Business Economies Essay Example | Topics and Well Written Essays - 2250 words

Business Economies - Essay Example 2. Differentiation. 3. Focus. An analysis of both Production and Cost theory of a product is vital. So agricultural and food marketing is taken as an example of this. Agricultural product is occupying a major role in food marketing management. Raw material, land, labor, capital and other factors are required for undertaking production. Consider the example, manufacturer of the product who developed an improved marketing plan. Company profit objectives were tied to exploiting volume markets through mass marketing. Product development policy covers compatibility, market potential and financial objectives. Three types of innovation is important for food manufacturers.1. new marketing methods and techniques to increase the operational efficiency, 2. new products or services to add more value to its products, 3.new business organization,ie cooperative food processor, joint ventures between firms or marketing channels. Concentration should be given to the product by reducing the volume of production and the product sh ould be stored and transported; and an adequate reduction in the marketing cost. As an analytical tool, the growth share matrix has the advantage of being simple and quantifiable in nature. Production is dependent on technology, mixture of factors of production and price as well as the marginal productivity. â€Å"In economics, an effort to explain the principles by which a business firm decides how much of each commodity that it sells (its â€Å"outputs† or â€Å"products†) it will produce, and how much of each kind of labor, raw material, fixed capital good, etc., that it employs (its â€Å"inputs† or â€Å"factors of Production†) it will use. The theory involves some of the most fundamental principles of economics.† (Theory of Production, 2007). Production means conversion of inputs in to outputs. Mainly there are three aspects to the production process- Many factors may contribute to the failure of a new product, but the main cause

The South was not in an economic position to wage a successful war Essay

The South was not in an economic position to wage a successful war. Thoroughly explain why they were not and judge if you think this had an impact on the overall course of the war - Essay Example Southerners even avoided participation in industrial revolution which was welcomed and accepted by the Northern regions. The industries and the economy of the North was quite diversified in nature as they were involved in the production of both finished as well as agricultural goods. Due to developed factories and industries, the North was able to develop arms and ammunition required to wage a war. The South was even dependant on the North for finished goods and when the war started, the south realized that they lacked the resources needed to fight the war and their current sources of earning wealth were not properly structured (Millett, 2012, p.18). South even experienced decrease in income as the importers of cotton such as the Great Britain started importing from other nations such as India in order to remain neutral to both the North and the South. This event clearly proves that the South did not have the money required to fight the

Japanese Culture and Society Essay Example for Free

Japanese Culture and Society Essay Japan is country having a strong economic power, and good income levels and the citizen’s standard of living are one of the highest in the world. Japan’s fruitful economy is a result of fine consumer goods exports which were developed with the latest technologies that Japan has to offer. Another factor which made Japan rise would be its well-rounded culture. One of the noticeable factors of Japan’s culture would be its education. Education is a stabilizing factor in a person’s life and a country. Education is one important factor in creating a strong country. The adult literacy rate in Japan is exceeding 99 percent which makes Japan to be one of the top nations in the whole world in terms of educational achievement. School education in Japan begins before grade one in preschool. It is free and a compulsory need for elementary and junior high school education. In Japan, more than 99 percent of elementary school-aged children are going to their respective school which is an astonishing statistic for a nation. Their high school are composed of two divisions which are junior and senior high school which is composed of three years each. An estimate of one third of the senior high school students continues their education to college. Their admission to different high schools and university are based on difficult entrance exams. There is much competition in getting a high position in the entrance exams because most of Japan’s well paying jobs admit employees of the graduates of high quality universities. Approximately, 1 percent of elementary schools and 5 percent of junior high schools are private establishments or are not owned by the government. An estimated of 25 percent of high schools are privately owned. There are no biases between public and private schools in Japan, entrances to elite universities are not based on the status of a student’s school. In the year 1998, it was evident that there were 604 four-year college universities and 588 two-year junior colleges were in Japan. Some of the elite and prominent universities in Japan include the University of Tokyo, Kyoto University, and Keio University in Tokyo. The early beginnings of education in Japan were sourced in the ideas and teachings from ancient China. In the 16th and 17th centuries, European travellers also affected the Japanese school education. From the years1640 to 1868, during Japan’s era of separation under the Tokugawa shoguns, Buddhist temple called terakoya served as the schools of the country. The temples took accountability for the country’s education and made astounding developments in raising the literacy levels among the population of the country. In the year 1867, it was assumed that there were more than 14,000 temple schools all over Japan. In the year 1872, the new Meiji regime created a ministry of education and a thorough educational code that integrated widespread primary education. During this period, Japan looked at other nations such as Europe and North America for effective educational models. As the Japanese regime expanded during the late 1930s and early 1940s, education of the country became a factor for nationalistic and militaristic needs. After Japan’s defeat in World War II, the educational system of the country was refurbished because of some concerns. Changes incorporated the current grade structure that states that the elementary school is six years and junior and senior high school are composed of 3 years each; there was also the implementation of a guarantee of equal access to free, public education. The changes included a finish to the teaching of nationalistic ideology. Reforms also sought to encourage students’ self-expression and increase flexibility in curriculum and classroom procedures. Nonetheless some critics still deem that education in Japan is extensively rigorous, preferring memorization of facts at the outlay of imaginative expression, and geared to encouraging social conventionality. Education in Japan is taken seriously and is a big attribute to the development of the country. Education is shown as factor in a youth’s life, it a vital block to a Japanese citizen’s structure and identity. Japan, as of any country, has its own social problems, this includes youth deviance. In Japan, there are also youth problems such as young people smoking, drinking alcohol, reading pornographic magazines and staying out late. These activities in some other countries are now accepted as ordinary youth culture. But one of the data radically shows that youths that participate in these appalling youth culture are mostly participated by lower high school students. (Yoder) The higher high school students do not involve themselves in these said youth culture unlike the lower high school students. (Yoder) Higher high school students spend most of their time in schooling. There are more occupied with academic and non academic matters such as aiming for high grades to get to an elite university and honing their skills in different sports and talents. It is a fact that when a Japanese student gets older, he becomes more mature and focuses his priorities more in his education than in awful youth activities. Education in Japan offers a complete picture of young people and a reasonable understanding of their lives. Most of the labelled delinquents in the youth of Japan are those who do not participate much in school or are not guided by their parents and guardians. (Yoder) Japan has made schooling as guidance for its youth. The country has successfully installed the importance of education to their youth and the youth responds accordingly to it. If it weren’t for their proper education, Japan’s youth wouldn’t have anything to guide it. The effect of education to the youth in Japan is great because the country focused a great deal on education and allocated much funds for it. Even though most of Japan is comprised of public schools, the public schools still have the same quality of education as of other private schools in other countries. (Yoder) This wonderful trait makes Japan’s education a wonderful asset to a Japanese person. Another evidence on how much education affects Japan would be the effect of deaf education. Until the mid-1970s, deaf citizens of Japan receive few legal privileges and little social acknowledgment. (Nakamura) By the law, they were categorized as minors or as mentally deficient, not capable of acquiring a drivers licenses or even sign contracts and wills. Many deaf people in the country worked at establishments that offer basic tasks or were frequently unemployed, and schools for the deaf initiate a complicated regimen of speech reading and oral speech approaches rather than signing. (Nakamura) After several decades, activism became the ears of deaf men and women which are now essentially acknowledged within mainstream of Japanese society.

The importance of childrens play and talk

The importance of childrens play and talk The first example is of Js first experience of mark making with felt tip pens and on speaking to the parents this was his first experience of using any drawing implements. This activity came about from Js own initiation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his sister asked ‘Do you want to draw a picture ‘, J made a sound his sister gave him a blank piece of paper and a felt tip pen. J made marks on the paper looking up at his sister every so often who would say ‘wow J thats fantastic, good boy J would smile then continue to make more marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initiated and endedby J which lasted around 30 minuets. The second example is again by J and his first mark making and exploration with paint. This activity was adult initiated, the adult introduced a large rectangular blank canvas and different coloured paints with different size paint brushes. J was unsure at first and kept his distance, however moved closer and closer firstly poked the canvas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint pot he looked at his finger touching it with his thumb he put his hand on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said ‘ what that ‘look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J ‘do you want to try the brush J took the brush he explored it with is mouth screwing his face up as the brush touched his tongue, ‘ewwwww said the adul t pulling his face ‘put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling ‘wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said ‘come on J we better get you cleaned up . Because of the age of J the activity was more about exploration and investigation and the introduction to new experiences. Clay 1979; Goodman 1973; Smith 1971 cited in Barrat-Pugh 2000 challenged the developmentalist view of literacy drawing upon the 1970 research into how children learn to read and write their suggestions were that reading and writing are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, writing and oral language developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy. The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children learn at different levels and so activities need to be well planned and organised, thus providing opportunities for different children to shine in different contexts. The Curriculum Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging learning environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the spontaneous play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progress ion (Wood, E. 2004:20). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities. Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no control over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teache rs (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the issue of power or the contexts in which it operates. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different ways, such as facial expressions and eye contact used in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998). There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings. The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy. Literacy development often starts in young childrens early symbol using activities: in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbols—which may include words, gestures, marks on paper, objects modelled in clay, and so forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds Play consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to use—and to understand and make sense of—reading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and r eading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979; Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy: First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more accessible to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v; Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilities—new ways of doing things and new ways of thinking about ideas—which may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and reading—by scribbling, drawing, pretend ing to write, or pretending to read—may serve to open up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976; Sutton-Smith, 1979). While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlier—and later—developed symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen; rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers. Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months; they find scribbling interesting because it leaves a visible trace—they have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign concept—which is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing; the forms and features of written language; and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing. Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around them—their urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as yet no definitive answers to this question, but as in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the instruction the child encounters in school. Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http://www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145

Lesbianism in Buffy the Vampire Slayer :: TV Television Show Essays

Given that lesbian desire has often been associated with the monstrous in horror and vampire genres, and that Buffy the Vampire Slayer is seen as having reworked the conventions of these genres, it is worth considering how the narrative of lesbianism is dealt with in this series to contemplate if and how this desire has been resignified. This paper is concerned with critically analysing the overt representations of lesbian desire and identity as they are manifested through the Willow (played by Alyson Hannigan) and Tara (Amber Benson) characters in Buffy the Vampire Slayer, and the coming out narratives as they unfold in Season Four. It attempts to address several questions: How has Buffy the Vampire Slayer reworked the representation of lesbians in the vampire genre? How are the themes of lesbian desire and coming out as lesbian dealt with in the series? Finally, has the show challenged stereotypical representations of lesbianism, or merely perpetuated them? I start this paper with a sense of ambivalence about how the lesbian characters and lesbian desire are constructed in Buffy the Vampire Slayer, because on the one hand I gain pleasure from watching these representations, but on the other hand I suspect that the series perpetuates some homophobic concepts about lesbianism. I am mindful that representations in horror and fantasy television programs and films are creative images and manifestations of ideas, mythologies and narratives. They are not perfect reflections of society, although the writers may attempt to deal with some social issues and identity politics within generic frameworks. However, fictional representations are still important sites where viewers negotiate personal and cultural concepts of sexuality and subjectivity. This queer reading of Buffy the Vampire Slayer investigates the disguised homo-erotic tensions between the out lesbian characters in the series. It avoids an elaborate search for homoerotic and non-normative sexual couplings between other characters in the series. If I were to do such a queer reading, I would probably concentrate on the Willow and Buffy (Sarah Michelle Gellar), or Faith (Eliza Dushku) and Buffy relationships as Farah Medlesohn has done in her essay, "Surpassing the Love of Vampires"(2002: 45-60). Alternatively, I might focus on the sadomasochistic relationship between Spike (James Marsters) and Buffy, or the bizarre love triangle between Andrew, Warren and Jonathan in Season Six. Instead, this paper is more concerned with analysing the blatant representations of lesbian desire and sexuality as they are constructed through characterisation, metaphors, narrative and stylistic devices in particular episodes of Buffy the Vampire Slayer to consider how these themes have b een integrated into a youth-orientated, television program.

Puzzle of King Tuts Inner-Coffin as Recreational Activity :: King Tutankhamun History Essays

Puzzle of King Tut's Inner-Coffin as Recreational Activity The King Tutankhamun jigsaw puzzle consists of 1000 individual, cardboard pieces which fit perfectly together to form a 13.75 X 38.5 inch portrait of his inner-coffin. It serves a dual purpose, not only as a two-dimensional replica of King Tut's coffin, but also as a form of recreational activity. The fun lies in methodically assembling the pieces together to create a desired image. Its intended consumer ranges from kids to adults. The puzzle can be found in the gift section at the UCSD bookstore. The bookstore is located in the middle of a college campus, primarily dependent on the patronage of college students. As its name suggests, it mainly sells textbooks for college courses, as well as clothing, school supplies, and assorted gifts. While the puzzle functions as an entertaining diversion, the actual inner-coffin of King Tutankhamun served a much more significant role. The discovery of this historical artifact offers a glimpse into the lifestyle and beliefs of the Egyptians. The Egyptians were deeply religious people, incorporating religious ideology into their everyday life. They believed in an inner-spirit, called the ka, which persists long after a person's death. With this in mind, they went to great lengths to ensure that the ka of a departed king enjoyed a comfortable, luxurious after-life existence, as it was crucial to the well-being of the Egyptian state. So, when King Tutankhamun died in 1327 BC., they lavished his tomb with funerary decorations and expensive furnishings. They paid particular attention to the quality and extravagance of his inner-coffin, where his remains reposed. The marked difference in the function and significance of the jigsaw puzzle and King Tut's actual coffin is reflected in the monetary value placed on each item. The inner-coffin is made of several hundred pounds of solid gold which theoretically reproduced the bodily and facial features of King Tutankhamun. However, the level of accuracy to which it was done is not known. Colored enamel and semi-precious gemstones decorate its surface, as well as very finely incised linear designs and hieroglyphic inscriptions. The king is depicted as holding a crook and a flail, both symbols closely associated with Osiris, the god of the dead. Taken together with the coffin's historical significance, it is worth several million dollars. While the average consumer may not have the purchasing power to afford such a luxury, he or she can trot over to the UCSD bookstore and buy a jigsaw puzzle depicting its likeness for a scant $11.

Abridged Literature Review

Many institutions seek authentic and ethical leadership personalities, as a widening body of literature addresses the styles of leadership and their perceived outcome in institutional performance. Servant-leadership, coined by Robert Greenleaf (1970), has spanned a substantial amount of literal interest (SanFacon & Spears, 2010) but there lacks enough empirical evidence regarding the actual demonstration and utilization of servant- leadership in institutions (Crippen, 2005).Worth noting is that practices in most of the current organizations today are geared towards individual interests, and imbedding these profit goals with servant-leadership seems mythical. Various leadership models are applied in education and business institutions. These include servant-leadership, transformational leadership and business leadership models (Hawkins, 2009). Servant-leadership is the most desired model for educational leadership because education imparts the lives of people in all aspects in both in dividual and societal life (Crippen, 2005; Normore, 2010).While campaigning for board membership at schools, most aspiring leaders promise to give back to the society, an admirable quality of a servant-leader. However, as Cassel and Holt (2008) establish, servant-leadership exists only in a literal sense in schools, and there is still a lot to be done as far as actualizing servant-leadership is concerned. Currently, schools are out to seek ways of improving the quality of education and much faith is based on servant- leadership for this objective (Crippen, 2005b; Silva, 2010).Proprietorship in higher education is in existence today, compromising the quality of leadership, yet exemplified real life situations of servant-leadership can be demonstrated through educational leadership of outstanding, highly regarded leaders like Dr. Jim Otten. Concepts of leadership are taught and at the same time practiced in education, and therefore it is important to analyze how servant- leadership ar ticulates with leadership in the education sector. The servant-leadership traits coined by Spears (Crippen, 2005a.) include; listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others and building community, and have been identified in various literatures. Cassel and Holt (2008) humorously point out that being an unpaid member of the school board does not guarantee one to be a servant-leader, as is the situation in schools, but the ability to exercise the ten innate qualities of leadership. These qualities have been defined by Crippen (2005b. ) through combining the description of other several authors.Listening involves paying a high level of attentiveness and commitment in listening. Boyum (2008) and Crippen (2005) draws the description of servant-leadership from the historical and philosophical works of Greenleaf whereby a servant-leader is described as one who has the innate value and desire to serve others. This indicates that a servant-leader would prioritize the needs of others before the individual self, with the desire to see the followers excel in body, mind and spirit, as a result of their leadership.The servant-leader therefore possesses one of the traits described by Spear (1998) and that is commitment to the growth of others. Additionally, Boyum (2008) highlights two distinguishing features of effective leadership, as being built on relational and interpersonal perspectives. Serving others mean that one has to relate with the followers at personal level, identify and meet their needs through the leadership process. Transformational, transactional and servant-leadership all meet the aspects of interpersonal and interrelation leadership (Boyum, 2008).However, while transformational and transactional leadership encourage interrelationships for the sake of achieving the goals of the leader, servant-leadership focuses on the goals of the followers (Buyom, 2008; Hawkins, 2009; Whale , 2004). How then can the model of servant-leadership be applicable in educational institutes considering that the control-kind of traditional leadership method is rooted in our systems, and that profit-making has become the main center of focus in the institutions? According to Crippen (2005b.) the answer lies in Greenleaf’s philosophy where teachers are cited to have sufficient latitude to nurture the model in young people. Higher education institutes have been faced with leadership crises over the years. According to Normore (2010), environmental pressure changes brought about by globalization, competition and technology among other aspects warrants the change in leadership tactics at the higher education institutes. However, higher education institutes have been at the forefront in teaching and recommending leadership practices, but reluctant in embracing favorable leadership models for their own practice.Normore (2010) reviews the work of Michael Fullan and Geoff Scott ( 2009) who assert that cultural change in the institutions and capacity of leadership must mirror each other. It is only through proactive leadership that the higher education institutions can effectively handle the growing challenges facing the institutions. A proactive leader is one who takes part in the leadership process through subjectivity in the activities of the followers. On the other hand, transactional kind of leadership involves control and creates a sharp distinction between the leaders and the subordinates.Transactional leadership therefore, does not involve being proactive because all the leader has to do is command or give orders of which the subordinates must follow without questioning or doubt, despite whether the outcome is beneficial or disastrous. This kind of leader as cited by Normore (2010) through the works of Fullan and Scott is not equipped to handle the current challenges facing the higher education learning institutes. Unlike the traditional control kind of leadership that gets followers to work through fear and obedience, servant-leadership achieves the same outcome through trust and respect.The leader’s ability to relate with followers and empathize in their situation enables a bond of trust to form between the two parties. People who trust their leaders are able to share openly on information and ideas that will enable development of the society (Shugart, 1999). Notably, transformational leadership also creates a bond of trust where the leaders can delegate duties to the employees while they explore other opportunities for success (Hawkins, 2009). The employees work on the basis of trust and loyalty irrespective of the gain.Trust as cited by Cassel and Holt (2008) can be achieved where the leaders avoid micro managing all aspects in the organizations and let the followers develop through decentralization of leadership. Thomas and Wohlstetter (2010) compare the development progress of various district schools in relation to the community, and their findings reveal that leadership determined the success of the projects a lot. Success was observed where the leaders participated on a hands-on basis rather than control and micromanaging.The society needs people who are empowered to get involved in successful ventures and is only through being led by a servant-leader. The educational institutes need leaders who have the ability to listen, lead and link (Normore 2010). This is also in accordance to the leadership trait outlined by Spear (1998). Listening to subordinates requires a leader with humility, and the trait of humility is associated with servants, unlike in the much upheld transactional leadership where commanding authority is preferred to humbleness.Shugart (1999) highlights the unfortunate situation where transactional leadership has borne egocentric leaders who lead, not on a visionary basis but by their ability to force their own thoughts on followers; a dictatorship kind of rule. Basing in thi s century where transfer of knowledge and innovation are the order of the day, it will be difficult for a powerful authoritative leader to encourage the followers’ thinking into substantiality, and this means that other than the theoretical aspect, the students in universities are not equipped with self- innovative skills where servant-leadership is lacking.Leading entails that the leader is a steward. A steward, according to Shugart (1999) is one who leads the college thoughtfully through challenging times, with the future in focus. A steward ensures that the vision of the college comes to life and is felt at both institutional and societal level. Similarly to Normore (2010), Shugart (1999) agrees that change and continuity should be in coexistence. A steward therefore is responsible in linking the university to the larger society through coherence in terms of communication, diplomacy, persuasion and pubic advocacy (p. 1).According Boyum (2008), values are incorporated in st ewardship. A servant-leader is grounded in values, manages by values and has vision or foresight just as implicated in Spear’s traits of servant- leadership. The issue of values is significant in the context of educational leadership. Familiarly, there have been concerns about practices of turning institutions into business ventures. Earning from an investment cannot be considered evil as such, but it is the practices behind the venture that raises eyebrows; and this entails venturing in both ethical and non ethical practices as long as money is forthcoming.This is one issue that calls for quality management of educational institutions, and it is time that academic institutions face a turnaround in leadership. Normore (2010) highlights that higher education institutes hold greater influences on the lives of students in the future, in relation to the university academy and the society at large. Therefore, leadership practices considered to be ethical and of value should be tau ght and implemented at this stage of the students lives (Herman &Marlowe, 2005). Normore’s (2010) observation aligns with that of Boyum (2008) and Shugart (1999) concerning service to the individual and the society.The component of service to the society was stressed by Robert Greenleaf (Boyum, 1998) an outstanding philosopher in the work of servant-leadership. If these qualities of leadership can enable the higher education institutes to overcome challenges in the 21st century, and place themselves in better positions to achieve their visions in the future; and if these qualities are innate in the servant-leaders, (Wis, 2002) then it is time that higher education institutions embrace servant-leadership in actual practice.Many educational leaders admit that these are tough economic times, and coping with such time require a change of management styles at the institutions (Negron, 2010). However, there are no significant changes embraced in terms of attaining a leadership styl e that can enable higher education institutes cope with the situation. Negron (2010) reviews the quotations of various personalities like policy makers, philanthropists and university presidents among others where the common agenda was to initiate campaign leadership that calls for structures which fit in today’s society.A 2008 study by Waks is illustrated by Ellet (2010) which involved two dozens of influential educational philosophers who were willing to write about their early and current experiences in the field of education, through a semi-structured and open-ended questions interview prepared by Waks (2008). The purpose was to find out the rationale under which a concept is determined through empirical research. The educators point on the importance of using conceptual analysis through critical thinking for the purpose of developing and defending educational goals that are of importance.This means that the students’ rights to quality education despite the proprie ty expectancy of the institution must be upheld. Students need to be equipped with knowledge and skills that will enable them to survive well in the society as well as contribute to the society’s development. Importantly, students need to be equipped with good leadership skills to enable them become good leaders after their teachers (Moore & Berry, 2010; Bowman, 2005). This can only be achieved if there a high coordination and mutual corporation between the associates, superiors and subordinates of the institution.Together they can identify the requirements of the students at the present era and sort out the kind of curricular to be incorporated in the education system. However, where self-interests exceed the societal expectation, it will be difficult to come up with honest, visionary strategies that will benefit students and the community. Servant-leadership therefore requires that the leader be grounded in values (Boyum, 2008) as already stated. A leader who foregoes his d esire to make a lot of money at the expense of the kind of education delivered on the universities.A leader filled with awareness and is able to reconcile the education system with the changing environment. A leader who empathizes with the followers’ situation and is able to make it up to them, that is a leader who is proud to see others excel as a result of the leadership tactics. Hawkins (2009) reports that there is a demand for new community college leaders as the elder ones retire, but the issue of contention is, how well are these new leaders prepared for the task of quality leadership (Moore & Berry, 2010).Although servant-leadership has not garnered substantial empirical evidence to showcase its utilization in educational leadership, there are existing isolated cases of servant- leadership, known to benefit the institution and therefore highly regarded. Richardson (2008) records an interview that reflects a servant-leader. Lisa Harrold, an emerging leader in Steger Sch ool District indiscriminately engages both teachers and students towards attaining their goals. Teachers are provided for all the requirements needed to help students achieve their goals at high levels despite the students’ weaknesses.Crippen (2005b. ) points on the changed leadership style in University of Manitoba. Servant-leadership as indicated by the author can enable schools attain democratization which many schools are adopting. Crippen (2005a, b. ) recommends that schools incorporate servant-leadership through first, reading, discussing and analyzing Greenleaf’s concept of a servant-leader. Secondly, those schools can incorporate the ten qualities of servant-leadership in the development of the school plans. Importantly, the society should be considered in the leadership and development programs of schools.SanFacon and Spears (2010) are proprietors who value servant-leadership. In their work, they describe, three domineering components of servant-leadership; fi rst, the motive behind the leadership process (what is the intention of serving people? ). Second, they state that servant- leadership is defined by the means of achieving the intentions, and third; servant-leadership focuses on the end (that is, the outcome of the leadership process). Changes bring the desire to change leadership styles in the organizations depending on the prevailing circumstance.Globalization and general advancement in knowledge and technology require that educational systems impart students with skills and knowledge that will enable them suit in the current society and meet its needs. Greenleaf’s model of servant-leadership is believed to include the necessities that higher education facilities require to educate the future generation. However, schools have been known to literally propose servant-leadership for their organizations but never practice it in reality. Servant-leadership is based on moral authority, and unlike transactional leadership, servant -leadership warrants a proactive rather than a control leader.Servant-leadership is based first on serving others before self, unlike in transformational leadership. Teachers who are servants are highly regarded because of the transformation of their quality work to their students and the society at large. Changes are taking place, and the old generation of teachers is going into retire. The society is at risk of losing virtuous leaders if servant-leadership is not embraced in reality in the school curricular. There is a wake up call for school leaders to stimulate the innate leadership qualities in teachers and students.The ten qualities of servant-leadership were described to be innate in all individuals by Greenleaf. Further research should focus on determining the quantity of these innate values in the population. References Bowman, R. 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