School Leadership

School Leadership Introduction In today’s era of heightened expectations, school leaders are in the hot seat to ensure effective and excellent educational outcomes. The multi-levelled pedagogic school leaders highly determine the mode of teaching students in schools and the effective application of the learning process.Advertising We will write a custom essay sample on School Leadership specifically for you for only $16.05 $11/page Learn More Not only are they curriculum leaders but they are also educational futurists, disciplinarians, instructors, assessors, analysts, field experts and society builders (Davies 2005). They are involved in the core running of the school and act as a go-between in case of any arising conflicts between the parents, students, teachers, education participants such as unions and the society itself. This requires them to not only be sensitive when meeting student’s demands and needs but to also be critical thinkers so as to deliver val id judgments based on logic. School leadership is currently a complex concept with most leaders failing to balance their roles. It is evident that they are heavily inclined towards school management and accountability hence disregarding the effective mode of impacting knowledge to students to ensure quality teaching and learning. The outcome greatly reflects the quality of the school leaders’ pedagogy and their ability to give credible teaching instructions to improve learning in schools. Teachers need to have adequate knowledge of how to teach students and be able to implement and design the school curriculum. The following paper will therefore discuss the current change in pedagogical and instructional roles that seem to create imbalance in their competing roles and how the same can be reclaimed. School Leadership Previous studies have attempted to define the concepts, models and practises that characterise the effect of leadership in educational outcomes. Several contempor ary leadership theories have come up as a result. According to Davies and Ellison (2001), the distributional and transformational leadership theories are examples of such theories.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These two theories have been discussed by many scholars in an attempt to draw an understanding on the nature of school leadership and how it affects learning and teaching in schools. They also create a link between the leaders and the teachers themselves with an attempt of establishing the student outcomes that is derived from this relationship. Though the study on effective leadership based on this theories have not been concluded, it is evident that school leaders have a big role to play. Student performance is therefore attributed to the influence impacted through effective leadership. Successful school leaders give support and knowledgeable instructions to the t eachers, a practise that develops their inner intellectual powers. In addition, they also implement an effective organisation model that helps them strike a balance in their competitive roles. The studies on educational leadership draws a clear conclusion that school leaders requires to be actively involved in the institution’s learning and instructional programs. Principals need to balance the instructional and pedagogical roles together with their managerial roles to ensure exemplary student performance. The main goal in any learning institution is assuring parents and the society in general that their children are receiving quality education. Though managerial and compliance accountability roles play a big role in running a school, student performance should be made the core business, a concept that is ignored by many school leaders. Leadership Crisis In order to discuss how school leaders can become instructional and pedagogical leaders rather than just mere managers, it is important to look at the challenges facing school leadership. There has been increasing demands for effective schools and the achievement by students is entirely based on the key roles played by school leaders. Leadership challenges have played a big role in the transformation of quality teaching and learning (Duke 2010). The school leaders need to address these challenges as a step of regaining the lost glory. One of the main challenge relate to the leadership styles adopted by the leaders.Advertising We will write a custom essay sample on School Leadership specifically for you for only $16.05 $11/page Learn More Most school leaders lead through manipulation that tends to intimidate teachers. A research conducted indicates that 80% of school management is characterised by dictatorial leadership (Duke 2010). This can be due to various reasons such as nepotism or favouritism by the leader. Dictatorial leadership can also be applied in instances where the leader is involved in unscrupulous dealings and is afraid of being exposed by a certain teacher. In such cases, the dictatorial management style instils fear in such teachers who steer away from the leader’s affairs. This challenge begets teachers who in turn fail to perform in their role of impacting knowledge to students. The other challenge is the limited capacity by school leaders to qualify as effective leaders. There has been an increase in unqualified selection of leaders due to the lenient selection process. The mode of screening, selection and admitting the leaders have been ill-defined and lacking in its application. As a result, most school leaders are easily admitted based on their academic background only and not their knowledge experiences or skill disposition required to making an effective leader. In addition, there are inadequate training programs for principals. The training is important to upgrade their competence and qualification to effectively run a scho ol. Lack of dialogue between leaders and other participants in decision making is also a leadership crisis that has led to a decline in students’ performances. Such leaders fail to take criticism from teachers, students or even the society itself positively. This leads to such leaders applying the direct approach instead of a facilitative approach while making their decisions. This approach is bureaucratic in nature and tends to leave out important factors that can result to a disastrous decision. The other challenge worth noting is the lack of ownership in the mission and vision statements of the school. These statements play a big role in achieving the goals set by the school’s administration. In most schools, leaders have failed to expose the vision and mission to both teachers and students as an inspiration for them to work towards achieving the set goals and objectives. Most school teachers are up in hands to retain their position thus compromising the performance of students.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Instead of engaging both students and the teachers, they are busy pleasing the school board in a bid to secure their managerial positions and disregarding problems faced by teachers to facilitate effective learning (Grace 1995). The quality of education has declined over the past few years. It is important to note that most of these challenges were not faced twenty ago hence they can be resolved. The challenges not only lead to the leader’s disorientation but also affect the teachers and the students as well. Instructional And Pedagogical Leadership Versus Administrative Leadership An oration by William Walker during a conference held by educational leaders in Australia gives a clear analysis of who qualifies as a pedagogical leader. Delivered by Viviane Robinson, the article seems to focus on educational leadership and their ability to give instructions rather than just being mere managers (Robinson 2007). The roles in this kind of leadership are differentiated from that of a school administrator in various ways. One distinctive role is the mode of discharging their administrative duties. While the administrators apply a rather strict approach, a pedagogical leader has clear set goals that involve all the participants. The latter is more involved in the implementation of the curriculum, monitoring process and evaluation of teachers and allocation of resources to make the program successful. They also encourage team work and transparency as opposed to their counterparts through delegation of powers to their juniors, a tactic that enhances learning growth. Recent definition of an instructional and pedagogical leader by Pont, Nusche and Moorman (2008) has shifted to include teaching and learning. Some of the scholars have further defined this kind of leadership as ‘learning leadership’. The community in such a learning environment uphold team work as the guiding principal. This entails constant meetings by staff members to discuss, reflect an d modify the learning process together as a team. To further avoid any future conflict that may arise, the members are armed with a problem-solving model to come up with a solution. The community creates a learning culture that leads to student’s success. Administrative leaders on the other hand are more attentive to the general running of the school as regards its finances, school projects and other factors affecting the general management of the school. They isolate themselves from the learning and teaching process leaving it entirely to the juniors to device their own curriculum. This leads to teacher’s laxity which in turn leads to a decline in students’ performances (Anderson and Cawsey 2008). Striking a Balance between the Administrative Role and the Pedagogical/Instructional Role For school leaders to be classified as effective leaders, they need to get deeply involved in the learning and teaching process while at the same time managing their administrati ve role. While this seems to be a challenging task, it is possible through application of various workable solutions. While teaching and learning has been termed as the core business in any learning institution, the school’s management needs to be kept running to ensure success in the said core business. Failure to effectively manage one can render the other one futile. Several scholars have proposed some workable models that can help strike a balance between these competing roles hence reclaiming the lost pedagogical and instructional roles of school leaders. This balancing model can be analysed through five strategic dimensions that play a big role in impacting quality knowledge to students. One of the dimensions is through promotion and active participation in teacher learning development. Crowther, Ferguson and Hann (2008) argue that a school leader needs to be actively involved in all activities pertaining to professional and developmental learning. This has proved to ha ve great impact on the student’s performance outcome. The school leader can be involved through formal or informal contexts. Formal context entails organising and participating in staff meetings and formal professional sessions. The informal context requires the school leader to not only initiate team building sessions that bring together all the members of the staff but to actively participate in them too. Team building session helps the members to identify problems that hinder the learning process and to come up with solutions to these problems through rigorous discussions. Scholars have suggested that such leaders who take this initiative begin to develop a focus in the learning and teaching process. They further get to learn their staff and how they operate. This helps the leaders to know the problems that the staff members are likely to face hence helping them with adequate support ranging from teaching resources to coming up with a valid timetable. Lastly, they learn to appreciate all the stages and time-line involved in the transformation process. The dimension not only involves itself in the learning process but also the administration role. The leader learns to involve the members of the staff in matters that affect the general running of the school hence helping to strike a balance between the two competing roles. The other dimension is through planning, evaluation and implementation of teaching curriculum. The school leaders need to be directly involved in the teaching process through regular attendance in classrooms. Recent study has indicated that giving a feedback to the teachers regarding their teaching tactics in class has played a key role in positive student outcomes (Mullen 2007). Such leaders play a vital role in coordinating an effective school curriculum to be used in all the levels. They also work together with staff members to plan, evaluate and implement their teaching curriculum. The curriculum also ensures a monitoring policy that closely follows the progress of student’s performance and evaluating the results in order to enhance future teaching programs. An effective teaching curriculum not only ensures exemplary performance but also help to create a good image of the school’s administration to the society. The image is an indication that the school head has the managerial abilities to run the school’s administration. Another dimension requires the leaders to come up with goals and expectations. This is by establishing an effective and workable vision and mission statement and to own it. The mission and vision statement encompass the goals and expectations set by both teachers and the students. It is therefore important to actively involve them in setting up these learning goals. Though it can be argued that this dimension plays a very minimal role in student outcome, it has significant learning impact to the students and staff by allowing them develop a specific focus. The school l eader is able to give priority to student achievement by ensuring that the goals are met and that the teaching curriculum correlates with the set school objectives. On the other hand, the goals and objectives also oversee the general running of the school by acting as the guiding principles. Strategic resourcing is also another dimension that the leader should actively be involved in. Strategic decisions concerning allocation of resources to aid in the learning and teaching process have an indirect impact in the student performance outcomes. The resources cover the school staffing and provision of teaching materials that facilitate the learning process. What is important is the ability of the leader to secure adequate resources that relates to the pedagogical set goals and objectives. The school leader on the other hand gains an additional skill to allocate resources required in the managerial role as well. The last dimension is to make certain that an orderly and supportive learnin g environment is maintained. School leaders should ensure a safe and caring haven for both its teaching staff and the students. The intervention mode by school heads to ensure such an environment helps to create a balance between the competing roles. Some of the interventions include setting up a standard discipline code, ensuring minimal conflicts that tends to disrupt the learning process and to protect the teaching staff from undue pressure from outside participants such as the parents or the school board. Implications Of The Dimensions The final question that requires to be answered is whether the dimensions play any key role in striking a balance in a leader’s competitive roles so as to ensure quality learning and teaching process. The dimensions seem to create a link between the leaders and other participants involved in the learning process. This creates an implication of team work that helps in solving problems. It further helps to strike a balance by ensuring key eva luation in student performances that effectively embeds positive experiences. The dimensions also include all the key areas in the school environment and serves as a focal point of leadership that ensures flexibility in affecting decisions made by the participants. Conclusion In order for school leaders to strike a balance between being both administrative and instructional/pedagogical leaders, they need first to focus on effective mode of leadership rather than the bureaucratic approach. The school head should then apply the dimensions in order to effectively get involved in the teaching and learning process on one hand and the managerial role on the other. This makes the heads partake the student’s performance as their core business hence meeting the ultimate requirement as an instructional or pedagogical leader. Reference List Anderson, M and Cawsey, C (2008) Learning for leadership: building a school of  Professional practice. Camberwell, Australian Council for Educatio nal Research Press. Crowther, F., Ferguson, M and Hann, L (2008) Developing Teacher Leaders: How  Teacher Leadership Enhances School Success. London, SAGE Publications. Davies, B (2005) The essentials of school leadership. London, Paul Chapman Publishing and Corwin Press. Davies, B and Ellison, L (2001) School leadership for the 21st century. A competency  and knowledge approach. New York, Routledge. Duke, D.L (2010) The Challenges of School District Leadership. New York, Routledge. Grace, R.G (1995) School leadership: beyond education management: an essay in  policy scholarship. Bristol, The Falmer Press. Mullen, C (2007) Curriculum leadership development: a guide for aspiring school  leaders. Sydney, John Wiley Sons Australia Ltd. Pont, B., Nusche, D and Moorman, H (2008) Improving school leadership: Policy and  practice. New Zealand, OECD Publishing. Robinson, V (2007) William Walker Oration: School Leadership and Student Outcomes  Ã¢â‚¬â€œ Identifying What Works and Why. [Online] Available at: www.educationcounts.govt.nz/publications/series/2515/13723.

The Challenges ahead in Purchasing and Supply Management Essay

The Challenges ahead in Purchasing and Supply Management - Essay Example manufacturing processes, or for the purchase of goods for the inventory that are to be resold as new products in distribution and the retail outlets. Purchasing and procurement have been used interchangeably in many industries2. In many sectors, the acquisition or the buying of services is referred to as contracting, while that of commercial or industrial goods is known as purchasing or procurement. Purchasing needs to satisfy two primary objectives in business. These are to ensure intact operation in the company by facilitating the economic supply of procurement of goods and services and maintaining the profit levels by controlling the flow of money3. In a supply chain management a vendor or a supplier is known to be an enterprise that provides goods and/or services to the buyers in a supply chain. For any business venture as the distributors and the dealers form its one arm, the other arm is formed by the vendors or the suppliers. It is thus essential to form a good bond with the v endor chain4. a. Distribution network configuration which can be the number, location, network connections of suppliers, the production facilities, the distribution centers, warehouses, the cross-docks and their customers5. b. Distribution strategy that will consist of the questions related with control whether it is centralized or decentralized or even shared, the delivery scheme which can be direct shipment, pool point shipping, cross docking, DSD, i.e. direct store delivery, mode of transportation etc. c. Trade-Offs in logistics activities that needs to ensure that the activities are well coordinated in order to achieve the lowest total logistics cost. Trade-offs can increase the total cost if there is only one activity that can be is optimized. The trade-offs are the keys to develop the most efficient and perfect logistics and SCM business strategy6. The petrochemicals industry plays a significant role in many economies. SCM philosophies are used in this sector now-a-days to

Clinical Audit Research Paper Example | Topics and Well Written Essays - 2500 words

Clinical Audit - Research Paper Example Between September 20th 2010 and September 22nd 2010, 21 surgical procedures were to be carried out on 21 patients. 11 elective patients were to receive Co-Amoxiclav. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. While 12 procedures out of 21 complied with guidelines the rest was of a diverse character such as non compliance, unavailability of guidelines and antibiotics being out of compliance guidelines. According to this analysis it is clear that antimicrobial prophylaxis was to be given to elective patients either a few hours before or during the procedure. Though the level of compliance was considerable there was no proper indication as to how much such compliance produced qualitative and quantitative positive results by way of increasing the degree of response by patients to antimicrobial prophylaxis. Between September 23rd 2010 and September 25th 2010, 14 surgical procedures were to be carried out on 14 patie nts. 7 elective patients were to be given Co-Amoxiclav. Only 4 patients out of 7 were given Co-Amoxiclav while others were given combinations that included Co-Amoxiclav. Only 9 procedures out of 14 complied with guidelines and the other procedures were of a different character. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. From September 29th 2010 to October 01st 2010, 25 surgical procedures were carried out on 25 patients.... According to this analysis it is clear that antimicrobial prophylaxis was to be given to elective patients either a few hours before or during the procedure. Though the level of compliance was considerable there was no proper indication as to how much such compliance produced qualitative and quantitative positive results by way of increasing the degree of response by patients to antimicrobial prophylaxis. Between September 23rd 2010 and September 25th 2010, 14 surgical procedures were to be carried out on 14 patients. 7 elective patients were to be given Co-Amoxiclav. Only 4 patients out of 7 were given Co-Amoxiclav while others were given combinations that included Co-Amoxiclav. Only 9 procedures out of 14 complied with guidelines and the other procedures were of a different character. For example there were cases of non compliance and therefore the efficacy of antimicrobial prophylaxis could not be determined. Between September 26th 2010 and September 28th 2010, 19 surgical procedures were to be carried out on 19 patients. 10 elective patients were to receive Co-Amoxiclav. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. For example Teicoplanin, Gentamicin, Metronidazol were other antibiotics received by the patients. 14 procedures were complied with the guideline out of 19 procedures while the other procedures did not comply with the guidelines due to various reasons such as missing guidelines, antibiotics being out of compliance guidelines and procedures being cancelled. From September 29th 2010 to October 01st 2010, 25 surgical procedures were carried out on 25 patients. 11 elective patients were given

Morning in Nagrebcan by Manuel E. Arguilla Essay Example for Free

Morning in Nagrebcan by Manuel E. Arguilla Essay (1) It was sunrise at Nagrebcan. (2) The fine, bluish mist, low over the tobacco fields, was lifting and thinning moment by moment. A ragged strip of mist, pulled away by the morning breeze, had caught on the c umps of bamboo along the banks of the stream that flowed to one side of the barrio. (3) Before long the sun would top the Katayaghan hills, but as yet no people were around. In the grey shadow of the hills, the barrio was gradually awaking. Roosters crowed and strutted on the ground while hens hesitated on their perches among the branches of the camanchile trees. Stray goats nibbled · the weeds on the sides of the road, and the bull carabaos tugged restively against their stakes. (4) In the early morning the puppies lay curled up together between their mother’s paws under the ladder of the house. Four puppies were all white like the mother. They had pink noses and pink eyelids and pink mouths. The skin between their toes and on the inside of their large, limp ears was pink. They had short sleek hair, for the mother licked them often. The fifth puppy lay across the mothers neck. On the puppys back was a big black spot like a saddle. The tips of its ears were black and so was a patch of hair on its chest. (5) The opening of the sawali door, its uneven bottom dragging noisily against the bamboo flooring, aroused the mother dog and she got up and stretched and shook herself, scattering dust and loose white hair. A rank doggy smell rose in the cool morning air. (6) She took a quick leap forward, clearing the puppies which had begun to whine about her, wanting to suckle. She trotted away and disappeared beyond the house of a neighbor. (7) The puppies sat back on their rumps, whining. After a little while they lay down and went back to sleep, the black-spotted puppy climbing on top of the Four. (8) Baldo stood at the threshold and rubbed his sleep-heavy eyes with his fists. He must have been about ten years old, small for his age, but compactly built, and he stood straight on his bony legs. He wore one of his fathers discarded cotton undershirts. (9) The boy descended the ladder, leaning heavily on the single bamboo railing that served as a banister. He sat on the lowest step of the ladder, yawning and rubbing his eyes one after the other. (10) Bending down, he reached between his legs for the black-spotted puppy. He held it to him, stroking its soft, warm body. (11) He blew on its nose. The puppy stuck out a small red tongue, lapping the air. It whined eagerly. Baldo laughed a low gurgle. (12) He rubbed his face against that of the dog. He said softly, My puppy. My puppy. He said it many times. (13) The puppy licked his ears, his cheeks. When it licked his mouth, Baldo straightened up, raised the puppy on a level with his eyes. (14) You are a foolish puppy, he said, laughing. Foolish, foolish, foolish, he said, rolling the puppy on his lap so that it howled. (15) The four other puppies awoke and came scrambling about Baldos legs. He put down the black-spotted puppy and ran to the narrow foot bridge of woven split-bamboo spanning the roadside ditch. (16) When it rained, water from the roadway flowed under the makeshift bridge, but it had not rained for a long time and the ground was dry and sandy. (17) Baldo sat on the bridge, digging his bare feet into the sand, feeling the cool particles escaping between his toes. He whistled a toneless whistle with a curious trilling to it produced by placing the tongue against the lower teeth and then curving it up and down. (18) The whistle excited the puppies; they ran to the boy as fast as their unsteady legs could carry them, barking choppy little barks. (19) Nana Elang, the mother of Baldo, now appeared in the doorway with handful of rice straw. She called Baldo and told him to get some live c Is from their neighbor. (20) Get two or three burning coals and bring them home on the rice straw, she said. Do not wave the straw in the wind. If you do, it will catch fire b ore you get home. (21) She watched him run toward Ka Ikaos house where already smoke was rising through the nipa roofing into the misty air. (22) One 0 two empty carromatas drawn by sleepy little ponies rattled along the pebbly street, bound for the railroad station. (23) Nana Elang must have been thirty, but she looked at least fifty. She was a thin, wispy woman, with bony hands and arms. She had scanty, with straight, graying hair which she gathered behind her head in a small, tight knot. It made her look thinner than ever. Her cheekbones seemed on the point of bursting through the dry, yellowish-brown skin. (24) Above a gray-checkered skirt, she wore a single wide-sleeved cotton blouse that ended below her flat breasts. Sometimes when she stooped or reached up for anything, a glimpse of the flesh at her waist showed in a dark, purplish band where the skirt had been tied so often. (25) She turned from the doorway into the small, untidy kitchen. (26) She washed the rice and put it in a pot which she placed on the cold stove. She made ready the other pot for the mess of vegetables and dried fish. (27) When Baldo came back with the rice straw and burning coals, she told him to start a fire in the stove, while she cut the ampalaya tendrils and sliced the eggplants. (28) When the fire finally flamed inside the clay stove, Baldos eyes were smarting from the smoke of the rice straw. (29) There is the fire, mother, he said. Is father awake already? (30) Nana Elang shook her head. Baldo went out slowly on tiptoe. (31) There were already many people going out. Several fishermen wearing coffee-colored shirts and trousers and hats made from the shell of white pumpkins passed by. The smoke of their home-made cigars floated behind them like shreds of the morning mist. (32) Women carrying big empty baskets were going to the tobacco fields. They walked fast, talking among themselves. Each woman had gathered the loose folds of her skirt in front and, twisting the end two or three times, passed it between her legs, pulling it up at the back, and slipping it inside her waist. The women seemed to be wearing trousers that reached only to their knees and flared at the thighs. (33) Day was quickly growing older. The east flamed redly and Baldo called to his mother, Look, mother, God also cooks his breakfast. (34) He went to play with the puppies. He sat on the bridge and took them on his lap one by one. He searched for fleas which he crushed between his thumbnails. (35) You, puppy. You, puppy, he murmured softly. (36) When he held the black-spotted puppy, he said, My puppy. My puppy. (37) Ambo, his seven-year old brother, awoke crying. Nana Elang could be heard patiently calling him to the kitchen. Later he came down with a ripe banana in his hand. (38) Ambo was almost as tall as his older brother and he had stout husky legs. Baldo often called him the son of an Igorot. The home-made cotton shirt he wore was variously stained. The pocket was torn, and it flipped down. He ate the banana without peeling it. (39) You foolish boy, remove the skin, Baldo said. I will not, Ambo said. (40) It is not your banana. He took a big bite and swallowed it with exaggerated relish. (41) But the skin is tart. It tastes bad. (42) You are not eating it, Ambo said. The rest of the banana vanished in his mouth. (43) He sat beside Baldo and both played with the puppies. (44) The mother dog had not yet returned and the puppies were becoming hungry and restless. They sniffed the hands of Ambo, licked his fingers. They tried to scramble up his breast to lick his mouth, but he brushed them down. (45) Baldo laughed. He held the black-spotted puppy closely, fondled it lovingly. (46) My puppy, he said. My puppy. (47) Ambo played with the other puppies, but he soon grew tired of them. He wanted the black-spotted one. He sidled close to Baldo and put out a hand to caress the puppy nestling contentedly in the crook of his brothers arm. (48) But Baldo struck the hand away. (49) Dont touch my puppy, he said. My puppy. (50) Ambo begged to be allowed to hold the black-spotted puppy. But Baldo said he would not let him hold the black-spotted puppy because he would not peel the banana. (51) Ambo then said that he would obey his older brother next time, for all time. (52) Baldo would not believe him; he refused to let him touch the puppy. (53) Ambo rose to his feet. He looked longingly at the black-spotted puppy in Baldos arms. (54) Suddenly he bent down and tried to snatch the puppy away. (55) But Baldo sent him sprawling in the dust with a deft push. (56) Ambo did not cry. He came up with a fistful of sand which he flung in his brothers face. But as he started to run away, Baldo thrust out his leg and tripped him. (57) In complete silence, Ambo slowly got up from the dust, getting to his feet with both hands full of sand which again he cast at his older brother. (58) Baldo put down the puppy and leaped upon Ambo. Seeing the black-spotted puppy waddling away, Ambo turned around and made a dive for  it. Baldo saw his intention in time and both fell on the puppy which began to howl loudly, struggling to get away. Baldo cursed Ambo and screamed at him as they grappled and rolled in the sand. (59) Ambo kicked and bit and scratched without a sound. He got hold of Baldo’s hair and tugged with all his might. (60) They rolled over and over and then Baldo was sitting on Ambos back, pummeling him with his fists. He accompanied every blow with a curse. (61) I hope you die, you little demon, he said between sobs, for he was crying and he could hardly see. (62) Ambo wriggled and struggled and tried to bite Baldos legs. Failing, he buried his face in the sand and howled lustily. (63) Nana Elang called out in her tired, patient voice that if they didn’t stop their noise, they’d wake up their father and he’d whip them (64) Baldo now left him and ran to the black-spotted puppy which he caught up in his arms, holding it against his throat. (65) Ambo followed, crying out threats and curses. He grabbed the tail of the puppy and jerked hard. (66) The puppy howled shrilly and Baldo let it go, but Ambo kept hold of the tail as the dog fell to the ground. (67) It turned around and snapped at the hand holding its tail. Its sharp little teeth sank into the fleshy edge of Ambos palm. (68) With a cry, Ambo snatched away his hand from the mouth of the enraged puppy. (69) At that moment the window of the house facing the street was pushed  violently open and the boys father, Tang Ciaco, looked out. (70) He saw the blood from the tooth marks on Ambos hand. He called out inarticulately and the two brothers looked up in surprise and fear. (71) Ambo hid his bitten hand behind him. (72) Baldo stopped to pick up the black-spotted puppy, but Tang Ciaco shouted hoarsely to him not to touch the dog. (73) At Tang Ciacos angry voice, the puppy had crouched back snarling, its pink lips drawn back, the hair on its back rising. (74) The dog has gone mad, the man cried, coming down hurriedly. (75) By the stove in the kitchen, he stopped to get a sizeable piece of firewood, throwing an angry look and a curse at Nana Elang for letting her sons play with the dogs. He removed a splinter or two, then hurried down the ladder, cursing in a loud angry voice. (76) Nana Elang ran to the doorway and stood there silently fingering her skirt. (77) Baldo and Ambo awaited the coming of their father with fear written on their faces. (78) Baldo hated his father as much as he feared him. He watched him now with half a mind to flee as Tang Ciaco approached with the piece of firewood held firmly in one hand. (79) He a big, gaunt man with thick bony wrists and stoop shoulders. A short-sleeved cotton shirt revealed his sinewy arms on which the blood-vessels stood out like roots. His short pants showed his bony-kneed, hard-muscled legs covered with black hair. (80) He was a carpenter. He had come home drunk the night before. He was not an habitual drunkard, but now and then he drank great quantities of basi and came home and beat his wife and children. (81) He would blame them for their hard life and poverty. You are a prostitute, he would roar at his wife, and as he beat his children, he would shout, I will kill you both, you bastards. (82) If Nana Elang ventured to remonstrate, he would beat them harder and curse her for being an interfering whore. (83) I am king in my house, he would say. (84) Now as he approached the two, Ambo cowered behind his elder brother. He held onto Baldos undershirt, keeping his wounded hand at his back, unable to remove his gaze from his fathers close-set, red-specked eyes. (85) The puppy with a yelp slunk between Baldos legs. Baldo looked at the dog, avoiding his fathers eyes. (86) Tang Ciaco roared at them to get away from the dog: Fools! Dont you see it is mad? (87) Baldo laid a hand on Ambo as they moved back hastily. (88) He wanted to tell his father it was not true, the dog was not mad, it was all Ambos fault, but his tongue refused to move. The puppy attempted to follow them, but Tang Ciaco caught it with a sweeping blow of the piece of firewood. The puppy was flung into the air. It rolled over once before it fell, howling weakly. (89) Again the chunk of firewood descended, Tang Ciaco grunting with the effort he put into the blow, and the puppy ceased to howl. It lay on its side, feebly moving its jaws from which dark blood oozed. (90) Once more Tang Ciaco raised his arm, but Baldo suddenly clung to it with both hands and begged him to stop. (91) Enough, father, enough. Dont beat it anymore, he entreated. Tears flowed down his upraised face. (92) Tang Ciaco shook him off with an oath. Baldo fell on his face in the dust. He did not rise, but cried and sobbed and tore his hair. The rays of the rising sun fell brightly upon him, turned to gold the dust that he raised with his kicking feet. (93) Tang Ciaco dealt the battered puppy another blow and at last it lay limpy still. He kicked it over and watched for a sign of life. The puppy did not move where it lay twisted on its side. (94) He turned his attention to Baldo. (95) Get up, he said, hoarsely, pushing the boy with his foot. (96) Baldo was deaf. He went on crying and kicking in the dust. (97) Tang Ciaco struck him with the piece of wood in his hand and again told him to get up. (98) Baldo writhed and cried harder, clasping his hands over the back of his head. (99) Tang Ciaco took hold of one of the boys arms and jerked him to his feet. Then he began to beat him, regardless of where the blows fell. (100) Baldo encircled his head with his loose arm and strove to free himself, running around his father, plunging backward, ducking and twisting. (101) Shameless son of a whore, Tang Ciaco roared. Stand still, Ill teach you to obey me. (102) He shortened his grip on the arm of Baldo and laid on his blows. (103) Baldo fell to his knees, screaming for mercy. He called on his mother to help him. (104) Nana Elang came down, but she hesitated at the foot of the ladder. (105) Ambo ran to her. (106) You too, Tang Ciaco cried, and struck at the fleeing Ambo. (107) The piece of firewood caught him behind the knees and he fell on his face. (108) Nana Elang ran to the fallen boy and picked him up, brushing his clothes with her hands to shake off the dust. (109) Tang Ciaco pushed Baldo toward her. (110) The boy tottered forward weakly, dazed and trembling. He had ceased to cry aloud, but he shook with hard, spasmodic sobs which he tried vainly to stop. (111) Here take your child, Tang Ciaco said, thickly. (112) He faced the curious students and neighbors who had gathered by the side of the road. He yelled at them to go away. He said it was none of their business if he killed his children. (113) They are mine, he shouted. I feed them and I can do anything I like with them. (114) The students ran hastily to school.The neighbors returned to their work. (115) Tang Ciaco went to the house, cursing in a loud voice. Passing the dead puppy, he picked it up by its hind legs and flung it away. (116) The black and white body soared through the sunlit air; fell among the tall corn behind the house. (117) Tang Ciaco, still cursing and grumbling, strode upstairs. He threw the chunk of firewood beside the stove. He squatted by the low table and began eating the breakfast his wife had prepared for him. (118) Nana Elang knelt by her children and dusted their clothes. (119) She passed her hand over the red welts on Baldo, but Baldo shook himself away. He was still trying to stop sobbing, wiping his tears away with his forearm. (120) Nana Elang put one arm around Ambo. She sucked the wound in his hand. She was crying silently. (121) When the mother of the puppies returned, she licked the remaining four by the small bridge of woven split bamboo. She lay down in the dust and suckled her young. She did not seem to miss the black-spotted puppy. (122) Afterward Baldo and Ambo searched among the tall corn for the body the dead puppy. (123) Tang Ciaco had gone to work and would not be back till nightfall. (124) In the house, Nana Elang was busy washing the breakfast dishes. Later she came down and fed the mother dog. (125) The two brothers were entirely hidden by the tall corn plants. As they moved about among the slender stalks, the corn-flowers shook agitatedly. Pollen scattered like gold dust in the sun, falling on the  fuzzy · green leaves. (126) When they found the dead dog, they buried it in one corner of the field. Baldo dug the grove with a sharp-pointed stake. Ambo stood silently by, holding the dead puppy. When Baldo finished his work, he and his brother gently placed the puppy in the hole. (127) Then they covered the dog with soft earth and stamped on the grave until the disturbed ground was flat and hard again. (128) With difficulty they rolled a big stone on top of the grave. (129) Then Baldo wound an arm around the shoulders of Ambo and without a word they hurried up to the house. (130) The sun had risen high above the Katayaghan hills, and warm, golden sunlight filled Nagrebcan. The mist on the tobacco fields had completely dissolved.

Ordinary Feelings in Judith Guests Ordinary People :: Judith Guest Ordinary People Essays

Ordinary Feelings in Ordinary People    Ordinary People is a book that examines the life of a typical American family that seems to have it all together. It exposes the major conflicts among them; pain, misunderstanding, hurt, forgiveness, and ultimately if possible healing. Conrad - with the story told mostly through his perspective, he being the one furthering the resulting course of events and at the same time the protagonist and antagonist ? is the main character of the story. While boating on a lake with his older brother, a fierce gale picks up capsizing their boat and eventually leading to the death of his brother when he drowns. A failed suicide attempt by Conrad reveals how much he blames himself for the tragic turn of events and the lack of communication between him and his parents. The process of healing is painfully slow till the end. Conrad visits a psychiatrist, the conflict with his mother continues to grow and he somewhat patches up the relationship with his father. In the very end, Conrad learn s he cannot replace his dead brother and can only be himself; he is prepared for whatever might come.    There are many important themes and subjects addressed in the book. Most importantly is how Conrad deals with his emotions and comes to accept and forgive what has happened to him. And the author shows us that this can only be done by love, support, and trust. Conrad thinks by not expressing his emotions he is less vulnerable but instead he drifts farther apart from his family. The ordeal of attempted suicide and treatment has left him feeling insecure and vulnerable and he instinctively puts up shields. Trying to appear calm and determined on the outside, he is still very confused, angry and is afraid he slip away again only to kill himself. He still feels responsible for his brother's death due to the fact his mom doesn't want to forgive him and the only way to punish himself is to deny, suppress, and control his feelings lest they give him away. It is not until the very end when Conrad?s father, Calvin finally stops skirting around the subject but tells him that he lov es him and that they finally develop a sense of trust and security in one another: -

Global distribution

Online through Turning Marks: 30 marks Objectives This assessment item relates to the course learning outcomes 1 to 4 as stated in the unit outline. Students are to form their own groups and select their own group members. There will be a maximum of 5 members in a group. Guidelines: You must use at least 15 peer-reviewed publications to support your essay.In addition, you will need to read and refer to non-peer reviewed documents such as kooks, trade journals and articles to substantiate your discussion. Length: Maximum 4500 words Size 12, Font Times New Roman. Double-spaced. Margin 2. CACM all round. Use the Chicago referencing style. You should demonstrate a mature level of post-graduate writing. Transportation concepts and approaches learnt in this unit must be linked to this assignment.Students will be evaluated (as a group) in terms of their capacity to demonstrate understanding of the key issues in the relevant literature and applying it to the area f transportation and distrib ution management under supply chain competitive advantage and optimal performance'. Writing skills will be assessed. This Includes executive summary, Introduction, body, conclusion, high level of critical analysis and discussion of academic journal articles, supporting articles to the authors opinions and conclusions. Must demonstrate the width and depth of the arguments.A professional level of presentation is expected. All references must be and listed in the reference section. SE illustrations, diagrams, charts and table to enhance your report. Check the Assessment Marking Guide (end of this document). Make sure that you can tick off the items listed as you are writing or reviewing your manuscript. Many of these marks are easy to get. Examples: all references must be cited within the text, summary of main points, using the right referencing style. Check what you have done against the Assessment Marking Guide and make sure they match closely.Use your spell check functions. Proofrea d your document. Volume of global trade has increased multi-fold in the past decade. This has impacted on transportation infrastructure in many countries. The statement the essay needs to be addressed â€Å"Discuss how Transportation optimization has contributed to increased efficiencies in transportation and distribution†. Information may be drawn from trade, practitioner, and academic Journals to discuss this statement.

Cj333 Domestic Violence Essay - 962 Words

CJ 333 Unit 3 paper Anthony Cousin 2/16/13 There are many theories out there that try to explain why domestic violence happens. Some like family violence theory say that it is passed down through the family because basically what you see is what you will do. Others say it’s a chemical imbalance or its based on other things. I believe that it is a little bit of all of the theories but the Culture of Violence Theory is playing a huge role today in helping shape our young children’s minds as to what is now acceptable. During this assignment we will look at four different types of examples of how the Culture of Violence Theory is doing just that. Culture of Violence theory claims that violence occurs at all levels of society†¦show more content†¦This movie won the actress a Grammy Award but in this movie your watching a girl being physically, verbally and sexually abused at home. The only time she was safe was at school. What does this type of information teach? It could teach a positive message but I beli eve that in reality all it did was downgrade women and especially African American women. Movies and the News aren’t the only means to project violence within our culture. The controversial video game by rock star called Grand Theft Auto has been sparking debates across the nation for years. This is one of the best selling franchises in the video game industry but the message in this top playing videogame for our youth in particular teens is violence. This game depicts family violence, drug selling, murder, extortion, robbery, theft, grand theft auto and many more violent crimes. This game really belittles women I feel because they always use derogatory language towards them. This game always shows â€Å"pimps† and ho’s† and the pimp is always beating on the women. This sends a message that our society is fine with this type of behavior since we generate it for our amusement and entertainment. I am one of those who is at fault by playing this type of games but I do understand that this is not appropriate for our youth because they are still learning and trying to understand what is the