved that transformational school leaders can stimulate their teachers efforts to be innovative and creative. According to Tracey and Hinkin (1998), such influence motivates followers to show integrity in the form of ethical and moral conduct. This includes values and beliefs which emphasise the schools mission and embracing high morality. Another point to be noted is that teachers want to be fairly treated. Any discriminatory actions (Wevers, 2000) against them are negatively perceived and these impact heavily on their motivation level. Awamleh and Gardiner (1999) believe that school leaders should avoid the misuse of power for personal gains. School leaders should be seen trustworthy and competent by followers (Cheemers, 2001). So, it is important to have ethical school leaders. Intellectual Stimulation Studies (Reynolds, 1976; Mortimore et al., 1988;, Stoll and Fink, 1996) of Effective schools showed that, principals, considered innovation to be an integral part of the school. They encourage teachers to question existing assumptions and to reframe problems. They invite the teaching staff to approach old situations in new ways. Int