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Lefebvre’s Theory of Space

Lefebvre’s Theory of Space

Lefebvre’s Theory of Space

Name

Institution

Lefebvre’s Theory of Space

Summary of Henri Lefebvre’s Theory of Space

As one of the great contributors toward the understanding of space, Henri Lefebvre provides some significant explanations regarding the production of space. Precisely, Lefebvre presents a stance that supports the coexistence of spatial and social oppositions despite the presence of apparent differences. Thus, Lefebvre offers an approach of abstracting and communicating a mended coherence between the opposing elements to ensure that the link between practice and abstract is sustained. Therefore, Lefebvre presents a relatively complex explanation of the production of space by linking it to the social aspects of society.

According to Lefebvre, space is a product that cannot be separated from its modes of production with regards to unique spatial practices of a given culture. Thus, each society has its space that is attained through different modes of production. Besides, Lefebvre asserts that place and time play vital roles in explaining how modes of production make space concrete rather than an abstract. Also, Lefebvre suggests that the meaning of space may vary from one society to the next due to the differences in modes of production. Thus, Lefebvre claims that that space refers to ‘social space.’ As such, Lefebvre explains social space using three perspectives, namely, representational space, representation of space, and spatial practice.

Spatial Practice

Spatial practice, according to Lefebvre, entails production and reproduction that are shaped by times and locations when such events occur. Subsequently, spatial practice attracts a certain degree of spatial and social cohesion while encouraging continuity of particular production and reproduction activities in a given society. As an example of social practice that is not conceptualized before experiencing, Lefebvre asserts that spatial practice is concrete. Therefore, spatial practices could elaborate on political aspects, as evidenced by the Roman domination during ancient times. Thus, the cohesion aspect is crucial since it dictates the degree of performance and competence at a particular social space, as well as the connection of every individual to such a space.

Representation of Space

Representations of space refer to the conceptualization of lived space with the consideration of what was perceived and attained. Thus, representations of space act as the dominant space in a given community because it elaborates that space is an abstract. Even so, Lefebvre asserts that representations of space serve as operating grounds for architects who are engaging in the production of a particular type of space at a given place and time. Hence, the dominant representation of space that significantly influences the production of space exists in every context.

Representational Spaces

The final section of Lefebvre’s triad, representational spaces, refers to complicated symbolisms, which could be coded or not, that are connected to the concealed aspects of art, religion, and social life. Representational spaces are what human beings’ imaginations strive to alter and appropriate because they are passively experiencing. Hence, representational spaces rely on the symbolic use of elements in the physical space. Besides, Lefebvre asserts that this type of perspective attracts the most important symbolic spaces for residents of a given area, such as a particular village rather than the whole nation because they are linked to the history of an individual and their community. Hence, representational spaces dictate boundaries of a locality such as a playing field, graveyard, or village church.

Overall, Lefebvre does not provide an operative theory on how to establish a space. Besides, Lefebvre does not offer prototypes, typologies, or models of spaces. Instead, Lefebvre offers a complicated explanation of the production of space that does not provide particular results since he sees system-building as a way of straightforward expression of reductionism, abstraction, and power. Also, Lefebvre suggests the possibility of counter-spaces, counter-proposals, and counter-projects without specific results. As a result, Lefebvre’s ideas have lasting generative capabilities since it triggers interested communities and individuals to invent strategies for establishing specific results (Coleman, 2014).

Parallels between Lefebvre’s Theory and James Turrell’s Within Without, 2010 Installation

While Lefebvre presents a non-operative theory, Turrell’s installation offers a practical approach that scientists can implement to determine and understand space.

Lefebvre’s theory does not provide guidelines and advice on how artists can accomplish particular design tasks. On the opposite, Turrell’s installation presents detailed approaches through which artists can develop particular designs for influencing space.

Lefebvre’s theory presents complex explanations of how space is produced but does not suggest any specific results. On the contrary, Turrell’s installation adequately elaborates on what space is with particular results.

Lefebvre asserts that space means social space that is described through three perspectives that entail representational space, representation of space, and spatial practice. On the other hand, Turrell’s installation shows that space is an abstract aspect that can be elaborated with the use of light.

While Turrell relies on light to experiment on what space is, Lefebvre uses the Roman community to elaborate on how society produces space.

According to Lefebvre, an individual or community could generate social space through mental processes. On the opposite, Turrell’s installation suggests that the Ganzfeld effect leads to the formation of space (The Conversation, 2015).

According to Turrell’s installation, the formation of space depends on an individual’s current experiences. On the opposite, Lefebvre claims that the formation of space is a community as well as an individual process.

Discussion Questions

Why did the first-century BC Roman architect Marcus Vitruvius Pollio (famously known as Vitruvius) outline Lefebvre’s earliest spatial code?

Response:

Lefebvre’s thinking always revolves around concrete and practical aspects.

Why does Lefebvre assert that space is a product because it is producible and reproducible?

Response

Since space is the outcome of unique spatial practices of a given culture and is inseparably linked to the ways of generation, they act as products that a community can produce and reproduce.

How does Lefebvre’s theory elaborate on political space?

Response

According to Lefebvre’s representations of space explanation, a prevailing representation of space that will significantly dictate generation of space always occur at any given context, including political settings.

References

Coleman, N. (2014). Lefebvre for architects. Routledge.

The Conversation. (2015). Experiments with light: James Turrell dazzles at the NGA. The Conversation. Retrieved 28 April 2020, from https://theconversation.com/experiments-with-light-james-turrell-dazzles-at-the-nga-35677.

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Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786)

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Course

Date

Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786) was a great concern for the workers, especially laborers who depended on their employment on the plant to feed their families and provide for their basic needs. With the introduction of the machines, there was a petition that these machines were against their rights, and this can be seen as true from so many perspectives. However, it is also trued that the machines were there to serve as a helping agent towards the increase in productivity and lower the production cost to manage these cloth producing firm. Therefore, the workers who used to work in these wool industries and firms were much agitated and saw it as an end to their work. Basing their accusations on the lack of consideration of human rights and general humanity principles, they went ahead to have a petition that stated that the introduction of the machines was completely contrary to the wishes and wills of the workers who were replaced by the machines (Deane, 1957).

Looking at the petitioners’ needs from their side is a good thing that can help us understand how difficult a situation it was and the reasons that made them go on with this petition. The desire of the workers can therefore be described as the need for them to retain and maintain their employment for the longest period possible. Consequently, the machines’ introduction made this impossible as there was a very big loss of jobs. In union for this similar course, the workers filed the petition to oppose the introduction of these machines in their working industries. The aggressiveness of these petitioners can be placed under the need for them to have stable financial lives and their inability to find other jobs easily as the managers and those in charge thought or assumed after they lost their jobs. Furthermore, their families depended on them, and it meant a lack of bread to put on the table if the members present their working lost their employment (Smail, 1992).

Therefore, this was a very difficult time for the petitioners, and they had to face it through all its processes. It wasn’t easy, though, for the Leeds cloth merchants to redecide their machinery introduction to make work easier, make more profits, and reduce the labor cost by replacing these workers with machines. Therefore it was a time of stagnation for the workers and the company as it was very difficult to come up with the best thing to do since there were workers’ conditions to be considered and at the same time, the needs of the company to be considered. There was also the element of modernity that the company needed to embrace and feel like a new way of doing things (Deane, 1957).

The side of the factory, even though conscious of the factors which led to this and what it meant to have the workers leave work had still to do it because they needed a faster method as well as a chap one of producing cloths and using machines was the best thing to do. Therefore their decision was based on their needs that they wanted to make sure that the production speed was increased and the quality was good while the cost went down. This is always the desire of any business, and therefore Leeds factory got this and implemented it. (Smail, 1992).

In conclusion, we can say that Leeds cloth factory implemented what was right according to them. Even though it was not fair according to the workers, they still implemented it because it served their needs best and helped them be better every day as their productivity increased, leading to an increase in the profit they were making.

References

Deane, P. (1957). The output of the British woolen industry in the eighteenth century. The Journal of Economic History, 17(2), 207-223.

Smail, J. (1992). Before the Luddites: Custom, Community and Machinery in the English Woolen Industry, 1776-1809.

Internet History Sourcebooks. (n.d.). Sourcebooks.fordham.edu. https://sourcebooks.fordham.edu/mod/1786machines.asp

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Lecture Notes for the 1920s

Lecture Notes for the 1920s

Lecture Notes for the 1920s

President Woodrow Wilson’s coalition had dissolved by 1920. This was due in part to the failure to ratify the Versailles Treaty, Join the League of Nation, and the Progressives achievement of their major goals. Add to this was the abuses of the Wilson administration during the so-called “Red Scare” of l919. Between 1919 and 1920, hundreds of Americans were illegally arrested and tried for conspiring with the Russian Communist Party to overthrow America.

Historians have often caricatured William G. Harding, the Republican senatorial candidate for President in 1920. Some lamented his only qualification for President was that he looked like one. Intellectually, one scholar scoffed that if Harding came across an idea, he would carry it around until it died of old age and senility. A nice man, he often found it difficult to say no, especially to his friends and women. Indeed, Harding’s father once remarked that had he been a woman, he would have always been in a family way. Nan P. Britton or “Nanny,” was Warren G. Harding’s mistress, who publicly revealed in 1928, that he had fathered her daughter shortly before his election as President in 1920. Years later, DNA tests, proved to a certainty he had fathered the child.

Still, Harding’s promise to return America to normalcy won him the presidency.

B. Harding as president:

1. He made appointments that included good and bad choices.

a. His good choices included Charles Evans Hughes as Secretary of State; Herbert Hoover as Secretary of Commerce; Andrew Mellon as Secretary of the Treasury, and Henry Wallace as Secretary of Agriculture.

His bad choices included the so-called “Ohio gang,” friends, from his time as governor of Ohio.

His four Supreme Court appointments were all very conservative, chosen to roll back progressivism. They struck down federal child labor laws, moved to limit the power of unions, limited federal regulation of business, backed the pro-business policies of Andrew Mellon, and limited government spending.

During his term, Republicans established the General Accounting Office that passed tax reductions for the rich, and the Fordney-McCumber Tariff of l922, a higher tariff for business.

Harding also named conservative advocates of big business to head major regulatory agencies.

In race relations his record was mixed, on the one hand he opposed interracial marriage, declaring “race amalgamation there cannot be,” but supported federal job opportunities for African Americans, spoke against vigilante racism, urged the nation to deal with the “race question,” verbally attacking the Ku Klux Klan and supporting anti-lynching legislation.

However, the weakest part of Harding’s administration was the scandals of the “Ohio gang.” Colonel Charles Forbes, head of the Veterans Bureau looted 200 million dollars illegally selling government medical supplies to private contractors. Harding allowed him to flee to Europe to escape prosecution. Eventually, he returned and served time in Leavenworth federal prison. Harry Daugherty, his attorney general, was tried for conspiracy on charges of selling illegal liquor permits and pardons. Acquitted, he was forced to resign by President Calvin Coolidge. The biggest scandal involved Albert Fall, Secretary of the Department of the Interior, who allowed private companies to exploit government-owned oil deposits at Teapot Dome, Wyoming and received more than $400,000 . He was the first serving cabinet member convicted of a crime and sentenced to a year prison.

The end of Harding:

Troubled by the scandals President Harding suffered a fatal stroke. His death spared him from public disgrace. Some historians quipped Calvin Coolidge looked as though he had been weaned on a “pickle,” became president. The fifth generation son of farmers supported the business interests more than Harding did. After his election in 1924, labor and farming suffered under “Silent Cal.” Employers used various devices to keep out unions. These included:

The “American plan”—the open shop that allowed employers not to hire unionists.

“Yellow dog contracts” —workers forced to agree not to join a union.

“Industrial democracy” and “welfare capitalism”—offered workers alternatives to unions.

Because of these things police union membership declined dramatically during the twenties.

The 1920’s was also a paradox of modernity and fundamentalism:

The decade was also referred to as the “aspirin age,” “Roaring Twenties,” “era of excess,” and a “time of Fords, flappers, and fanatics.”

A.Economic Progress

Economic progress was rooted in technological advances like the manufacture of continuous strip-sheets in steel and tin machines to make glass tubing.

New machines revolutionized the construction industry with power shovels, belt and bucket conveyors, pneumatic tools, concrete mixers, and dump trucks.

The communications industry witnessed the development of automatic switchboards, dial phones, and teletype machines.

Innovations in chemicals and synthetics included rayon, Bakelite, and cellophane.

-Real wages for many Americans increased about 11% during the decade, and the length of the workweek shortened from 47.4 hours a week in l920 to 42.1 in l930.

The twenties also saw the emergence of the consumer society (cars, movies, radio, etc.), a bigger middle class, and suburbanization.

Advertising came into its own, and the use of credit boomed during the twenties.

The decade was also referred to as the “age of managers.”

Men like Bruce Barton told the glories of capitalism. His book, The Man Nobody Knows (1925), depicted Jesus as a great salesperson and corporate manager (i.e., the 12 apostles).

As mentioned, the twenties saw the decline of labor unions, the first time in a period of prosperity. It resulted from of the conscious effort of Secretary of Treasury Andrew Mellon (referred to as the “high priest” of business-oriented welfare capitalism) to destroy organized labor.

B. The New Sexuality

The decade was noted for changing sexual mores often depicted by the “flappers.”

Many young people held permissive attitudes toward risqué movies, blue books, and discussions of sex. Such films as Old Wives for New and Golden Bed were popular. Novels with titles like Love Letters of a Portuguese Nun, Sex Life in Greece and Rome and One of Cleopatra’s Nights were popular.

As mentioned about the l920s marriage was challenged by the increase in the number of divorces (1910:100,000, 1929- 200,000 divorces).

Psychologist Sigmund Freud’s theories expanded the discussion of sexual behavior and personality in society.

The nineteenth amendment (August 26, 1920), expanded women’s right to vote nationally. Women did not rush in great numbers to vote, but it was the beginning of a right long overdue.

C.Race, Ethnicity in the Twenties

Since World War, I many Americans, especially those of Anglo-Saxon heritage, came to view with suspicion, xenophobia, and hatred, individuals from non-Western European countries. They supported the opinion of writers like Lothrop Stoddard (The Rising Tide of Color, l920) and Madison Grant’s (The Passing of a Great Race, 1916) that increasing non-white or Southern and Eastern ethnic groups would cripple the intellectual and superior generations of future Americans.

Anti-Immigration efforts saw the passage of the National Origins Act (1924). The act set quotas on the number of immigrants from various countries. Based on the l890 census, it was designed to limit the number of immigrants from Southern and Eastern European countries, Asia and Africa. The highest number of immigrants allowed each year would come from Western European countries and the least from Africa and Asia.

African-Americans:

With the overthrow of Reconstruction, a de Jure caste system called Jim Crow flourished in the South, while discrimination and de facto segregation ruled in the North. Between l880 and l915, the leadership of Booker T. Washington counseled patience, hard work, and accommodation to second-class citizenship and Jim Crow. Explicit in his Atlanta Exposition Speech (1895) was his acceptance of segregation and belief that hard work (Gospel of Wealth) would gradually lead to the acceptance of African-Americans, economic opportunities, and the end of racial violence against blacks. Unfortunately, the opposite occurred as Southern race riots against people of color increased (Wilmington, N.C., l898). The first two decades saw numerous race riots. In the “Red Sumer of 1919”, there were 25 major and minor race riots in cities like Chicago and Washington D.C. However, the worst race riot in American history occurred in Tulsa, Oklahoma, 1921. Even before, with the Springfield, Illinois race riot in l908, it suggested Washington’s optimism was misplaced, and many Americans, particularly a significant minority of whites rejected his philosophy.

The establishment of the bi-racial National Association for the Advancement of Colored People (l909) signaled the beginning of the “era of legalism” in which the NAACP through its Legal Redress Committee sought to end Jim Crow, second-class citizenship, and segregation through the enforcement of the 14 and 15th Amendments.

With the help of outstanding Constitutional lawyers like Moorefield Storey and Louis Marshall, the early NAACP won a number of significant Supreme Court decisions including:

United States v. Guinn (1915) Supreme Court declared the “Grandfather Clause” used to disfranchise black voters unconstitutional.

2. Buchanan v. Warley (1917) The Supreme Court declared residential segregation by law unconstitutional in Louisville, Kentucky. To circumvent the intent of the Supreme Court’s ruling, whites either through their contractors or homeowner associations inserted a clause in their deeds prohibiting the selling of their homes to anyone other than Caucasian. These were known as “Racial Restrictive Covenants.” Individuals who violated the covenants were hauled into court and charged with breach of contract. In l948, the NAACP won a case before the Supreme Court, Shelley v. Kraemer, which ruled the covenants were not enforceable. The court ruled that whites could make covenants and not violate the 14th Amendment, but once individuals sued in court and the state supported the covenants, it then violated the equal protection clause of the 14th Amendment. This effectively ended the racially restrictive covenants.

2. In Nixon v. Herndon (1927), The Supreme Court declared the Texas all-white Democratic primaries unconstitutional. Texas whites were able to circumvent the court’s ruling by reorganizing the Democratic Party as a private club, subject to its requirements. However, in Smith v. Allwright (l944), the Supreme Court ruled that since the state extended the right of the party to exist as an arm of the state, it, therefore, could not reorganize as a private club. Thus the all-white Texas primary (and by virtue all states) was unconstitutional.

Black Nationalism during the 1920s:

Not every African American supported the goal of becoming part of mainstream America or integration. The West Indian born and raised Marcus Moziah Garvey created the Universal Negro Improvement Association (1914) to liberate people of African descent from white domination and oppression.

Garvey believed in the superiority of black blood and derided integration and miscegenation as diluting the strength of black people. His goals were to create a Black Nationalist state in Africa, oust white Europeans from African countries, create a black self-sustaining economy that rivaled white countries, and a black military to challenge their military dominance.

Two important features of the UNIA was the “Back to Africa Movement,” and the Black Star Line, a failed attempt to create a fleet of ships to establish transatlantic trade between Africa and other non-white countries.

Many African Americans did not support Garvey. His greatest support came from the masses of the lower class and the working class black poor. Most working and middle-class blacks supported the NAACP’s approach ending black caste in America.

D. Reaction and Fundamentalism

From the beginning of the decade, not everyone believed progress or modernity was necessarily a good thing. As already mentioned many believed that the move toward modernity would undermine the historic core values of America. The following are expressions of that concern:

Prohibition: XVIII Amendment (January 29, 1919) prohibited the manufacture and distribution of liquor. Many fundamentalists believed the increase of alcohol or “demon rum” production and consumption led to a breakdown in societal values. Unfortunately, the Amendment had the unintended consequence of creating a black market and empire of criminals who flourished in the illegal manufacture and distribution of alcoholic beverages. The empire of Al Capone is the best example of how badly prohibition turned out.

For those who could not afford it, or had access to illegal “booze,” ordinary Americans resorted to the manufacture of dangerous concoctions like Jackass Brandy (caused internal bleeding), Panther Whiskey(contained fuel oil), and Soda Moon Pop( contained poisonous alcohol).

In politics, fundamentalists attempted to link political campaigns to the “Bible, Christ and the Constitution.”

While concern about modernity was conspicuous throughout the country, it was mostly a Southern phenomenon.

Another example of the fundamentalists versus the modernists was the battle over the teaching of Evolution in the schools. Many fundamentalists continued to argue the literal interpretation of Biblical scripture. Led by evangelical preachers mostly in the South, this often provided individuals with faith amid secularization and group solidarity from the disorienting experiences of migration and the rapid social change taking place in America.

Billy Sunday the baseball player turned preacher, derisively confessed he did not know any more about theology than a jackrabbit knew about ping-pong but knew “that old bastard theory of evolution was jackass nonsense.”

Another evangelical preacher against evolution was the Rev. J. Frank Norris, head of the First Baptist Church of Fort Worth, Texas. He built a 6,000-seat church and bathed it in searchlights making it visible for 32 miles. Norris was a crude, violent man who once shot and killed someone in his office. Norris violently opposed “that hell-born, Bible-destroying, the deity of Christ-denying, German rationalism known as evolution.”

Belief in Creationism versus the science of Evolution came to a climax in the John Scopes Trial (l924). Scopes was a biology teacher in Dayton, Tennessee arrested for the illegal teaching of Darwinian theories of evolution. The trial was an international sensation pitting the silver-tongued orator and perennial Democratic candidate William Jennings Bryan, against the country’s foremost trial lawyer Clarence Darrow. Bryan defended the state’s anti-evolution law by insisting that “it is better to trust in the Rock of Ages than to know the age of rocks; it is better for one to know that he is close to the heavenly Father than to know how far the stars in the heavens are apart.” Darrow crossed-examined Bryan making him look foolish trying to explain literal interpretations of Biblical events like Jonah being swallowed by a whale and walked out unscathed, and that the earth was literally built in a “day.” In the end, Scopes was convicted of the misdemeanor, fined and ultimately received a scholarship at the University of Chicago, while Darrow concluded that he had effectively examined Jennings on his fool ideas which no intelligent Christian on earth believed.

The battle between Evolutionists versus Creationism continues today still mostly in Southern and Southwestern states like Texas.

The last fundamentalist group, the Ku Klux Klan, distorted honest anxieties about modernism to launch a revival of hatred and bigotry against blacks, Jews, and Catholics. Following the film Birth of a Nation (l915), William J. Simmons, an insurance salesperson from Atlanta, Georgia, used modern advertising and public relations techniques to turn the KKK into a national organization with a membership of 4 to 5 million people, and unprecedented political power. Even Hugo Black, a Supreme Court Justice was a member of the KKK as a young man. Toward the end of the l920’s the KKK’s power declined following a scandal involving the secretary of Simmons and her alleged rape by the Grand Wizard on a train.

The paradoxical twenties ended with the crash of the stock in l929.

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LEARNING DISABILITIES FINAL ASSESSMENT

LEARNING DISABILITIES FINAL ASSESSMENT

LEARNING DISABILITIES FINAL ASSESSMENT

Instructions:      You are required to complete 3 questions. You are required to do the questions from Section A, and choose any two questions from Section B. Section A carries 2000 words while each question from Section B should not exceed 1,200 words and should conform to APA 7th edition. Questions should be submitted as one document and references for all questions completed at the end. The similarity index for turnitin should be 20% or less. Include a signed accountability statement.

SECTION A:

Teachers’ Attitude and Knowledge of Students with Disabilities

Instruction

This survey is being done to ascertain teachers’ attitude and knowledge towards students with disabilities. Your participation in this survey is greatly appreciated. You are being asked to complete the questionnaire below by ticking the item which best reflects your position or assessment and then providing the data requested below. All information will be kept confidential and your names and email addresses are not required.

Strongly disagree Disagree Agree Strongly agree

My educational background has prepared me to effectively teach students with learning disabilities. I need more training in order to appropriately teach students with learning disabilities I attend conferences/workshops on teaching students with learning disabilities. I feel comfortable in working collaboratively with special education teachers when students need help Students who are 2 or more years below grade level should be in special education classes. Students who are diagnosed with specific learning disabilities need to be in special education classrooms. All efforts should be made to educate students with disabilities in the regular education classroom. I am provided with sufficient in-service training through MOE which allows me the ability to teach students with learning disabilities Regular education teachers should not be responsible for teaching children with special needs. I am comfortable working in an inclusive classroom Students with special learning needs are significantly impacted during COVID-19 Rate your students/class on the following None of them Approximately 25% of them Approximately 50% of them Approximately 75% of them

Difficulty with spelling Difficulty learning letter names Difficulty learning phonics (sounding out words) Read slowly Read below grade or expectancy level Required extra help in school because of problems in reading and spelling Poor understanding of interpersonal space Difficulty knowing how others are reacting Has trouble understanding how others are feeling Makes comments that show a lack of understanding of social situations, such as inappropriate jokes or insensitive remarks Difficulty making or keeping friends Isolates self in social situations Feels anxious or out-of-place in new social situations Handwriting is spatially disorganized Papers look disorganized or messy On arithmetic problems, has difficulty keeping the numbers lined up in columns Drawings look immature for her/his age Worse at math than at reading and spelling Makes careless errors in math, such as adding when the sign indicates subtraction Trouble learning new math concepts such as carrying or borrowing Your demographic information

Sex: Male [ ], Female [ ]

Your age range:

18-24 [ ], 25-35 [ ], 36-45 [ ], 46-55 [ ], 56 and over

Highest educational level (please circle):

Diploma [ ]

Associate Degree [ ]

Bachelors [ ]

Masters [ ]

Doctorate [ ]

HEART/NVQJ [ ]

Level teacher training qualification – Early childhood [ ], Primary [ ], secondary [ ]

At what level of education are you currently employed?

Infant/Basic [ ], Infant and Primary [ ], Primary [ ], Secondary [ ], Vocational [ ], Tertiary [ ]

Years of experience as a teacher _______

Section A (2000 words)

Number 1 (24 MARKS) – Do all questions

You are required to survey 10 teachers on their general attitude towards and their knowledge of students with disabilities (see instrument above – teachers should only respond to one survey). Upload excel data set with assignment.

A. Write a summary of the findings. Indicate the likely attitudes and knowledge that teachers have of students with disabilities with supporting evidence from the literature.

B. Based on the findings:

i. Outline training opportunities for teachers to work with students with disabilities

ii. Explain two implications of teachers’ attitude towards and knowledge of students with disability.

iii. Recommend programme modifications and support that students would need to benefit from the general education curriculum.

Section B (1200 words EACH)

Number 2 (18 MARKS)

It is widely proposed that students diagnosed with learning disabilities can greatly benefit from inclusion with accommodations in some classroom activities, assignments and exams. 

 

Present an essay that both supports and opposes inclusion of the LD student in the regular classroom. In support of the position, indicate the types of accommodations that can be made, and in opposing the position, indicate the possible challenges inclusion presents in the regular classroom setting. In your argument for both positions, be sure to include evidence to support your perspectives.

Number 3 (18 MARKS)

According to Kirk & Elkins (1975), at least 80 percent of students with learning disabilities encounter difficulties in learning to read.  Discuss the nature of the reading problems they face and discuss some of the teaching strategies recommended to address these problems.

Number 4 (18 MARKS)

Excerpts from the Salamanca Statement and Framework for Action which was signed and adopted by Jamaica are presented below. Read and critique the Statement as it relates to the policy on inclusion. Define inclusion and indicate the obstacles faced by Caribbean countries to successfully implement inclusion for children with Learning Disabilities, and state how these obstacles can be overcome?

The Salamanca Statement and Framework for Action on Special Needs Education which was adopted by the World Conference on Special Needs Education: Access and Quality in Salamanca, Spain, June 1994, stated:

We believe and proclaim that:

every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning,

those with special educational needs must have access to regular schools which should accommodate them within a child centred pedagogy capable of meeting these needs,

regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.

We call upon all governments and urge them to:

give the highest policy and budgetary priority to improve their education systems to enable them to include all children regardless of individual differences or difficulties,

adopt as a matter of law or policy the principle of inclusive education enrolling all children in regular schools unless there are compelling reasons for doing otherwise,

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Learnado Da vinc’s Art work

Learnado Da vinc’s Art work

Learnado Da vinc’s Art work

Students Name

Course

Professor

Date

Introduction

Learnado Da vinci is a Renaissance man with fascinating personalities in the Western art history. He had discovered scientifically, excelled in mathematics and was an artist. He used to observe constantly, experiment on things and inventing as well as draw. He did his work with perfection and prospered in almost everything he tried. His painting, drawings and sculptures have been kept for historic facts. Da vinci’s was trained in Florence at Andrea Del Verrochio’s workshop as a sculptor and a painter. Leonardo had curiosity and fascinating craves for knowledge that never left him. He was greatly influenced by Hugo van der Goes, his teacher and Verruchio. He was a teacher and his student’s shared a similar style of artwork. In Modern His beautiful work inspires everyone who comes around his arts even without knowing that Davinci was the one who had done it. He studied various gestures and poses in his study for Nativity of a mother and her child possibly when preparing for his main panel for his famous altar piece called the Virgin of the rocks. The most recognized and famous art work done by Davinci are; the Mona Lisa, Virgin of the Rocks, The last supper, St. Jerome in the wilderness, The baptism of Christ, child with st, Anne, and the virgin. Some others cannot be proven that he was the one who did since he never put signature in his work.

Leonardo’s paintings were considered an art that had outlived its time. He was considered a master in the since that his paintings had hidden messages that would astonish the world .He used Oil on poplar woods on some paintings such as Virgins on the rocks. There are two similar paintings with the same interpretation but the other one showed the halos. His painting did not show halos as his masters rejected the thought of Virgin Mary and Jesus being in an uncouth scenario. The painting showed Angel Uriel and john the Baptist who holds out his hands to suggest prayer towards Jesus.

Leonardo’s work used the light and shadow effect. Leonardo Da Vinci was fascinated with beauty especially when it came to women of class and status. In his hey days as a painter and sculptor he was also questioned on his sexuality because of the painting which came to be known as Vitruvian Man. He was once in love with a lady of the high chambers known as Isabella D’Este .This was said to have propagated the painting of La Belle Ferroniere painting on oil and canvas it showed how light falls on curved surfaces as can be seen in the paintings. His Best woman however was the Monalisa to the art world is the most redone portrait.

La belle on the other was among his many portraits and paintings of women paintings including Adoration of Magi where he formed a new style of painting which is known as chiaroscuro the contrast of colors from light to dark. Leonardo was raised by Christianity or the church since he wanted to be in good terms he depicted such paintings which had symbols of the church. Adoration of Magi was an illusion painting depicting the rise of a kingdom and fall of another kingdom through the son of a virgin. It was later re-painted showing magi in a manger surrounded by Pharisees and sheepherders introducing the birth of Jesus Christ.

Leonardo ventured into science after being incorporated in the Duke of Milan chambers He had outstanding paintings that he drew such as the big horse which was partly unfinished .His fascination of horses was true to the aspect of him actually stilling horses from the stables and drawing them as they fed in the fields. The Big horse which was a task he sketched but did not finish in time to present to the duke. The sketches on canvass drawn with ink show the precise movement of a horse with such grace and the boldness of the duke is evident with the knee lock horse movement. The master of art and creator of art is the description the underground art work describes Leonardo. It is evident that his art was to be immortalized and would be a great pillar in modern art. His art work was done in two periods early work in Florence which he painted, Madonna and child, the adoration of Kings and St Jerome. The next period was referred to as Milan period where he painted Monalisa. The last supper,

The Mona Lisa art work

This piece of work took Davinci 16yrs to finish since it was a masterpiece. This Art represents a portrait of Lisa Del Giocondo who was Francesco Del Gicondo’s wife also known as (Paris Louvre). There was an argument on if it was a fact or an opinion. A sensation of secrecy surrounds this painting, which is obscure in a soft light, creating an impression of attraction. This painting has a technique of painting which is known as sfumato—fumo in Italian means “smoke” meaning there painting has no contours or hard line in it. His painting has seamless changes between dark and light. This painting became famous since it had ambiguity, the smile in Mona lisa and its theft. The ambiguity is because there is s a debate on whether that is Lisa Del Giocondo or someone else. Her smile was the other fact that left it amazing. When one covers one side of her smile the other side was seen frowning. The art shows that she is not smiling brilliantly and she is not facing straight. Her faint smile is almost a smirk and this is seen when one gazes at the picture. Mona lisas arms, are torso, and head each twist faintly in a diverse direction, conveying a detained sense of progress. Davinci forged the technique of placing the subject adjacent to a landscape background. The painting had been stolen and when it was recovered it was stored at Louvre at the back of a bullet proof glass and its safe there. Leonardo investigates the possibilities of oil plant   in the drapery’s soft folds, texture of skin. The deeply retreating background, with its meandering rocks and rivers formations, is an example of Leonardo’s individual view of the natural planet: one in which everything is full of energy and movement, since it is viewed in liquid and in flux.

The last supper art work

The last supper original painting faded and deteriorated after very few years since it had been finished. It seems like he was experimenting with this one and it did not go well Jesus feet were visible in a way they foretold his death on the cross. It only took Davinci 3years to complete it. This painting is famous due to the religious fact since it ha s Christ and his twelve Disciples. The painting has a hidden message such as there is a reflection Jesus with a hidden woman caring a baby and a templar knight seated at the table. Leonardo captured the moment when Christ tells his apostles that one will betray him, and at the foundation of the Eucharist. His statement brings about a visible response, and is effected in the painting in the form of a wave of sensation amongst the apostles. The reactions are expressed by each apostle, and are referred to as “motions of the mind.” Despite the dramatic reaction of the apostles, Leonardo inflicts a sense of order on the landscape. Christ’s head is at the middle of the masterpiece, and is surrounded by a halo-like architectural gap. Christ’s head is at the disappearance point toward the perspective projection lines of the architectural are setting union. The apostles are arranged four groups around him of three united by their posture and gesture. Judas is on the opposite side of the table, and has been set apart from the other apostles by his shadowed face.

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Reference

Kelen, Emery. Leornado da Vinci’s Advice to Artists, ed.. S.l.: s.n., 

Deborah Mends. 2013. How to draw journey. Retrieved from http://www.howtodrawjourney.com/leonardo-da-vinci-drawings.html

Marani, Pietro C. Leonardo da Vinci–the complete paintings. New York City: Abrams, 2000.

Laurenza, Domenico, &Mario Taddei. Leonardo’s machines: Da Vinci’s inventions revealed. Cincinnati, OH: David & Charles, 2006.

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Leading Change An Action Plan from the World’s Foremost Expert on Business Leadership by John P. Kotter

Leading Change An Action Plan from the World’s Foremost Expert on Business Leadership by John P. Kotter

Leading Change: An Action Plan from the World’s Foremost Expert on Business Leadership by John P. Kotter

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As suggested by the book’s title, the dominant theme in John Kotter’s book ‘Leading Change’ is change. Change is one of the inevitable processes that we have to go through, but the process is often met with resistance. The reason for this resistance is that change in one aspect of life tends to affect changes in many other areas; hence people are afraid of change. They often prefer the comfort zone where they know what happens next (Kotter 2012). This is also the case in any business or organization. ‘Leading Change’ follows eight steps that are prerequisites to change and some of the reasons as to why many change programs fail, giving insight to business leaders on the steps to take to drive change in their areas of leadership.

To begin, the book first examines the main reasons as to why change programs fail. One of these reasons is being contented with a situation (Kotter 2012), which happens to both leaders and employees in an organization. Most of the time, it is upon management to keep pushing their teams to embrace change, but if everyone gets comfortable, they will go back to their old ways. The author also emphasizes how a lack of vision and a powerful guiding coalition can hinder change within an organization. From this point, the reader gets a clear picture of how essential vision is towards driving change and leaders are encouraged to come up with a sharp image of change to inspire those that they lead (Veling et al). Leaders must also come up with practical ways to communicate this vision to inspire others to embrace change.

Other factors that hinder change include declaring victory too soon. As happens with any situation in life, any goal takes time and hard work to achieve hence claiming victory within a short time can lead to reverting to old habits (Kotter 2012). With this in mind, it is also vital to make milestones as they are achieved in the short term so that employees are motivated to do better. Change should also be incorporated into the corporate culture (Veling et al 2018). The author makes this point that leaders should make employees aware that change is healthy and essential; it leads to growth; hence there is no need to fear change. This is a necessary mindset to keep not just for business leaders but also in embracing change in the daily life of any individual.

Kotter stresses the point that people within an organization should feel that change is a necessary path towards growth. To counter the cynicism that comes with whether a change will have a positive impact, leaders must be prepared. They should recognize that new ideas will often face opposition and hence all the employees must be encouraged to be a part of the change. The process of change will meet resistance; covert, overt or unconscious (Kotter 2012). These points made by the author as to why change fails very relevant to all audiences. While reading through them, the reader can understand and relate it to their own experience hence can be better prepared to counter any negative attitudes towards change.

The author outlines eight steps that drive change, the first being the establishment of a sense of urgency within the organization. Change should be viewed as necessary and urgent for success. Employees should be able to clearly express any issues that they have honestly and openly. It is also important to engage those who are dissatisfied such as customers, employees and other stakeholders. The second step is to create a guiding coalition which is the responsibility of the management (Kotter 2012). The leadership team’s work is merely to inspire others; all the employees need to know that they are essential to change. This is a crucial point related to any real-life situation; success is more likely to be achieved with a team effort.

The third step is to have a clear vision and strategy, and the next step is to communicate it to all members of the organization so that they know what they are working to achieve. The fifth step is to empower employees to take action necessary for change. Some of the things that are disempowering include old systems of leadership, lack of skills, and values. The sixth step is to generate short term wins to keep employees motivated. The seventh step is to consolidate gains to produce more change, and the final step is to instil the culture of change within the organization (Kotter 2012).

While reading this book, I learnt many things that are not only confined to corporate culture but also to real life situations that we face every day. Change is a common feature in our lives, and hence we must be ready to embrace it. Many times we are afraid of change, and the reasons for this are some of those given by Kotter including the fact that we are scared to move out of our comfort zone. To counter this, we can come up with visions and strategies that can motivate us to change.

The primary audience for which this book was intended is business and organizational leaders, and the author does a splendid job of breaking down the change process into three parts. The first is the hindrances to change, the need for change and the eight steps necessary to effect change within the organization. While some of these may seem pretty obvious, how they are categorized and solutions to problems suggested will make it an easy and informative read for leaders. They are given essential pointers on how to deal with resistance and cynicism towards change which is a common thing in all organizations. The author makes his points very precisely to the audience.

The book reinforced my opinions regarding a change. I have often had a problem with change, the biggest one being a fear of the unknown as a result of making changes. This is a challenge that many people experience, and employees or many organizations are no different. The book has therefore given me clarity on some of the reasons as to why change is so complicated and what can be done to make the process more exciting.

In conclusion, I agree with the author on the points on what organizational leadership needs to do to promote change as a tool of growth and progress. The creation of vision and strategy are essential for driving change. Employees are a significant part of the process of change; hence they must be encouraged to communicate honestly on their fears and concerns (Doppelt 2017). Short term gains should be rewarded to keep them motivated. Change should be a part of the corporate culture of any organization and the steps outlined by Kotter will be sure to see any organization embrace change towards thriving operations.

References

Doppelt, B. (2017). Leading change toward sustainability: A change-management guide for business, government and civil society. Routledge.Kotter, J. P. (2012). Leading change. Harvard business press.

Veling, L., Crowley, C., Russell, A., Cullen, J. G., McQuillan, L., Gorman, P., … & MacHale, J. (2018). Organizational Change Management (OCM): Preliminary position paper.

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Enhancing Oral and Written Communication Skills

Leading and Managing People

Leading and Managing People

Part 2

Enhancing Oral and Written Communication Skills

It has been argued that one of the main keys to success is possessing great interpersonal skills of communication. Individuals who possess these interpersonal skills of communication have been indicated to have better chances of being successful in the current world than those without mainly because people have finally come to appreciate the advantages of having and retaining the right business connections. It is widely thought that great interpersonal skills of communication are not inborn, although in some cases individuals are born with traits that seem natural and impose on them excellent ways and skills of communication. However, studies have shown that interpersonal skills of communication can be learned and nurtured for one to become a more effective communicator. Experts in the field argue that communication that is effective has to have or has to be composed of different communication methods including voice, words, non- verbal communication and tone. Of these four, non- verbal communication has been indicated to be the most effective in delivering or communicating across a message between individuals (Elgin, 1993).

According to recent surveys words are only 7 percent in effectiveness when it comes to communication, tonal voice is only 38 percent effective in passing a message across. However, non- verbal communication was found to be 55 percent effective in communicating. Non- verbal communication can be made up of a number of components. Some of these components include body language, the emotion of the receiver, as well as, of the sender and other relations or connections between the individuals communicating like friends, professionals, and enemies. Some factors that might govern these connections and relationships and affect communication include personal differences or similarities, differences and similarities in philosophy, expectations, differences in profession and attitudes. This is to mean that what individuals say is not as meaningful or important as how they say or act while saying it. For example, a message could be dull when delivered by an incompetent communicator, but seem brilliant when delivered by a speaker who is charismatic, filled with enthusiasm and energy (Don Gabor & Schuster, 1994).

Just as well, a message that is brilliant and excellent can seem dull when delivered by a speaker who is not interested or enthusiastic because such speakers usually do not have the ability to spark the interest of the audience. For one’s speech to be as effective, it has to be delivered well with the speaker incorporating into the speech some essential elements of effective communication. Some of these elements include the quality of voice, body language, intention, clothing and dressing style, eye contact, animation, visual aid, manner, self- concept, pacing and rhythm, agenda, rapport, concept of the audience and other, hearing and listening to the underlying message, how the speaker hold the message, confidence, and attitude, and energy among others (John, 1995).

Making presentations that are effective to key individuals and groups is a regular part of the job of most executives. Delivering a message or a presentation that is easy to understand and clear that gains support from the audience obviously requires some skills and expertise in speaking in public. Also, it requires that the speaker understand the audience and its perspective and be willing to adjust to the presentation on the basis of the feedback they receive during the presentation. Therefore, attaining this expertise requires individuals to be trained on the same, and practice (Berlo, 1960).

The main purpose of any kind of communication is to persuade and inform. These skills are critical for business professionals. Numerous communication skills training programs have the sole purpose of enhancing written and verbal skills of communication. Other minor reasons for holding communication skills training programs include improving the effectiveness of written and spoken communication as well as improving the quality of communication. There are three main types of communication skills training that most programs hold. These include written, verbal and face- to- face communication skills training (Barnlund, 2008).

Clear verbal or spoken communication skills are critical for many professionals. Therefore, the ability of a professional to clearly speak, with impact, and briefly have a major influence on the credibility of managers and many other professionals, as well as, their organizations. As it follows, delivering presentations that are formal and other discussions in meetings and their places always present an individual with the need to improve their presentation skills. Just as well, what and how we write presentations creates a special impression on the audience. In most cases, individuals are required to communicate through compiling reports, through emails and briefing papers and it is adamant that they do so effectively and efficiently. The writing training courses, therefore, teach individuals how to develop their communication skills in writing giving them the ability to write concisely, clearly and persuasively (Corcoran et al., 2001).

The way professionals communicate in such situations as face to face, in which they connect and interact with individuals or groups can significantly affect their effectiveness in communication and how others see or understand them. Many training programs for improving face to face communication skills are based on principles of neurolinguistic programming or NLP, but with an increased focus on the provision of practical skills and techniques that aid individuals in maximizing their personal effect (Corcoran et al., 2001).

There are number of things that I learned from the professional development experiences described above. The key learning from the above discussion had a lot to do with developing leadership skills and developing proper and effective written and spoken communication skills. After completing the first part of the assignment, I realized that I had needs when it comes to communication, as well as, in leadership. I realized that my communication skills were not effective enough to accomplish the intentions of the speech. According to a number of studies, the best and most effective communication is one where a speaker establishes a connection with the audience and where the audience remains alert and attentive throughout the speech participating and showing emotion when appropriate (Stirling et al., 2000).

With this information, I evaluated my presentation and communication skills and I found out that connecting and keeping my audience attentive was one area where I needed to improve. According to my experiences above, I learned that such challenges could be addressed through attending a professional development program whose main focus is to improve communication skills. It is, therefore, possible for me to improve my communication skills if I am able to identify and find a professional development training program that is effective enough. After identifying such a program I could attend it to learn about the appropriate communication skills. After learning these skills, I would ensure that I finesse them by practicing a bit until I get the principles right (Lee & Barr, 1989).

Another problematic area that I identified I had, had to do with my leadership skills. It was clear from the above discussions that good leaders are those who manage to accomplish and coordinate activities during both bad and good days to result to desirable outcomes. I realized that my leadership skills were not as developed because I at times relaxed during the good days, consequences of which were apparent during times of need. It is essential for a manger to be alert and to remain knowledgeable at all times of their businesses and what is going around them in the market (Board of Teacher Registration, 1997).

As a result of this, they remain successful and effective throughout the year, fruits of which are seen when the business remains successful and fruitful. It was, therefore, apparent that constant knowledge and skills development is essential for all managers as it keeps them informed of new practices and trends in the market, and enables them to become effective leaders all- round the year. As it follows, attending some of these knowledge and professional development programs several times in year would make me an efficient and effective leader in today’s fast- changing world. Attending such seminars and programs would foster in me the right knowledge and information to remain an effective leader in business (Bouldin & Wilson, 2003).

Conclusion

As it has been seen in the discussions above, professional development is an essential facet in many professions. This is because it keeps leaders and other professionals in touch with the most current knowledge and skills for them to remain effective and efficient professionals in their fields.

References

Austin, N. K. (1995). The Skill Every Manager Must Master. Working Woman 2930.

Barnlund, D. C. (2008). A transactional model of communication. In. C. D. Mortensen (Eds.), Communication theory. New Brunswick, New Jersey: Transaction

Bell, L. (1991). Approaches to the professional development of teachers. In L. Bell & C. Day (Eds.), managing the professional development of teachers (pp. 3–22). Milton Keynes, UK: Open University Press.

Berlo, D. K. (1960). The process of communication. New York: Holt, Rinehart, & Winston.

Board of Teacher Registration. (1997). Self-directed professional development. A report of the Queensland consortium for professional development in education. Brisbane: Board of Teacher Registration.

Bouldin A. & Wilson M. (2003). A professional development seminar series for teaching assistants. Am J Pharm Educ.  67, 100.Bubb, S. & Earley, P. (2007). Introduction: CPD matters. Leading and managing continuing professional development. London: Paul Chapman Publishing.

Corcoran, T. et al. (2001). The District Role in Instructional Improvement. Phi Delta Kappan.

Day, C. W. (1994). Planning for the professional development of teachers and schools: A principled approach. Keynote address at the Brisbane Catholic Education Primary Principals Convocation.

Don Gabor, S. & Schuster, P. (1994). Speaking Your Mind in 101 Difficult Situations. , New York: John Wiley.

Elgin, S. (1993). Gender speak: Men, Women, and the Gentle Art of Verbal Self Defense. NewYork: John Wiley & Sons Inc.,

Golding, L. & Gray, I. (2006).Continuing professional development for clinical psychologists: A practical handbook. The British Psychological Society. Oxford: Blackwell Publishing.

Jasper, M. (2006). Professional development, reflection, and decision-making. Oxford: Blackwell Publishing.

John, J. (1995). Will the Real Me Please Stand Up? 25 Guidelines for Good Communication.  New York: Thomas More Publishing

Lee, B. & Barr, N. (1989). The Leadership Equation: Leadership, Management, and the Myers-Briggs. Austin: Eakin.

National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? Chapel Hill: The University of North Carolina, FPG Child Development Institute.

Rogala, J., Lambert, R. & Verhage, K. (1992). Developmental Guidance Classroom Activities for Use with the National Career Development Guidelines: Grades 10-12. Madison: Univ. of Wisconsin System Board of Regents.

Speck, M. & Knipe, C. (2005). Why can’t we get it right? Designing high-quality professional development for standards-based schools (2nd ed.). Thousand Oaks: Corwin Press.

Stirling A. et al. (2000). A. Assessment of the impact of a communication seminar on BS pharmacy graduates. Am J Pharm Educ.  64, 95S.Wake County Business Education Leadership Council V Wake County Public School System. (1995). Career Development Resource Manual for Educators.

LVT Rewording

LVT Rewording

Leadership

Being a leader means accepting vulnerability. Contrary to popular belief, my individual experience as a competent leader in almost every area of my life has shown that successful leaders are required to be openly vulnerable to those the followers.

Being a leader on campus has enabled me to oversee and orchestrate a number of cultural, voluntary, and informative ventures together with subordinates and members. In a get-together, I made sure not to use technical devices, trickery, psychology, clever words in a debate to ensure that others agree with me. Instead, I talked to them in a child-like manner. This does not translate to immature or disorder, rather, a mental state. I would consider what I wanted to pass across and searched internally whether I cared about my speech and whether I believed in what I expressed. After such actions of internal analysis, I was ready for communication with my followers using simple and honest language that openly revealed truthfulness and inner emotions. Whenever I was before a crowd, I used great force to speak and led with complete self-assurance not due to my use of a impeccable language or because of the many books I have read regarding leadership days before my announcement for a money-raising campaign, but due to the knowledge of those around me and their belief in me.

The strategy I apply as a leader is an approach of never using technicalities. I openly express my fears, insecurities, expectations, and joy to my colleagues and those near me. I remain vulnerable, always, as a a way of inviting my followers to see my life as an open book and provide constructive criticism regarding my decisions, plans, and thoughts all the time keeping my ears open proactively for the silent and verbal messages. I make sure that I do not use manipulative or charming actions. I reveal my true self to those that are under my leadership, the true individual, and I move on from there reaching a level playing field to acquire understanding, and ultimately, the support of my followers. I lead and live in this manner, whether at school or my workplace.

Volunteerism

Prometheus is a benchmark and symbol regarding how I intend to act in relation to humanity. In contrast to the beliefs held by other gods, Prometheus was aware of the necessity of the knowledge in making strives within their universe, and that even the misuse of that understanding could not take away their right to it. In my personal life, I have worked diligently to share knowledge and to use my position as a way of improving the lives of the people around me.

Teaching the disadvantaged in a volunteering endeavor is one of the social responsibilities that I have held dear, and it is a vital move in my personal pursuit of wisdom. I was able to mentor a young Tibetan girl, Diki, aged 8 years old, in a collaborative effort. At the time she was illiterate. Despite lacking the right resources to acquire a decent education, I found out that she held deep desire, intelligence, and passion. After being a part of her journey in reading and writing, I persuaded her to be journaling. She readily took my suggestion and recorded a number of interesting and original ideas and plans. Additionally, I passed on the message that while dreaming was good, learning how to fail was important. I achieved this through allowing her to see me openly, being vulnerable, and recounting my personal experiences. I shared with her how I took on a challenge in high school to participate in a college-level English unit and was able to manage a C. I told her how I accepted my shortcomings and ultimately attained an A when I redid the course in college.

Knowledge stimulates the mind. By stimulating Diki’s desire to learn, I pushed her to follow her own dreams. There are many others like her who have the capacity to attain great accomplishments if only they could get the right resources. I feel a certain obligation to work with the disadvantaged in the society so that they may have the required resources to follow their own dreams and goals. Despite having assisted Diki in her journey, I am sure that in the end, she will use her strengths to ignite the spark that will positively impact the world. I have the role of providing her with the necessary support to success.

Talent

Photo editing has metamorphosized into an independent art. Whether one is viewing an image on Facebook, on a magazine, or on Instagram, it is likely that a form of editing has been performed on the photograph. The ability to execute superior editing capability is a valuable skill that will become advantageous and vital as time goes by. Numerous hours doing research, copying experts, and hours of practice enabled me to self-learn professional photoshopping and was instrumental in making the dreams of others come true.

Forms of art that necessitate physical kinds of material, such as canvas for painting, offer a number of limitations that the digital form of art does not. Digital creation continues to change how the society should see art as a whole. Being a digital artist, I engage with different art forms such as editing, painting, and shadowing only using the click of a few buttons. Digital art form makes the process of correcting mistakes a little easier. It allows me to edit, draw, and create without much concern for the errors made. This gives some level of creativity and freedom that enables me to thoroughly interact and indulge with my artistic goals and ideas. In my position as a club founder and in a restaurant. My abilities led to a role in designing different posters for extracurricular activities and information seminars in brochures, restaurant menus, or promotional literature. I was able to impress people at my workplace with my keen eye for graphic design and initiative. I was able to complete every project given from its commencement to the end. I was able to see all of my ideas and thoughts come to fruition on paper in a process that was very rewarding and helped me in developing confidence and self-belief.

I was able to turn my growing inquisitiveness for Photoshop into a routine, and now it has become a strength and talent. It gives me the capacity to translate different creations into reality. It has also given me several opportunities to see ideas become useful pieces. In the future, digital editing will be a beneficial tool that will be required for millions of people and organizations and I desire to be a part of its growth in the future. As a driven Photoshop artist, I have the assurance that I can make a notable difference in the society.

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leadership_teamwork_consultant

leadership_teamwork_consultant

Leadership teamwork consultant

Name:

Institution:

Date:

Leadership teamwork consultant

Introduction

In different organizations, teamwork training is the best resource in assessing and defining the needs and requirements to be implemented. Additionally, teamwork training that is effective and especially on project management usually present techniques and tools which bridge communication gaps and weaknesses across various organizational departments. Effective teamwork training ensure that success is reflected through the organization’s performance. Approaching organizations project through cohesive teamwork therefore results to a sure success.

1. Suggest two (2) key ways in which the proposed teamwork project would affect organizational performance.

Teamwork has a number of impacts on organizational performance. One of the major impacts is improving the performance through the production of quality products and services. When employees work in a team, they tend to offer outstanding performance compared to when an individual performs the task. The job is divided into simpler portions that can be handled by various persons. In most cases, teamwork results in the allocation of tasks to individuals in areas they are most specialized in. Specialization enables the team members to act in accordance with their knowledge and skills hence resulting to quality production (Ghorbanhosseini, 2013). The proposed teamwork project would, therefore, enable the employees to work in areas they are most specialized in, and as a result, improve the quality of their work.

Another way through which teamwork project would affect organizational performance is by increasing the speed at which tasks are performed. Tasks within the organizational setting have timelines through which they have to be accomplished. When individuals work alone, it is often difficult to work within the strict task deadlines, however, when tackled in groups, the work is disintegrated into smaller manageable pieces that enable the employees to work faster and accomplish within the required time. By improving quality and speed at which tasks are to be performed, the teamwork project is likely to have a huge impact on organizational performance (Ghorbanhosseini, 2013).

The proposed teamwork project would, therefore, instill vital teamwork skills that are necessary for any given work setting. Skills such as the distribution of labor are a common element in group work. The development of such skills by group members can translate to better performance in the organization. In addition, group membership revolves around the development of new skills by the members. In the course of their interactions, the group members interchange certain relevant skills that are applicable in the organizational setting. Motivation is another primary element of teamwork. With the leader constantly communicating with the members, they get motivated and become aligned to the organizational goals (Ghorbanhosseini, 2013). Alignment to the goals implies working towards the attainment of a particular course. They members would, therefore, become motivated towards working in the organization and in the long run become productive and instrumental in attaining organizational goals.

2. Recommend where the company should set limits on spending and on using company assets for socially responsible projects. Predict the main effect that socially responsible projects could have on the company’s overall bottom line.

Social responsibility constitutes an ethical framework that suggests that an organization is ethically obliged to act for the benefit of the social members within which it operates. The process of corporate social responsibility involves the use of company resources to benefit the society. At other times, the CSR involves the provision of services such as employments, medical treatments, and sports sponsorship. Most social responsibilities are often voluntary acts by the organization in a bid to benefit the business. In cases where the organization engages in environmental sustenance, or provision of a free medical camp, the resources utilized often belong to the organization (Carroll, 2015).

Certain limits can be set on the use of organizational resources in fulfillment of the social responsibility. One such limit can be incorporated when the expenditure exceeds the likely impact. Generally, organizations utilize social responsibilities to market their products and create awareness of their product existence in the market. The resources allocated in making the contribution needs to moderate to ensure that organization does not spend way beyond its ability.

Limits should also be set on socially responsible assets in cases where the assets do not perform as per the business expectations. For instance, in cases where business sponsors a free medical camp to members of a community, and the turn up is low, it is prudent that the resources used in managing such be reduced. Limitation of the resources in such a scenario would help in minimizing the maintenance and wage expenses for the personnel involved in the project management process. When making decisions on whether to utilize a given amount of resources, it is important that a company determine the levels of benefit as well as the levels of need of the project (Carroll, 2015). The socially responsible action must yield the target action to be effective.

Finally, the social responsibility action must represent and reflect the organizational values (Carroll, 2015). Within an organizational culture dwell values that are held by the members of the organization. Such values are often attached to the products and services offered by the organization. In case a social responsibility function or action does not depict or represent the company values, it may be prudent to limit or withdraw resources used in such cases. Continuous injection of resources in such projects may lead to massive losses and in the end lead to company collapse.

3. Propose two (2) approaches geared toward introducing the topic of ethics or ethical behavior in the teamwork-training project.

Ethics primarily concern with a person’s moral judgments of good and evil. Organizational culture tends to have certain ethics, which are adopted by members. The ethics define the values that each employee is expected to adhere to. Within a group setting, ethics play a significant role in the actions of members towards one another. Certain principles of ethics dictate that employees must be fair and honest towards one another. In introducing ethics to a team, one of the approaches is training them on the personality differences and cultural diversity. Employees tend to emanate from different cultural backgrounds. This makes them perceive and treat each other differently. Ethics dictates the behavior of individuals within the workplace and enables them to treat each other in a fair manner (Durie, 2013). By training the team members on ethics and its significance, the members learn to accept persons from other cultures and appreciate their ways of doing things.

Fairness in the workplace is another significant element of ethics. The members must learn to be fair to each other. In this perceptive, work needs to be divided equally and the management and team members need not to show any form of favoritism to the members. Such equal treatment of all members helps in ensuring that proper work ethics are upheld within the organizational setting (Durie, 2013). The ethics may dictate the reporting time as well as the amount of responsibilities an individual needs to perform. Ethical judgments must be aligned with the societal expectations and the organizational values that must be adhered to.

4. Examine two (2) aspects of teamwork training that change a person into a transformational leader. Justify your response.

Transformational leaders work with the subordinates in identifying areas that need change and coming up with structures to implement the changes. Transformational leaders tend to involve the group in decision making hence resulting in logical solutions to problems. One of the major advantages is the team spirit developed by the transformational leader (Avolio & Yammarino, 2013).

Teamwork training encompasses various aspects that can transform an individual into a transformational leader. One of the aspects is the team spirit. Team spirit encompasses engaging in activities as a team. The members make decisions collectively and implement the solutions to the problems encountered. Team spirit also involves the distribution of tasks and responsibilities. Group members tend to divide work according to areas of specialization. In the process, the group members develop skills that are essential for performance. Team spirit constitutes a key element of transformational leadership. The transformational leader works together with other team members to come up with solutions to various problems. Transformational leadership involves the leader pulling the subordinates and supporting them into becoming relevant within the social setting (Avolio & Yammarino, 2013). The element of team spirit can, therefore, transform a person into a transformational leader.

Another key element of a team is working towards a common purpose. In team building, the members often work towards achieving a common objective. The leader communicates the team objective, which is then taken over by the members. The same concept is demonstrated in transformational leadership where the leader communicates the objectives or vision and makes the other members work towards achieving it (Braun, Peus, Weisweiler, & Frey, 2013). By having a common purpose in mind both the team members and transformational leader’s group tend to emulate similar character (Avolio & Yammarino, 2013). A team member that has experienced similar aspects can easily suite in the context of transformational leadership since they have similar attributes in regards to working together.

5. Predict your possible reaction to a team member’s suggestion of another theme that does not relate in any way to the theme that you have proposed. Provide a rationale for your response.

Suggestions from team members tend to be distinct. The ideological difference within a team helps in coming up with new ways and approaches to tackling issues within the work setting. One of the likely suggestions that may be postulated by members includes approaches to conflict resolution. Members have different approaches to resolving conflicts; such approaches may emanate from social and cultural setup. Given one’s cultural background, they may choose to be introverted and therefore ignore the basic conflict resolution standards. On a differing opinion, I would opt to use the conflict resolution method, which entails the use of a mediator. Mediators are often neutral persons that are appointed by both parties to listen to complaints from both sides and help to determine the bone of contention between them.

Given the two separate suggestions, conflicts are bound to arise within the group setting resulting in disintegration. To solve the conflicting suggestions, the group leader needs to communicate the importance of group decision (Masclet & Puppe, 2015). The members should thus sit down and come up with decisions that would fit both parties. Group actions tend to be involving all members and therefore requiring them to engage in decision making. The team leader acts to coordinates the decision-making process and assists the members in formulating solutions to the problems emanating within the team.

Another possible reaction is seeking a unifying conclusion between the two conflicting parties. As the other member does not agree to my theme and vise verse, it is important to co e up with an approach that would favor both the groups. The team would investigate on the best approaches to such problems, and then each member gives a recommendation of their opinion. Such a reaction would help in uniting the team activities and enable members to formulate problem tailored solutions.

References

Avolio, B. J., & Yammarino, F. J. (Eds.). (2013). Introduction to, and overview of, transformational and charismatic leadership. In Transformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition (pp. xxvii-xxxiii). Emerald Group Publishing Limited.

Braun, S., Peus, C., Weisweiler, S., & Frey, D. (2013). Transformational leadership, job satisfaction, and team performance: A multilevel mediation model of trust. The Leadership Quarterly, 24(1), 270-283.

Carroll, A. B. (2015). Corporate social responsibility. Organizational Dynamics, 44(2), 87-96.

Durie, E. T. (2013). Ethics and values in Maori research. He pukenga korero, 4(1).

Ghorbanhosseini, M. (2013). The effect of organizational culture, teamwork and organizational development on organizational commitment: the mediating role of human capital. Tehnički vjesnik, 20(6), 1019-1025.

Masclet, D., & Puppe, C. (2015). Introduction to the special issue “Experiments on conflicts and conflict resolution”.

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Leadership Style

Leadership Style

Leadership Style

Name

Institution

Date

Leadership could be defined as the act of providing direction and guidance for a particular group of people who have a common interest or goal to achieve their targets. Any group has a leader with a set of leadership and personality skills that would make other interested parties follow them. The approach and manner in which a leader provides direction and guidance to implement plans and motivate people under his guidance are the leadership styles. There are different leadership styles in the world today but according to Kurt Lewin study in 1939 they established three major styles of leadership (Cherry,2006) which are;

Autocratic leadership is a practice whereby the leader has absolute power to direct his people without getting feedback or advice. This kind of leadership is also known as authoritarian and most people view this kind of leadership as a path to fueling yelling and a way to lead using threats as the leaders do not expect feedback from the people. This style is often associated with demeaning and abusive as most people call this kind of leadership ‘Bossing around’. It is although a convenient form of leadership when the leader in most circumstances has all he needs to complete and accomplish the target or even solve a problem. It is time-saving and also not involving thus does not give people motivation reducing their flexibility and dedication to the course (Cherry,2006).

Democratic leadership is a style of leadership that often include other players in the process of decision making (Cherry,2006). This allows the employees or people involved to freely air their opinions although the final decision making relies on the leader. This type of leadership develops people’s skills as there is often a lot of flexibility offered encouraging creativity hence improved productivity. This form of leadership is often concerned with the welfare of the people. Although being viewed as the best form of leadership, democratic otherwise known as participative leadership is time-consuming leading to delays in the making of decisions

Laissez-fair leadership style is also known as delegative style which involves the passing of authority to other people to make decisions on behalf of the leader. It is often applied in instances where the people can analyze interpret and be able to make decisions on what ought to be done. In this kind of leadership, the leader is held accountable for the decisions made on his behalf (Cherry,2006). It is practiced when the leader full trusts his people rather than having a blame game when things go wrong.

Paternalistic leadership style, based on authority is a form of leadership whereby the leader guide, help, protect and keep the followers working happily as a big family where the leader is considered the head of the family. Out of gratitude in this form of leadership the followers work harder to provide results. It is applied in Japan due to the cultural background in the region.

Charismatic leadership style is a leadership style whereby the leader can inspire others to follow him/her through the power of influence to reflect the goals of the institution to reflect the individual’s vision. In this type of leadership, the leader is able to transform the attitudes and beliefs of their followers.

From an assessment of personality traits, Donald Trump is said to be an ambiguous man who is often seen to be self-assured, bold and competitive. He is able to direct the public, engage them and even arouse them with his character. He has been considered as an active and yet positive present thus his leadership style can be described as a charismatic leadership style whereby, he has a high dominance and great foreign policy influence (Immelman,2017).

Nancy Pelosi on the other hand with her efforts to keep build consensus in her party has demonstrated democracy style of leadership by building consensus. Despite being called upon by the party to call for impeachment motion she chose not to until new evidence was produced showing the president acting on how own partisan interests (Immelman,2017). She was not influenced easily give in to pressure of her party but rather to have fair and just processes in the house. She is a good leader with strong instincts measure with confidence in her decision-making processes that often include the input of others. Hence the demonstration of the democratic type of leadership by House of Representatives’ Speaker Nancy Pelosi.

Depending on the situation, a good leader would apply the use of all leadership styles.

References

Cherry, K. (2006). Leadership styles. Retrieved from.

Immelman, A. (2017). The Leadership Style of US President Donald J. Trump.

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