Lincoln-Douglas

The significance of the Lincoln-Douglas debates for the political history of America is hard to overestimate. Therefore, careful analysis of these debates can be extremely educational and enlightening. This paper will focus on three main aspects of the analysis, namely the causes of the debates, the content of the debates, and the results of the debates. The Lincoln-Douglas debates were a series of seven debates during the Illinois senatorial race of 1858 between Republican Abraham Lincoln and the Democratic incumbent, Stephen A. Douglas. The candidates were sharply divided on the issue of slavery. Before Lincoln announced a formal challenge, the candidates spoke in turn in the cities of Chicago and Springfield. Thus, Lincoln suggested speaking to the same audiences at one time by writing the following to Douglas: ‘Will it be agreeable to you†¦to make an arrangement for you and myself to divide time, and address the same audiences during the present canvass?’ (Encarta, 2007, para. 3). Scrutinizing the social and political circumstances at the time of the election campaign, it is necessary to note the Kansas-Nebraska Act, sponsored by Douglas, allowing slavery in the U.S. territories north of latitude 36 °30†² if there citizens agreed to it, and the U.S. Supreme Court Dred Scott decision of 1857, allowing masters to bring slaves into free territory without any alterations in the legal status of a slave. Therefore, the Supreme Court Dred Scott decision entered into a contradiction with the Kansas-Nebraska Act (Encarta, 2007). As for the content of the debate, Lincoln’s main focus was the human rights issue implicitly present in the debate on slavery. He told the audience that slavery violated the Declaration of Independence and was firmly determined to portray the practice of slavery as evil and immoral. For his part, Douglas paid considerable attention to legal technicalities, such as the principle of ‘popular sovereignty’ under which inhabitants were able to decide whether they would accept slavery in their territory (Encarta, 2007). However, this principle ‘with its self-proclaimed neutrality toward whether slavery was voted up or voted down, was a sheer absurdity on its face, according to Lincoln’ (Jaffa, 1999, p. 31). Lincoln employed all his rhetorical skills to prove the moral and ethical unacceptability of slavery. He also perceived the sharp division over the issue of slavery as a threat to national unity. When accepting his nomination, he said the following phrase: ‘A house divided against itself cannot stand. I believe this Government cannot endure permanently half-slave and half-free’ (University of Houston, 2008, para. 4). He also argued that the Kansas-Nebraska Act and the Supreme Court's Dred Scott decision were a part of conspiracy aimed at legalizing slavery in the entire territory of the United States. Douglas, in turn, focused on the right to self-government, which he saw as being of preeminent importance. However, as the debates progressed, Douglas started to clash Lincoln’s position directly and accused him of favoring black Americans over whites. He ended up picturing his opponent as a radical politician inciting tension and possible civil war. Lincoln denied this and voiced his support for the Fugitive Slave Law and the existence of slavery in the territories where such practice had been already established. The issue of slavery was debated in the light of the prospect of granting citizenship to black Americans. Douglas was fiercely opposed to such a notion, while Lincoln took the middle ground by recognizing black citizens’ right to life, liberty, and economic freedom while being wary about the acceptability of ‘bringing about in any way the social and political equality of the white and black races’ (University of Houston, 2008, para. 10). The two candidates also had opposing views on the institutional nature of slavery. Douglas was convinced that slavery could not exist without the support of friendly local legislation and was essentially a dying practice. Thus, his suggestion was to treat it as a local problem to be decided by inhabitants of a certain territory. Local residents, in his view, could de facto outlaw this practice by refusing to pass legislation protecting property right of slave owners: ‘Slavery cannot exist a day or an hour anywhere†¦unless it is supported by local police regulations’ (University of Houston, 2008, para. 12). On the contrary, Lincoln believed that slavery, with its status undecided, had a potential of spreading quickly on the nationwide scale. As concerns the results of the race, Lincoln lost it, yet, in his own words, it was ‘a slip and not a fall’ (University of Houston, 2008, para. 15). Lincoln’s popularity was boosted greatly by the series of debates, which, in turn, contributed to his victory in the Presidential race of 1860. However, the debates had far-reaching implications by attracting public attention to the issues of slavery and human rights as well as establishing the tradition of formal debates between candidates for a governmental post. References Jaffa, Harry V. (1999). Crisis of the House Divided: An Interpretation of the Issues in the Lincoln-Douglas Debates, Revised Ed. Chicago: University Of Chicago Press. Microsoft Encarta Online Encyclopedia. (2007). ‘Lincoln-Douglas Debates.’ Retrieved January 20, 2008, from http://encarta.msn.com/encyclopedia_1741500415/Lincoln_Douglas_Debates.html University of Houston. (2008). ‘The Lincoln-Douglas Debates.’ Retrieved January 20, 2008, from http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=336  Ã‚  Ã‚     

Hamlets Madness Essay

I do not believe that Hamlet is going mad nor insane. I think that he was just putting on an act of madness to convince people he was going insane in order to carry out his revenge on Claudius. If it wasn’t for Hamlet’s feigned madness the Claudius would have obviously known that something was up and would have possibly had Hamlet killed. Hamlet only acted mad or insane around certain people. In his private conversations with Horatio there was no signs of insanity with the way he was talking to him. Hamlet tells Horatio â€Å"How strange or odd soe’er I bear myself, As I, perchance, hereafter shall think meet To put on an antic disposition on, – That you, at such times seeing me, never shall, With arms encumber’d thus. Or this headshake, Or by pronouncing of some doubtful phrase. â€Å"(Ham. 2. 5. 170-175). In this phrase He is telling Horatio that he is going to feign madness, and that if he notices any strange behavior that he is putting on an act. This is proof that he is neither mad nor insane. He basically has stated he is going to act mad. As soon as someone appears, whom he wants to convince he is mad, he changes his behavior to put in his or her minds different explanations of his irrational behavior. He changes from rational speech to irrational conversations with those he wishes to convince he is mad. With Rosencrantz and Guildenstern he makes them believe that the reason for his behavior is frustrated ambition. In act 2 scene 2 Rosencrantz says â€Å"Why, then, your ambition makes it one; ’tis too narrow for your mind. â€Å"(Ham. 2. 2. 241-242). Then Hamlet says â€Å"O God, I could be bounded in a nutshell, and count myself a king of infinite space, were it not that I have bad dreams. â€Å"(Ham 2. 2. 243-244) Then Guildenstern states â€Å"Which dreams, indeed, are ambition; fro the very substance of the ambitious is merely the shadow of a dream. â€Å"(Ham. 2. 2. 245-246). Hamlet wants to make the King and Queen believe that the death of his father and their marriage is the reason for his madness. The Queen states â€Å"I doubt it is no other but the main, – His father’s death and our o’ hasty marriage. (Ham. 2. 2. 56-57). Hamlet want s to make Polonius and Ophelia believe that it is his love for Ophelia that has driven him mad. This is revealed when Ophelia speaks with Polonius about Hamlet’s encounter with her (Ham. 2. 2 75-108). In the phrase â€Å"I am but mad north by northwest, when the wind is southernly I know a hawk from a handsaw†(Ham. 2. 2. 347-348) Hamlet is stating that North is normal and that â€Å"North by Northwest† means that he is only slightly insane. Once Claudius thought he was insane he was safe to carry out the rest of his plan. In the Soliloquy, â€Å"To be or not to be† (Ham. 3. 1. 56-90) Hamlet knew that he was being watched by the King while talking to Ophelia. This was his chance to convince the King that he was insane. I believe that Hamlet may have crossed the line into true madness a few times. For example when Hamlet slays Polonius he has no feelings of remorse. This is evidenced by Hamlet’s words â€Å"Thou wretched, rash, intruding fool, farewell! I took thy fortune thou findst to be too busy in some danger†(Ham. 3. 4. 32-34). After Hamlet kills Polonius he will not tell anyone where the body is. Instead he says â€Å"not where he eats, but where he is eaten, a certain convocation of political worms a e’en at him†(Ham 4. 3. 20-21). Hamlet also is aware of his dissolving insanity as he tells Laertes that he killed Polonius â€Å"in a fit of madness†(Ham. 5. 2. 236-250). In the scene where he is with his mother he also has a violent out burst. He is very cruel towards he and clenches her throat in anger. He sees his father’s ghost while with his mother. His mother does not see him. All of the other times someone has seen the ghost when it has appeared. This may be a sign that Hamlet experiencing true madness. â€Å"On him, on him: Look O you how pale he glares! His form and cause conjoured, preaching to stones would make them capable (Ham. 3. 4. 126-128. In conclusion I believe that Hamlet’s madness or insanity throughout the play is being acted. However I do believe that in the end Hamlet drives himself over the edge when he kills Polonius and his true anger shows. Hamlet crossed that line into true madness a few times in this play. I believe that this was not a good way to go about getting revenge on Claudius. There was too much of a delay and in the end Hamlet lost by losing his life too.

Absolutely True Diary of a Part-Time Indian by Sherman Alexie

They became very intimate and Arnold opened her mind and even told her how bad his life was. Likewise, Arnold became friends with a geek named Goudy, he told him he was a cartoonist. Arnold made his first bout against the university's basketball team and his former school, Wellpinit. Rowdy belonged to the Wellpinit team but eventually he defeated Arnold with his elbow to lose consciousness. In the next game with Wellpinit, the Reardan team triumph, but Arnold made me feel embarrassed. Sherman's part-time absolute real diary The absolute real diary of India by Alexei Sherman Aleksey explains the suffering of American high school students to Spokane in order to adapt to American cultural conditions. Arnold Spirit Jr. is a 14 year old high school freshman who experienced these experiences for himself. His poor career and a different culture made him the main target for the elimination and elimination of peers, and he also had difficulty in booking. I am 14 years old, I have been to 42 f unerals. This is truly the biggest difference between Indians and Caucasians. This novel is a good reading for those who are interested in the reality of cruel reality being reserved by many Indians but it can be very intense and emotional. - Gabe Moltz, grade 2021 Introduction Sherman Aleksey's part-time Indian absolute diary is a novel about Arnold's spirit (underage). The boy who came from SpookaneIndian Reservation decided to go to high school outside the reservation. bright future. - Absolute Real Diary of Perma Red and Part-time Indian In the past semester I read several books on Native American and its culture. The two most interesting books I found were the absolute real diary of the part-time Indian of Perma Red and Sherman Alex by Debra Magpie Earling. In each story, we will meet young people from reservations dealing with their local identity, love, loss and all that is between them.

Graffiti as a Voice for Teens Term Paper Example | Topics and Well Written Essays - 1500 words

Graffiti as a Voice for Teens - Term Paper Example Peer pressure may be in either positive or negative ways; where the students that succumb to its negative side, will end up making bad choices that lead them to a slippery slope. The result of a slippery slope is the unfortunate development of bad habits such as smoking, alcohol and/or drug abuse and engaging in criminal activities. For this reason, every high school should create an open forum for the students where they are free and at ease to discuss challenges they face in their everyday lives. Teachers and counselors should then be at hand to talk them through overcoming the challenges and turning them into opportunities for growth and success into the future. In creating such an open forum, the school should consider the emotional, physical and mental status of the students and come up with creative and exciting activities in order to encourage their participation. Considering their emotional, physical and mental status includes recognizing that the students will be talented in different areas where non-performance in academics does not render them failures. Students may instead be skilled in non-academic activities such as painting, drawing, playing musical instruments or photography. Teachers should hence, reserve this in mind when interacting with the students in the class. The administration should also consider this when structuring such open forums. The adolescent has thoughts and interpretations about various issues in their environment and will want to express these through various means. Because of their youthfulness, their energy needs to be directed into positive ways of voicing their views and opinions to prevent them from being destructive. Besides that, there may be students that lack interest in political or environmental issues, which undoubtedly will affect them. The administrations should then use the ‘crowd mentality’ to arouse interest in such students using creative works from the students that have an interest.  

JUVENILE DELINQUENCY AND DRUGS Research Paper Example | Topics and Well Written Essays - 1250 words

JUVENILE DELINQUENCY AND DRUGS - Research Paper Example Research statement Is there an association between drugs and juvenile delinquency? Introduction Criminal behavior and delinquency among young people as they transit from childhood to adulthood is rising and is currently a public challenge in most countries in the world. Experts opine that such a problem has soared because of collapsing social relations that lay a basic foundation for smooth transition. Factors contributing to this challenge are extended maturity gap, restructuring of the labor market and limited opportunities for turning into an independent adult. Other factors include rapid growth of population, unavailability of support and housing services, unemployment, overcrowding, family disintegration, poverty, ineffective educational systems, child abuse, decline in local authorities and underemployment (World Youth Report, 2003). Due to these and several other factors, more and more young people are getting involved in illegal activities, criminal offenses and drug abuse. J uvenile delinquency and drug abuse are strongly interlinked. ... Methodology In order to retrieve useful articles for research in this topic, the electronic database used was â€Å"Google Scholar†. The words â€Å"juvenile delinquency† and â€Å"drugs† were typed in the search brackets. For more wider search, â€Å"criminal behavior† and â€Å"drugs† also were typed in another search. Several articles were displayed in the search result. After going through the abstracts, 3 articles were selected for the purpose of research review. Based on these, the following review was prepared. The articles retrieved are provided under the reference section. Literature review Substance abuse in young people can lead to several problems like anti-social attitudes, juvenile delinquency and health problems. The problems not only affect the young individual, but also the community, family and the society of the individual (World Youth Report, 2003). There is enough evidence to suggest that earlier the drug use is initiated, more likely is the individual to develop drug related problems in life. According to the Monitoring Future Study of 2008, "19.6% of eighth graders, 34.1% of tenth graders, and 47.4% of twelfth graders use any illicit drug within their lifetimes." Thus, the soaring rise of drug abuse among youngsters has contributed to increased anti-social attitudes, criminal behavior and delinquency in this population. According to the Uniform Crime Reporting Program of FBI, in 2007, 109,444 individuals under 18 years of age were arrested by various law enforcement agencies. In the year 2004, 1.9 percent of drug arrests made were under 19 years of age. According to the Arrestee Drug Abuse Monitoring

The Red Scare and The Second Red Scare Research Paper

The Red Scare and The Second Red Scare - Research Paper Example The first Red Scare The first main manifestation of strong anti-communism in the US occurred in 1919 and 1920 following the 1917 Bolshevick Revolution in Russia. It also came as a result of strong patriotic years of the First World War in which social agitation and left-wing political violence worsened the national political and social tensions. According to Murray (1971), the Red Scare can be described as a nation-wide anti-radical hysterical which was triggered by increasing anxiety and fear that the Bolshevick revolution was going to occur in America. This revolution was to change home, marriage, Church, civility and the American way of life1. During this time, newspapers increased the existing political fears into xenophobia because different radical anarchism was seen as the answers to poverty. At the same time the Industrial Workers of the World (IWW) had supported many labor strikes in the period of 1916-1917. The press portrayed this as a radical threat which was inspired by the left-wing to work against the American society. However, this was a misinterpretation of the legitimate labor strikes by the press as plots to establish communism, crimes against society and crimes against the society2. In 1919, a plan to mail 36 bombs to popular members of the US economic and political establishment and immigration officers was discovered by the authorities. On 2nd June 1919, eight bombs exploded simultaneously in eight cities and the house of the Alexander Mitchell Palmer, the US Attorney General in Washington DC was one of the targets. Twelve famous lawyers and Felix Frankfurter, a Justice in the Supreme Court, criticized Palmer raids as unconstitutionally illegal3. Felix Frankfurter published a report concerning the US Department of Justice and the illegal practices in it. The report documented the violation of the 4th, 5th, 6th and 8th Amendments to the US constitution through the wanton violence and illegal acts which he states as Palmer-authorized. Palmer responded defensively by warning that left-wing revolution that was government-deposing would begin on 1st May, 1920. However, it failed to take place denoting that there was a shift in public opinion concerning communism. There were legal criticisms against Palmer’s claims for example that less than 600 deportations out of the thousands of resident foreigners were substantiated with evidence. The resident foreigners had been illegally arrested and deported back to their home countries. As a result to the shift in public opinion during first the Red Scare, left-wing and communist organizations for example the Communist Party USA (CPUSA) and the IWW lost many members. During the first Red Scare period, the ‘criminal syndicalism’ laws were enacted by many US states4. These laws outlawed the campaign for violence in as a tool for affecting and achieving social change. The passage of the ‘criminal syndicalism’ laws triggered aggressive police investigat ions of individuals accused of advocating for such type of violence, their arrest and deportation. The individuals were being arrested and deported because they were suspected to be either communist or left-wing members. The wave of arrests, trials and deportation by the government became the characteristic events of the first Red Scare. The second Red Scare

Reading response Essay Example | Topics and Well Written Essays - 500 words - 7

Reading response - Essay Example They achieve this by exploring the genesis of biodiversity, as well as the implications of the fields of ecology and conservation biology in terms of shaping biodiversity. Maclaurin and Sterelny seek to define the various forms of biodiversity, which are critical to fields such as taxonomy, ecology, developmental biology and morphology. They construe that biological heritage is rich in all bio-diversities (Krishnamurthy 211). The reading concludes with the authors drawing focus to phenotype diversity by delving into the topic of development. They note that genes serve as paradigmatic developmental, as well as evolutionary resources, and form the basis of what all species depend upon for their fundamental existence. They ask a fundamental question in the field of biology; whether ecosystems of communities typically operate as crucial organized systems on a biological level. Maclaurin and Sterelny (25) argue that if ecosystems fail to function as biologically organized systems, the richness of each species encapsulates ecological diversity. Maclaurin and Sterelny consider the availability of crucial details regarding a species and the presence of vital environmental variables that impact the species as sufficient information to facilitate the comprehension of ecological results. However, the authors argue that these results cannot be attained in organized ecosystems. The authors further delve into the topic of biodiversity conservation through the use of option value theory, a concept derived from economics. Overall, I agree with the authors regarding the importance of diversity in biology. I strongly believe that biodiversity facilitates the existence of life, regardless of the organism found in the ecosystem. Without biodiversity, natural sustainability for every life form would be impossible to achieve. The significance of biodiversity primarily centers on the sustenance of

All Museums Should Be Free Of Charge All The Time Essay

All Museums Should Be Free Of Charge All The Time - Essay Example Museums are repositories of knowledge and through them, we discover and find out important aspects of our civilization. Free access to museums would help a greater number of people to learn and discover additional things about their country and help to encourage feelings of nationwide unity and identity, at the same time as promoting greater comprehension and acceptance of foreign cultures. A number of museums in the United States have made an entry for the public free of charge. These museums generally use the city and county tax collections for funding their maintenance. The Walters Art Museum in Baltimore has eliminated entry charges. Since it has an internationally renowned collection of art, the removal of admission charges would bring a greater number of people in contact with the culture of the world. The museum has a collection of a variety of world art spanning from pre-dynastic Egypt to Europe belonging to the twentieth century. It treasures a priceless collection of Greek sculptures and Roman sarcophagi; ivories of the Middle Ages and Old Master paintings; jewelry from Art Deco and nineteenth-century American and European masterpieces (Smith; The Walters Art Museum). The Toledo Art Museum in Ohio follows a free admission policy laid down in its charter of 1901, the year of its establishment. It has a huge collection of European and American paintings, glass works, Roman, Greek, Asian, African and medieval art and sculptures as well as modern and contemporary works. The Toledo Museum of Art still remains as a private, non-profit foundation and exhibits its collection to the public, free of admission charges and is open six days a week (Museum Home). The St. Louis Art Museum also guarantees free entries to the museum. This policy came up after they started using the county and city tax revenue in 1971.

The Division of Labor Essay Example | Topics and Well Written Essays - 500 words

The Division of Labor - Essay Example The role of people at a different level are labor specific and conform to the specified exchange of service that is needed to perform at that level therefore what is being exchanged becomes more important to who is exchanging. The social division of labor is characterized by complexities in the social hierarchy and traditions in any cultural production that is focused towards development and often results in conflicts. These conflicts basically comprise of developmental issues and ideological contradictions which arise due to disparate social exchanges, promoting social stratification on the basis of class, race, and culture. Within a wider spectrum of social issues which focus on division of labor, conflicts arise because of varying interests of the state and individual during cultural production in a developmental process. Cultural production signifies construction of collective identities on the basis of cultural diversification and therefore, the platform that promotes this production stresses the importance of the technical division of labor that emphasizes the specialized type of labor inputs, required for the different level of production. The technical division of labor, therefore, has become more job specific and highly skilled. The rapid globalization and technological advancement of the recent time have greatly revolutionized the labor processes. With the advent of technology, the collective production has become more complex. There is a significant paradigm shift in the technical division of labor from direct to indirect model that is focused on regulation, administration, improvement, and innovation to meet the challenges of the changing time.

SAM 482 UNIT 8 Essay Example | Topics and Well Written Essays - 500 words

SAM 482 UNIT 8 - Essay Example In the identification phase for risks in crowd management plan, the following factors are considered; crowd behavior and control, noise levels, risks of fire, weather and use of drugs and alcohol that would lead to unruly behavior. The plan also incorporates suppliers and contractors. Risks related to their participation in an event must be identified. These could include incompetence of staff, resignation or absenteeism, theft and loss of assets among others. In the risk management action plan, the risks are identified in order and an action drafted with a timeframe. Responsibilities are allocated to experienced staff and recommendations drafted on how the risk will be monitored. This justifies that an effective crowd management plan must be in harmony with the risk management plan. Incorporate an emergency plan. A written action plan is important for this issue. The staff should be in a position to respond to emergencies promptly. Instructions detailing emergency phone numbers, exit routes, fire extinguisher strategic positions should be accessible to all users of the facility. Any risk and or an accident must be recorded by the event holders. This will assist in planning future events. Transfer of risk is an appropriate strategy for the organization. Before an event, the event organizer should hold Public Liability Insurance with a detailed Risk Management Plan. The plan should incorporate all risks anticipated during the sporting event. Crowd management plan is an integral element of the larger risk management plan for sporting facilities. An effective crowd management plan will mitigate risks to an equal level of the risk management plan. The two plans must be harmonized since their objectives are

Little Red Riding Hood Essay Example for Free

Little Red Riding Hood Essay In 1814 Gordon Bryson wrote a poem about the timelessness, and grace of a unnamed women. She walks in Beauty describes the inner and outer beauty of a women. Gordon Bryon was noted as a moral disgrace as he wedded his half sister, and various women (Clugston, 2010). In the lyric poem She walks in Beauty, Byron used metaphors like raven tress, and climes, and starry skies to describe her long jet black hair, and her elegance. A lyric poem is a brief poem that expresses feelings and imagination; its melody and emotion create a dominant, unified impression (Clugston, 2010). In this essay, I will explore how Bryson uses metaphors, and images like light, and darkness to set the tone in She walks in Beauty. In the first stanza in She walks in Beauty, lines one, and two â€Å"She walks in beauty, like the night† does not ends with any puncuation, or pause at the end because it carries over to the next sentence â€Å"Of cloudless climes and starry skies† (Clugston, 2010, 7. 1, para 2). This technique is called enjambment. A enjambment is a continuation of a thought in a line of poetry into a succeeding line, uninterapped by punctuation (Clugston, 2010, 11. , para 2). Bryon expressed how ones beauty can be viewed on a clear night with stars lining the sky. His view of her beauty, and silhouette is cosmic. She walks in Beauty is a lyric poem which express a poets thoughts and imagination, Its melody and emotion created adominant, unified impression (Clugston, 2010). The images being created in the first six lines of She walks in Beauty suggests that a womens physical appearance is classic like a polished baby grand piano dark with shinny white keys â€Å"And all that’s best of dark and bright† (Clugston, 2010, 11. , para 5). The sixth, and seventh line in the poem emphasizes the similarities between light and dark to describe her elegance. at the end of tthe different forms of symbolism used to describe the first version of Little Red Riding Hood. In the first of She walks in Beauty The content in the original and remakes of this tale is constant in each one. The Little Red Riding Hood that I remembered reading when I was a small child was told as a young woman who was following the orders of her mother to deliver some baked goods to her bedridden grandmother. The role of the wolf is the same as well; he is merely thinking of a cunning way to eat her without being caught in the process. The theme of the original Little Red Riding Hood is a tale of her entering women hood, not her taking cakes to her sick grandmother. The term theme means a representation of the idea behind the story (Clugston, 2010, 7. 1, para 2). When the story was first published in 1697, Europeans easily identified the coalition of the story; translating that act of sex. â€Å"In the French slang, when a girl lost her virginity it was said that elle [a] vu le loup—shed seen the wolf†(Clugston, 2010, 4. , para 2). In the engraving of the first tale from 1697, it shows Little Red Riding Hood partially dressed lying in the bed beneath a wolf. The tale explains how Little Red Riding Hood stripes out off her clothes at the wolves requested without question (Clugston, 2010, 4. 1, para 2). â€Å"In fact, tales such as â€Å"Red Riding Hood† and â€Å"Sleeping Beauty† were pan-European phenomena, predating even Perrault, with provenances tracing as far back as the Middle Ages and Ancient Greece. Nevertheless, Perrault’s influence on the transmission of fairy tales to many parts of the Continent was tremendous. Charles Perrault’s stories were not original creations, but collected oral material edited and fashioned by him into print† (Paradiz, 2009, p. 96). The story of Little Red Riding Hood as interpreted by Charles Perrault has Little Red Riding Hood being sent by her mother who loved her dearly to walk to the next village to deliver food to her ill grandmother. On the way to deliver the baked goods, she meets a wolf. A wolf who had not eaten in three days decides not to eat her, as there were woodcutters nearby that would hear the attack. While speaking with the wolf he tricks Little Red Riding Hood into disclosing the location of her grandmother’s cottage. As Little Red Riding Hood is a small child, the wolf took advance of her being a naive, and friendly. She disobeyed the cardinal rule that adults constantly reminders their child of: do not stop for, or talk to strangers (the irony of the story is that her mother does not tell her that speaking with strangers is wrong). The term irony is a discrepancy or contradiction that occurs between what is expected to happened and what actually happens in a situation or in an expressed statement (Clugston, 2010, 5. 5, para 3).

A Dissertation Proposal Essay Example for Free

A Dissertation Proposal Essay Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers perceptions. In general, perceptions in the present study pertain to teachers thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., Webb, R. B. (1986). Making a difference: Teachers sense of efficacy and student achievement. New York: Longman. Atkinson, J. W., O’Conner, P. 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A critical incident analysis and reflection

A critical incident analysis and reflection The purpose of this essay is to reflect and critically study an incident from a clinical setting whilst using a model of reflection. This will allow me to analyse and make sense of the incident and draw conclusions relating to personal learning outcomes. The significance of critical analysis and critical incidents will briefly be discussed followed by the process of reflection using the chosen model. The incident will then be described and analysed and the people involved introduced and then I will examine issues raised in light of the recent literature relating to the incident. My essay will include a discussion of communication, interpersonal skills used in the incident, and finally evidence based practice. I will conclude with explaining what I have learned from the experience and how it will change my future actions. The Gibbs model (1988) of reflection cycle will be attached as appendix 1 and description of incident will be attached as appendix 2. In accordance with the 2004 Nursing and Midwifery Council, the clients details and placement setting has not been disclosed in order to maintain confidentiality. Critical incidents are snapshots of something that happens to a patient, their family or nurse. It may be something positive, or it could be a situation where someone has suffered in some way (Rich Parker 2001). According to Hogston and Simpson (2002) reflection is a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice. Wolverson (2000) includes this is an important process for all nurses wishing to improve their practice. This will be investigated using a reflective nursing model. I am going to use Gibbs (1988) Reflective Cycle. This because Gibbs is clear and precise allowing for description, analysis and evaluation of the experience helping me to make sense of experiences and examines my practice. However Ghaye and Lillyman (2006) state that it is miscontructed as ideal for only negative experiences. On the other hand they emphasise that it its strengths lies with the incorporation of knowledge, feelings and action in one learning cycle. Taking action is the key; Gibbs prompts to formulate an action plan. This enables to look at my practice and see what I would change in the future, how I would develop and improve my own practice. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my nursing practice continuously and learning from the experience for better practice in the future. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again (NHS, 2006). Baird and winter (2005) give some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Siviter (2004) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other peopl e perspectives, being self-aware and improving the future by learning the past. In my context with the patient, it is important for me to improve the therapeutic relationship which is the nurse-patient relationship. In the therapeutic relationship, there is the therapeutic rapport establish from a sense of trust and a mutual understanding exists between a nurse and a patient that build in a special link of the relationship (Harkreader and Hogan, 2004). Asserive Description This is attached as appendix one. Feelings In this paragraph, I would discuss on my feelings or thinking that took place in the event happened. I was shocked that the doctor did not wash her hands or use alcohol prior examining Ms Adams especially with all the infection control guidelines and protocols in place. In spite of this I did not have confidence and felt intimidated due to the fact the doctor was more knowledgeable and experienced than I was as a first year student, also I did not want to make him feel uncomfortable. Furthermore I did not want the patient to feel alarmed and worried by challenging the doctor whilst Ms Adams was there. However soon after I had a word with my mentor and told her what I observed and she then recommended that together we confront the doctor, therefore the next day my mentor spoke to her in private and she asked her, if before examining Ms Adams whether she washed her hands. The doctor seemed stunned by this conversation but admitted she did not wash her hands. She responded by justifying his actions and saying he was busy and was in a rush to remember. My mentor discussed the significance of infection control and hand hygiene and then the doctor promised her that she would make sure she follows the protocols and cleanses her hands prior examining any patient in the future. Evaluation This event was difficult and challenging for me as I felt disappointment for my lack of confidence in not confronting and challenging the doctor prior him examining Ms Adams, on the other hand I felt content in the way the doctor responded so positive and optimistic. Consequently I observed that doctor has now changed his practice as a result of this incident. I have learnt from this incident the importance of acting assertively with staff members in a sensitive approach in order to safeguard patientà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s health. Analysis Nurses have a responsibility to safeguard and promote the interests of individual patients and Clients (NMC 2004). This responsibility include ensuring that his or her knowledge and competencies commensurate with the task being undertaken. Infection is responsible for increased morbidity and mortality, thus a comprehensive knowledge of infection control precautions and basic microbiology should be a fundamental requirement of all healthcare professionals. Hands must be decontaminated before every episode of care that involves direct contact with patientsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ skin or food, invasive devices or dressings. Current expert opinion recommends that hands need to be decontaminated after completing an episode of patient care and following the removal of gloves to minimise cross contamination of the environment (Boyce and Pittet, 2002; Pratt et al, 2001). Hand hygiene is a crucial factor in the control of hospital-acquired infection (HAI) because hands can easily transfer micro-organisms from one area or patient to another. According to Shuttlewood (cited in Beckford-Ball, Hainsworth) states that despite strategies promoting hand hygiene there still seems to be difficulty persuading staff to adopt good practice. Doctors are the worst offenders. According to NHS figures, 25% of them fail to follow basic hand-washing procedures, compared with 10% of nurses and 15% of ancillary staff. From The Sunday Times December 21, 2008 Royal College of Nursing (RCN, 2009)Studies show that uniforms may become contaminated by potentially disease-causing bacteria, including Staphylococcus aureus, Clostridium difficile, Although it has been suggested that uniforms act as are servoir or vector for transmission of infection in hospitals, no evidence is currently available linking the transmission of bacteria to patients (Wilson et al., 2007).However, it is important to note that all clothing worn by all staff (for example, doctors, therapists and cleaners) has the potential to become contaminated via environmental micro-organisms, or those originating from patients or the wearer, and that nurses uniforms are not unique in that respect. This reinforces the need to ensure all clothing worn by staff in all clinical areas is fit for purpose and able to withstand laundering. Advocacy ranges from activities on behalf of patients, such as hand washing and proper identification before treatments, to arguing that an early discharge will harm her patients recovery. According to Arnold and Boggs (2003) assertive nurse is able to stand up for the rights of others as well as for his or her own rightsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . If the complaint is justified then equally the nurse has duty to inform the doctor of what has transpired because he or she has a duty to promote high standards of patient care and this includes confronting co-workers when the nurse believes their standards to be less than adequate (Rumbad, G 1999).As the student nurse caring for Ms Adams under my mentors supervision, this also applies to my own practice as a student nurse. Conclusion In hindsight I feel I should have confronted the doctor at that moment and acted sooner. I also should have made sure the doctor washed her hands prior examining the patient. I realise how I put Ms Adams heath at risk. Following conversation with my mentor acknowledged that I need to develop the confidence to challenge the practice of colleagues, understanding pressures that may be under but ensuring that their practice does not put patients at risk. If a nurse observes a practice or procedure she believes to be wrong, advocating for her patient demands she speak out even if that practice was carried out by her superior. This is not always easy and may have a cost for the nurse. I realise that I need to be supportive to colleagues, understanding the pressures that they may be under, but ensuring that their practice does not put clients at risk. Action Plan My action plan is always to work as part of a team, learn more about how best to communicate in order to contribute to good nursing care. I will aim improve and develop my assertive skills when working with staff members to ensure health and safety of patients is maintained. Therefore I will make this a goal for learning in my next placement and discuss with my mentor to work out strategies for how I can achieve this.