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

Foreign-Born American, Yes You Can Become President! Essay -- American

Article 2, Section 1, Clause 5 of the United States Constitution states that no person except a natural-born citizen shall be eligible to run for President of the United States. This was due to John Jay, the presiding officer of the Constitutional Convention, who wrote a letter to George Washington in 1787 arguing that the Commander-in-Chief of the United States Army should not be anyone but a natural-born American (Schneider 6). The Founders were concerned that subversive enemies could force the fledgling republic back to foreign monarchical rule. Delegates did not want the United States to suffer the same fate as Poland, which in 1772 had been partitioned among Austria, Prussia and Russia after agents of those countries bribed Polish nobles to elect a disloyal king (Schneider 6). The Founding Fathers of the United States, however, clearly state that, â€Å"all men are created equal† in the Declaration of Independence. This equality extends not only to all natural-born Americ an citizens, but should also extend to foreign-born Americans. This foundational idea of equality contradicts the Constitution. All American citizens should have the equal and same opportunity to strive to hold the highest elected office in the United States. By looking at the role immigrants have played in American history—particularly sacrifices that have been made by foreign-born American citizens on the battlefield, easier access to candidate information through media during elections, checks in the Constitution, and modern diplomacy—we see that foreign-born American citizens are not only loyal to America, but also have the capability and passion to serve the United States as President without American citizens needing to question loyalty and intent. The orig... ... People. USHistory.org, n.d. Web. 28 July 2010. Isaacson, Walter. "Henry Kissinger - Biography". The Nobel Prize in Peace 1973. Nobelprize.org. Web. 3 Aug 2010. Kasindorf, Martin. â€Å"Should the Constitution be amended for Arnold?† USA TODAY [Los Angels] 3 Dec. 2004. Web. 30 July 2010. King, Martin Luther. â€Å"Letter From Birmingham Jail." Letter From Birmingham Jail 1963. Stanford.edu. Web. 1 July 2010. Office of Governor. â€Å"Biography.† Governor Jennifer M. Granholm State of Michigan. Michigan. Gov,n.d. Web. 28 July 2010. Schneider, Bill. â€Å"President Schwarzenegger—a potential blockbuster†. CNN.com, n.d. Web. 28 July 2010. The Constitution of the United States, Article 2, Section 1, Clause 5. The United States Consitution. U.S Constitution Online,n.d. Web. 28 July 2010. U.S. Department of Labor. â€Å"Elaine L. Chao.† Hall of Secretaries. Web. 28 July 2010.

Analysis of Modern Love by Douglas Dunn Essay

What are the poet’s thoughts and feelings about love? In Modern Love, Dunn presents many ideas about the functioning of modern love, and they ways in which it differs from what he might perceive as traditional, or true love. He possibly discusses how modern love is superficial, and only a facade, as well as how modern love is interrupted by a variety of other commitments, but also how love is possibly the only escape from an otherwise dull and dreary life. Dunn initially talks about the superficiality of modern love by talking about how they are ‘enjoying minutes of rented silence’. The fact that it is a ‘rented silence’ suggests that it is only temporary, showing how modern love is not permanent. Furthermore, it could also suggest that to achieve these ‘minutes’, there has been a cost involved, whether monetary or purely symbolic. In addition, it says there is ‘not much to show for love’, further portray how this love is ineffectual, and that not much has been achieved by this love. The fact that they are ‘in a house that is not theirs’ further shows what length this couple has to go to to put up the facade of modern love. The juxtaposition of the word ‘love’ with ‘alone’ further displays the disconnection in the relationship of ‘modern love’. The powerful use of enjambment could be used to signify the constant progression of time t hroughout this poem, during which no ‘love’ is taking place. Furthermore, Dunn discusses how modern love is often interrupted by other commitments, namely, the family. Dunn writes how the ‘under-tens and invalids’ are finally asleep. The reference to what can be assumed to be the elderly as ‘invalids’ is somewhat derogatory, and this could be used to showcase the resentment shown towards them, as they may be responsible for the failures of modern love. In addition, the fact that they can only procure ‘minutes’ of ‘silence’ from this, shows how much these other commitments intrude into their love, and the fact that they prefer to ‘enjoy’ the ‘silence’ shows how hectic their involvement with their family can be. The reference to the family as ‘the upstairs people’, can possibly be used to suggest how this couple wants to distance themselves from the family, which can possibly suggest that the speaker yearns for a loving relationship, but this is not possib le. However, it can also be said that this love is their only solace from an otherwise dull and dreary lifestyle. The fact that they choose to ‘enjoy silence’ can be used to show that they simply value to spend time together; to get away from their hectic daily lives. The fact that it is said that their ‘lives flap’ is personification used to convey how there is a sense of disorganisedness or desperation in their lives, and Dunn goes on to write how ‘there is no hope of better happiness than this’, which goes to show that although modern love may be ineffectual and dull, it is the highlight of their lives. The fact that the poem is 14 lines long shows that it is written in the style of a sonnet, which could possibly suggest that there is some real love being represented here, and that the whole poem is not necessarily a criticism of modern love. Alternatively, however, this structure could have potentially been used sarcastically. Dunn also writes how ‘all other lives’ are ‘worn down to trees and sunlight’ and how they ‘look forward to a visit from the cat’, and this could be used to highlight how dull and uneventful their lives have become, and how ‘modern love’ is their only escape from this. Overall, although Dunn portrays Modern Love as somewhat of a facade, and superficial, as well as being constantly being interrupted by other commitments, he may also be trying to state how modern love is often the only solace couples have from their increasingly dull and dreary lives.

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Glenwood Place Studios provided various services such as tracking and mixing music for top artist in the music industry. 1500orNothin focuses more on producing and composing music for clients. My role at Glenwood Studios was to make sure everything looked great and was in order before the artist came in the studio. My task consisted of mostly cleaning the studio, sweeping the front court, making coffee and running errands. At 1500orNothin my role was more of an assisted engineer than cleaning the studio for majority of the day. My task consisted of assisting the engineers, tracking vocals, engineering session and organized files. Company’s strengths opportunities Glenwood While interning at Glenwood it is easy to see with their clientele that the believe in working in excellence. That hard working attitude is shown by the studio Kit, and she makes that everybody working there has same mindset as her. Glenwood is home to some of the top artist in the world. My greatest challenge while working at Glenwood was choosing the perfect time to clean while not disturbing the clients and being in their space. At the studio we strive to make sure the clients feel at home and fell as comfortable as possible for them to make the best music they can possibly make. 1500orNothin While interning at 1500orNothin I have seen just had important making connections and being ready can be within the music industry. Aside from the work that I have done while interning here which I will go

The Italian Renaissance - 870 Words

During the 14th century, Italy was divided into many self-governing city sates. Florence, an independent republic and third largest city in Europe at the time, was the motherland of the Italian Renaissance. This was an enlightening time of â€Å"rebirth† that began directly after the Middle Ages (History.com Staff). Florence was the birthplace of the Renaissance due to its location, prosperity, and cultural amalgamation. WHY IS ITS LOCATION SO SPECIAL - why not somewhere else? Italy consisted of communes, or city-states, ruled by an individual or a solitary family, with a democratic government and an abundant amount of educated citizens. The governmental system was not a true democracy, however, since only wealthy men were allowed to vote. As time progressed though, the common people began to have more governmental power, due to emerging social and economic freedoms. There were three main social levels at that time: the upper class, being businessmen and merchants, the middle class, formed from educated townsfolk, and the lower class, comprised of artisans and craftsmen (Walker 7-8). Because of its location, Florence was home to many wealthy citizens. Florence became the cultural capital of Europe due to aristocrats exhibiting their prominence by supporting artists and philosophers who studied ancient Greece and Rome (History.com Staff). Italians considered their rebirth to be both an emergence from the dearth of culture in the Dark Ages and a new beginning altogether, builtShow MoreRelatedThe Italian Renaissance And The Renaissance1424 Words   |  6 PagesThe Italian Renaissance was an explosion of art, writing, and thought, that roughly lasted between 1300 to 1600. In this time each citizen, countrymen, or villager had and performed different jobs and careers. Humanism the study of Greek and Roman writings, art, and architecture, initially jump started the Renaissance, and the need for art. Artists now were inspired to use life like art and linear perspective, so art seemed and was more realistic. The start of the Italian Renaissance was theRead MoreThe I talian Renaissance And The Renaissance1158 Words   |  5 PagesThe Renaissance period is known for the revival of the classical art and intellect born in ancient Greece and Rome. The Renaissance is also a time that is marked by growth, exploration, and rebirth. The Italian Renaissance started in Florence and progressively made its way into Venice and then into the great city of Rome. During the Renaissance, Rome was home to some of the renowned works of art and the finest architectural masterpieces in the world - too many that still holds true today. Along withRead MoreImpact Of The Italian Renaissance1387 Words   |  6 Pagesdisappearance of the Roman Empire, the Italian Renaissance was introduced to the European culture. The Italian Renaissance was the revival of the Greek and Roman cultures in forms of art, education, and literature. The Renaissance originally began in Florence, Italy during the time of 14 A.D and eventually began to expand throughout western and northern Eur ope in 15 A.D. The rebirthing of these ancient cultures brought much awareness and knowledge to the Italian society and resulted in change in theirRead MoreCharacteristics Of The Italian Renaissance1299 Words   |  6 Pagesof the Italian Renaissance Renaissance means rebirth in the French language, the renaissance happened between the fifteenth century and sixteenth century. Beginning in Italy, the Renaissance was an era that rediscovered the culture of ancient Greece and Rome in the fourteenth century and witnessed a continuation of the economic, political, and social trends. Jacob Burck-hardt, a swiss historian and art critic, created the Renaissance in his celebrated book The Civilization of the Renaissance in ItalyRead More the arts in Italian Renaissance Essay1647 Words   |  7 Pages The Italian Renaissance was a very difficult time period in European history. The arts were flourishing, while the city-states in Italy fought bloody battles with each other and within themselves. Bribery and murder were not uncommon tools for men to use when they wanted power. 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These same-sex acts were not just wrong doings, but a fundamental part of Florentine masculine identity. More specifically I will focus on sodomy, the act of anal or oral sex, which can be heterosexual or homosexual. What I will be analyzing in this paper is the termRead MoreIndependent Women Courtesans in the Italian Renaissance Essay2465 Words   |  10 PagesIndependent Women Courtesans in the Italian Renaissance Prostitution is normally thought of as anyone who sells his or her body for money. In this century, no distinction is put on the class level of the prostitute or on how much or how little he or she earns, they are still considered just a common prostitute. This was not true of 16th century Italy, though. In this age, prostitution was a legal business and class lines were of great importance. At the top of this list were the honestRead MoreThe Annunciation Explored through the Era of Italian Renaissance2314 Words   |  10 PagesChristian iconography. This essay will explore the depiction of the Annunciation and symbolism in the period of the Italian Renaissance and pay particular attention towards the development of the focus on spiritualism towards naturalism through the refined language of expression and gesture from the 14th century to the late 15th century. As a student of Duccio di Buoninsegna who was an Italian artist and actively worked in the city of Siena, Tuscany, Simone Martinis most famous painting The Annunciation

The Effects Of Advertising On Our Society - 947 Words

Introduction: Communication is one of the crucial ways to send your message across or enhance your knowledge. And now we have several options available to us to get connected to this world and to know what is going on. And one of the most popular and common method to convey your message to an audience is advertisement. Advertising is a form of art that advertisers used to persuade a common mind and change the opinion of that person about particular product or to introduce him with a new product. As living this fast pace life when nobody can afford to spend their precious time to look for new trends and impressive innovation, but at the same time want to meet the standards of society by owning and acknowledging about these trends, then advertising is the most convenient way to seek information about anything new in market or new trends. This is the reason that ads are getting a huge amount of popularity in our society and they are everywhere, does not matter whether we are in a public place or at h ome, does not matter you are interested in these ads and message they are conveying you, there is always something or someone chasing us for giving unwanted suggestions or information. According to the corporation that sponsored these ads, they merely want people to now about their product that is better than the other one. But all these efforts and billions of dollars being spend just to communicate or giving a moment of think wisely? Do these advertisements are really not havingShow MoreRelatedThe Effects Of Advertising On Our Society1504 Words   |  7 Pagesunrealistic ideology of body perfection. This kind of product pushing comes with many different side effects that we as a consumer, might not realize. It is so detrimental that it becomes imbedded in your subconscious. 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How Did Foreigners Influence Hawaii free essay sample

Sharee Paat Period- 3 12-10-09 How Did Foreigners Influence Hawaiians? In January of 1778, Captain Cook discovered the Hawaiian Islands. Many foreigners from around the world began to arrive, introducing many new things to the Hawaiians. Foreign influence brought trade to Hawaii, which gave Hawaiians metal and guns. Even though foreign influence had some positive effects on Hawaii, I believe that foreign influence had a negative impact on Hawaii because trade brought not only guns and metal, but it also led to famine, disease, debt, and the eaths and lessening of the Hawaiian population. In 1778, Captain Cook and his men stopped in Hawaii during the Hawaiians season of Harvest. The Hawaiians believed that Cook was the God Lono. Captain Cook took advantage of this and began to trade with the Hawaiians. The Hawaiians wanted metal because it had some value as gold. Captain Cook traded iron nails with the Hawaiians, in exchange; the Hawaiians gave him 60 pigs per nail. We will write a custom essay sample on How Did Foreigners Influence Hawaii? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Hawaiian women slept with Cooks men in exchange for nails, which led to the spread of diseases to the Hawaiians. Captain Cooks arrival had a negative influence on the Hawaiians because he took advantage of the Hawaiians resources by trading excessively and he allowed his men to spread venereal diseases to the Hawaiian women, spreading to many Hawaiians. Soon after Cooks visit to Hawaii, many foreigners from around the world arrived to trade with Hawaiians. Many foreigners wanted to trade with the Hawaiians for their Sandalwood. Hawaiian chiefs commanded the commoners of Hawaii to cut down sandalwood trees after seeing all the good things they could trade it for, like billiard ables and guns. All the Hawaiians labor was used to cut down sandalwood trees rather than growing and harvesting food for their families. This led to starvation and famine, killing many Hawaiians. The cutting of the sandalwood trees soon ended after the Hawaiians ran out of resources. Because there were no more sandalwood trees, the chiefs were unable to pay off their debts to foreign traders. Trade with foreigners had a negative effect on Hawaii because it led to famine, death, debt, and the destruction of their land. Trade caused more problems to the Hawaiians than Just famine and debt. Trade introduced alcohol to the Hawaiians, which they used to face with their problems caused by debt and death. Because the Hawaiians had nothing to eat, they turned to prostitution to help them get food and other necessities. The Hawaiian women sold their bodies and the men became sailors to attract people who would pay to sleep with the women. Prostitution increased the spread of diseases, killing more Hawaiians. Foreign influence caused diseases, debt, and deaths. Therefore, foreign influence had a negative impact on Hawaii. Foreigners introduced many new things to the Hawaiian Islands such as; guns, iron, and trade. Although some of these changes made by foreign influence werent all that good, the Hawaiians learned more about foreigners and their way of life. Foreign influence had a negative impact on Hawaii which led to venereal diseases that killed hundreds of thousands of Hawaiians, debt, prostitution, alcoholism, the destruction of their homeland and poverty.