Middle Class Women in 19th Century American Society Essay

Ladies were constantly confronted explicitly in history by men until they got equivalent to them. In the story â€Å"The yellow wallpaper† the creator Charlotte Perkins Gilman expresses a few things about the manner in which ladies were treated by men in those days in the nineteenth century. Women’s jobs and spot in the nineteenth century American culture are exceptionally mortifying, discerning for this general public and bizarre. Ladies in those days were treated as â€Å"something† not as â€Å"someone† that is to state futile creatures, that don't have minds. The yellow backdrop represents something that impacts her right away. Through the yellow backdrop we can see that the lady is filthy and torn simply like the grimy yellow backdrop â€Å"It is the weirdest yellow, that backdrop! It makes me think about all the yellow things I at any point saw †not delightful ones like buttercups, however old foul, terrible yellow things† (Charlotte Perkins Gilman, section 6, page 11). In addition Gilman utilizes the lady who is influenced by the yellow backdrop to show that ladies in that time were caught an inward world, which was the principle explanation behind their craziness â€Å"I didn’t acknowledge for quite a while what the thing was that appeared behind, that diminish sub-design, however I now I am very certain it is a woman.† (Charlotte Perkins Gilman, section 6, page 10). The yellow backdrop likewise shows that were mistreated by their significant other such a great amount of that so as to escape from this reality , they conceived circumstances and things that later would aggravate them â€Å"At night in any sort of light, in sundown, flame light, lamplight, and most exceedingly awful of all by moonlight, it becomes bars! The outside example I mean, and the lady behind it is as plain as can be† (in the same place). There are three subjects in the story â€Å"The yellow wallpaper†. The primary topic is the subjection of ladies in marriage. From this subject the writer is attempting to show to the peruser the manner in which ladies were treated in those days. Ladies were dealt with and seen from men as brainless kids that required management and exceptional consideration â€Å"He is cautious and cherishing, and scarcely lets me mix without uncommon heading. I have a calendar solution for every hour in the day† (Charlotte Perkins Gilman, section 1, page 2). In addition Gilman utilizes the regular marriage in the nineteenth century to guarantee that ladies stayed peons. â€Å"John snickers at me, obviously, yet one expects that in marriage† (Charlotte Perkins Gilman, section 1, page 1). Besides men kept ladies in an adolescent condition of obliviousness and didn’t let them completely create â€Å"I have a timetable solution for every hour in the day†(Charlotte Perkins Gilman, section 1, page 2) and â€Å"There comes John, and I should take care of this, †he prefers not to have me compose a word† (Charlotte Perkins Gilman, section 1, page 3). At long last men expected that as a result of their boss knowledge and development, which prompted misinterpretation, patronization and control of their ladies, they were the correct individuals that could help their ‘sick’ spouses â€Å"John doesn't have the foggiest idea the amount I truly endure. He knows there is no motivation to endure, and that fulfills him† (Charlotte Perkins Gilman, section 2, page 3) and â€Å" But John says on the off chance that I feel in this way, I will disregard legitimate restraint; so I go to considerable lengths to control myself †before him, a t any rate, and that makes me very tired† (Charlotte Perkins Gilman, section 1, page 2). The second topic that the creator Charlotte Perkins Gilman uses to show the situation of ladies in nineteenth century American culture is simply the significance articulation. The psychological limitations upon the ladies are the explanation behind making them crazy â€Å"There comes John, and I should take care of this, †he prefers not to have me compose a word â€Å" (Charlotte Perkins Gilman, section 1, page 3) and â€Å"So I take phosphates or phospites †whichever it is, and tonics, and excursions, and air, and work out, and am completely prohibited to â€Å"work† until I am well again† (Charlotte Perkins Gilman, section 1, page 1). Working class ladies the vast majority of the occasions are compelled to shroud their feelings of trepidation and tensions and attempt to keep up the faã §ade of an effective marriage so as to feel that they are winning the battle against wretchedness â€Å"He is extremely cautious and cherishing, and barely lets me mix wit hout unique direction† (Charlotte Perkins Gilman, section 1, page 2) and â€Å"No wonder the youngsters detested it! I should loathe it myself in the event that I needed to live in this room long. There comes John, and I should take care of this, †he prefers not to have me compose a word† (Charlotte Perkins Gilman, section 1, page 3). What is more is that men are constraining ladies to turn out to be absolutely uninvolved by restricting them to practice their psyche â€Å"So I take phosphates or phospites †whichever it is, and tonics, and excursions, and air, and work out, and am completely illegal to â€Å"work† until I am well again† (Charlotte Perkins Gilman, section 1, page 1). As a Gilman says â€Å"a mind that is kept in a condition of constrained dormancy is destined to self-destruction†. The third topic that the creator Charlotte Perkins Gilman utilizes so as to show the job of ladies in the nineteenth century American culture is the disasters of the â€Å"resting cure†. Gilman needed to outline through the story â€Å"The Yellow Wallpaper† the way a brain, which is as of now harmed with nervousness and dread can disintegrate when it is constrained into inertia and it is kept from sound work. Mitchell paid attention to Gilman’s analysis and halted the â€Å"resting cure†. Gilman condemns any type of clinical treatment that is done to the patient by disregarding his interests, considering likewise herself as an inactive object of treatment â€Å"So I take phosphates or phospites †whichever it is, and tonics, and excursions, and air, and work out, and am completely illegal to â€Å"work† until I am well again† (Charlotte Perkins Gilman, section 1, page 1) and â€Å"John says I mustn’t lose my quality, and has me ta ke cod liver oil and loads of tonics and things, to avoid anything related to brew and wine and uncommon meat† (Charlotte Perkins Gilman, section 3, page 7). Ladies in the nineteenth century American culture frequently stay quiet when the man talks â€Å"Better in body maybe †â€Å"I started, and held back, for he sat upright and took a gander at me with such a harsh, censorious look that I was unable to state another word† (Charlotte Perkins Gilman, section 3, page 9). At last men for the most part infantilize ladies, since they think ladies are youngsters and brainless â€Å"Then he took me in his arms and considered me a favored little goose† (Charlotte Perkins Gilman, section 2, page 3). All things considered ladies are seen by men as youngsters that don’t have a mind and need assistance and oversight from a brilliant individual (man). Women’s job in nineteenth century American culture isn't the equivalent with men, who are the ones that control and hear to whatever men state. Men utilized their quickness so as to help â€Å"sick† ladies defeat their ailment, yet this prompted the confusion, patronization and mastery of ladies. At long last ladies weren’t let to compose nor read whatever resembled a book, so as to not shrewd and taught and escape from the control of men.

Early Detection of Autism May Reduce Severity Essay -- Exploratory Ess

Early Detection of Autism May Reduce Severity Professor’s remark: The understudy composed this paper for English 102: Writing in the Health Sciences. It is a component article like you find in the New York Times. Notice that she refers to her sources the way that columnists do, naming them in the article as if she both read their work and chatted with them (at the same time, since she is an understudy, she likewise incorporates a nonjournalistic reference list). This understudy has met people's high expectations of tending to an informed crowd of both basic researchers and non-researchers perusing for interestâ€her article is individuals situated, follows a luring and connecting with structure, and gives new, clear, captivating point of interest on a critical subject. Researchers are increasing another comprehension of how the cerebrums of medically introverted people work. Their revelations have persuaded that early mediation may diminish the seriousness of the turmoil. The cerebrum keeps on creating after birth. Accordingly, early harm can regularly be made up for if another piece of the cerebrum assumes control over the obligations of the harmed zone. Since the brain’s capacity to rearrange itself decays quickly during the initial hardly any long stretches of life, methods that take into consideration early identification of chemical imbalance are basic. A few such analytic strategies have as of late been proposed. A large portion of these depend on the investigation of tapes of newborn children later determined to have chemical imbalance. Chemical imbalance is a formative issue that influences the elements of the mind. People with chemical imbalance regularly have significant issues with social connection and with correspondence and creative mind, just as irregular standards of conduct (customs, distractions, and tedious practices). D... ...999, March 7] Hashimoto, T., M. Tayama, K. Murakawa, and T. Yoshimoto. (1995). Advancement of the brainstem and cerebellum in mentally unbalanced patients. Diary of Autism and Developmental Disorders,1, 1-18. Lex, Carolyn. (February 1, 1999). Meeting with a mother of a medically introverted youngster. Osterling, J., and G. Dawson. (1994). Early acknowledgment of kids with mental imbalance: An investigation of first birthday celebration home tapes. Diary of Autism and Developmental Disorders,24, 247-258. Rasmussen, C. (1999). Tangible Integration. In Center for the Study of Autism.[Online]. Accessible: http://www.autism.org/si.html [1999, March 8] Teitelbaum, P., O. Teitelbaum, J. Nye, J. Fryman, and R. Maurer. (1968, November 18). Development investigation in outset might be valuable for early conclusion of mental imbalance. PNAS [Online]. Accessible: http://www.pnas.org/cgi/content/full/95/23/13982 [1999, March 7].

Kentucky Fried Chicken

Presentation Background data Kentucky Fried Chicken (KFC) is a cheap food firm which was built up in 1952 by Cornel Harland Sanders. The firm has its central command in Kentucky. Throughout the years it has been in activity, KFC has been effective. One of the elements adding to its prosperity is its viability in actualizing extension strategies.Advertising We will compose a custom report test on Kentucky Fried Chicken explicitly for you for just $16.05 $11/page Learn More For instance, aside from directing residential speculations, it has additionally wandered into the worldwide market through fuse of internationalization methodology. Likewise, the firm has incorporated the idea of diversifying. Accordingly, KFC has set up a chain of 16,200 outlets in 100 nations in which it works (Hoovers Incorporation para. 1). Of these establishments, 5,100 are situated in the United States. This has upgraded its capacity to accomplish its benefit boost objective. Its prosperity is additionally co nnected with the administration team’s viability in actualizing great hierarchical qualities which coordinates all the firm’s activities. For instance, the supervisory crew regards and rewards all the commitments by its workers. In its activity, KFC guarantees that it offers its clients top notch items. This is clear in its way of thinking proclamation which is spoken to in its CHAMPS program. CHAMP is an abbreviation for the qualities held by the firm which incorporate Cleanliness, Hospitality, Accuracy, and Maintenance of offices, Product quality and Speed in administration conveyance. The program has empowered the supervisory group to coordinate the idea of client center among the representatives. Point This report delineates an inward investigation of KFC by thinking about the business and corporate level techniques. KFC’s SWOT Analysis The table beneath represents the firm’s qualities, shortcomings, openings and dangers. Qualities The firm has create d solid brand value because of offering quality items and administrations to the shopper. The firm has achieved economies of scale in its activity. Extension in the outside market has improved income henceforth its monetary steadiness. Foundation of a solid and productive intelligent showcasing has empowered the firm to create client devotion. Its item enhancement methodology has empowered the firm to be positioned as an advantageous firm. Shortcomings The firm has not introduced purpose of scale filtering framework. KFC’s innovative work group isn't very much established. The supervisory group doesn't have worker relationship building program. KFC just concentrations at high salary workers Opportunities - Change in age socioeconomics because of increment in people matured between 18-34 years. This presents a potential addition in its market. - General monetary development coming about into an ascent in consumers’ discretionary cashflow. - By fusing client center, ther e is a high likelihood of the firm expanding its client base. - The firm can expand its activity by focusing on developing markets, for example, in Asian nations. - The firm can improve its open picture by refreshing its eateries. Dangers - Increased rivalry from huge firms, for example, McDonalds and furthermore new contestants. S The firm additionally faces a danger from grocery stores which are progressively managing cheap food items. †The inexpensive food industry is described by a high pace of worker turnover. - Fluctuation in swapping scale because of changes in business condition may influence abatement of benefit by the firm’s auxiliary firms situated in the universal market. - Changes in purchaser tastes and inclinations may influence interest for the firm’s items. This is because of the way that customers are progressively turning out to be wellbeing cognizant. †Core skill Hitt, Ireland and Hoskisson (81) characterize center capability as the capaci ty of a firm to accomplish a high upper hand contrasted with its adversaries. Since its foundation, KFC has laid more accentuation on arrangement of different singed chicken items. This has empowered the firm to viably situate itself in the market.Advertising Looking for report on business financial aspects? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Some of the variables which have contributed towards the firm’s proficiency remember its ability for conveying special experience, offering the correct chicken and straightforward entry of its items in the market. The resultant impact is that KFC has been generally perceived as the ‘chicken expert’. KFC Corporate Level procedure In its activity, KFC has consolidated distinctive fixation methodologies. Kazmi (150) further characterizes focus procedure to incorporate how a firm has some expertise in specific items or administrations. Kazim further affirms that organizati ons which are effective in various enterprises are those that have fused the idea of specialization. Focus procedures basically include putting resources into a specific product offering. KFC has incorporated distinctive fixation procedures. These incorporate market entrance, showcase advancement and item improvement. Item improvement technique This methodology includes a firm advancing new items and promoting them in a similar market with different items (Kazim 150). By presenting new items, a firm can draw in more clients. In accordance with this, KFC means to reintroduce the Rotisserie chicken. Accordingly, the firm will pull in new clients. Market advancement This is the place a firm acquaints and sells its items with another market. This implies the firm grows its topographical inclusion. On the other hand, advertise improvement may likewise include a firm contribution similar items to another market yet at an alternate value (Slack Parent 112). KFC has incorporated this system by acquainting its current items with new markets. What's more, the firm likewise builds up its market by focusing on new classifications of clients. Business system Franchising According to Burgess (119), diversifying has been generally acknowledged as one of the best routes through which little and medium endeavors can develop. Moreover, diversifying model can be utilized to rebuild a firm’s tasks in order to be fruitful. As indicated by Floyd (para. 3), expanded consolidation of diversifying in the cheap food industry has emerged from the addition in rivalry. Throughout the years, KFC’s development has come about because of fuse of the idea of diversifying. Through diversifying, KFC has had the option to infiltrate into the universal market.Advertising We will compose a custom report test on Kentucky Fried Chicken explicitly for you for just $16.05 $11/page Learn More According to Wit and Meyer (916), KFC was among the main inexpensive food firms to wander into the global market during 1950s through diversifying. n 2007, the firm pulled together its internationalization procedure through diversifying by thinking about business sectors in China, South Africa, South Korea, Malaysia, Great Britain, Mexico, Phillipines, Indonesia and Japan ( Witt Meyer 916). Through diversifying, the firm has had the option to extend its tasks quickly in little nations which just have a limit of supporting hardly any cafés. Item separation According to Ireland, Hoskisson and Hitt (99), centered separation technique can empower a firm to achieve a high upper hand. Centered separation involves a firm’s exertion to deliver items and administrations which its objective clients consider being exceptional (Ireland, Hoskisson Hitt 99). Moreover, it is indispensable for a firm to join all the essential and bolster exercises in its worth chain in order to be viable in its separation procedure. As per Smith (61); the cheap food industry is described by a high level of contention. This emerges from the huge number of players in the business. The huge number of contenders has made changing expense to be low. Thus, firms in this industry are required to be exceptionally productive in building up their upper hand. One of the center wellsprings of upper hand for these organizations is their capacity to offer one of a kind and quality assistance. This is because of the way that clients partner their fulfillment with the worth and the experience accomplished (Vequist et al 34). With an end goal to adapt to industry contention, the huge firms, for example, KFC, Hardees and McDonalds attempt to separate their items to accomplish a high serious edge. Throughout the years it has been in activity, KFC has figured out how to build up an upper hand with in offering its food items. Its items are exceptional which makes it hard for contenders to emulate. The firm fundamentally manages chicken pieces, sandwiches, servings of mixed greens and wraps (Crest 1). In any case, its center is singed chicken. The firm offers a wide scope of chicken items. So as to be fruitful in the universal market, the firm redoes its items to the nearby market. Thus, KFC can meet the nearby customers’ tastes and inclinations. Be that as it may, the eleven herbs and flavors which cause its items one of a kind to stay all inclusive. Its adequacy in support of extraordinary and various cheap food items has contributed towards the firm creating client loyalty.Advertising Searching for report on business financial aspects? How about we check whether we can support you! Get your first paper with 15% OFF Find out More To be viable, KFC has fused the ‘Food, Fun and Festivity’ idea. This empowers the firm to offer various food items with chicken being the fundamental supper. KFC’s esteem anchor investigation According to Sekhar (115), esteem chain involves various exercises embraced by a firm with an end goal to guarantee that it conveys excellent items and administrations. This implies the likelihood of the firm attainin

Ashridge and Heineken win the 2015 Training Journal bronze award Hult Blog

Originally released on December 03, 2015. A highly experiential leadership development programme developed in partnership by Ashridge Executive Education and Heineken International, the world’s leading brewer has won the Bronze Award for Best Partnership at the Training Journal (TJ) Awards 2015. It is the second time in three years that Ashridge has been recognised at the TJ awards, which annually showcase the best achievements of the year in the learning and development sector. The event was staged at a ‘red carpet’ ceremony at The Brewery in the City of London. The innovative Ashridge programme features a high-pressured simulation where global talents at Heineken are taken â€Å"to the edge†, preparing them for the leadership challenges of the future and building muscle-memory to cope with them when they arise. Each participant is wired to a heart rate variance monitor in order to analyse and reflect upon both their performance and reactions to the programme’s stressful incidents, all of which were carefully designed to replicate the real-life challenges facing senior leaders in organisations today. The programme was underpinned by the latest Ashridge research into neuroscience, critical leadership incidents and learning transfer. Robust Kirkpatrick level 4 evaluations highlight significant increases in skill, motivation, ways of working, career progression and drive to win. Analysis of business data has revealed increase in both talent pool retention and outstanding performance. Meeting specific organisational needs, the programme has developed agents of change who are living new Heineken behaviours, is directly impacting culture change and has transformed participants’ ability to cope and thrive with the challenges being experienced across the board at Heineken. Participant scores for the programme hit an incredible 5 out of 5 in June 2015. Jason Cassidy, President of Ashridge Executive Education, commented: â€Å"This is a magnificent result for our team of experts, who repeatedly push forward the boundaries of learning. Currently, we provide customised solutions to thousands of managers and leaders worldwide and we’re looking forward to developing further innovations during the year ahead.† On the impact of the programme Chris van Steenbergen, Chief HR Officer at Heineken said â€Å"This programme enables Heineken’s global talents to succeed against our current and future business challenges in a very fast moving environment. It enables and empowers them to become the role models for the performance driven and values-based culture change required to achieve our strategic objectives.† Ashridge Client Director Sona Sherratt, who along with Ashridge and Heineken colleagues picked up the award at the ceremony last night, was delighted with the news: â€Å"The team and I are thrilled to receive this award. It is a privilege to work with Heineken which is such an engaged, dynamic and innovative organisation, and also with Fraser Murray with whom I have worked so closely to design, develop and deliver this programme. The programme is nothing short of a life experience. We are proud to commit ourselves to making a difference in our participants’ lives and, in turn, to their work as leaders within Heineken.† Fraser Murray, Learning and Development Consultant, Heineken International, said â€Å"We are delighted to win this award and receive external recognition for a programme that is having such a positive impact on leadership capability internally within Heineken. The collaboration between Heineken and Ashridge is key to this success. Sona Sherratt and her team at Ashridge have worked hard to understand our needs and partner with us to create this programme. We are seeing immediate benefits from the programme, which is also strengthening our leadership pipeline for the future.† Notes to editor About Ashridge Executive Education: Established in 1959, Ashridge is a leading provider of leadership development and is in the 1% of providers globally to be accredited by all three major executive education bodies: AACB, EQUIS and AMBA. Each year it works with over 6,000 managers from 850 organisations from 60 countries. The Ashridge (Bonar Law Memorial) Trust, a United Kingdom registered charity, known as ‘Ashridge’ operationally merged with Hult International Business School on 1 September 2015. Both institutions remain as separate legal organisations awarding UK and US degrees respectively. www.ashridge.org.uk @AshridgeUK For media enquiries, please contact: Chris Johnson, PR Manager, Ashridge Executive Education at Hult International Business School Tel: +44 (0) 1442 841429 / + 44 (0)7867580492 Email: rijososdh.e Step up your game with executive education at Ashridge agile business school. To find out more, take a look at our blog Learning to Lead: 3 Days at Ashridge, or firm up your exec career footing with a Masters in International Business from Hult. Download a brochure or get in touch today to find out how Hult can help you learn everything about the business world, the future, and yourself. Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

5 Minute Activities for Elementary School Teachers

Every elementary school teacher dreads that point  of the day when they don’t have enough time to start a new lesson, but yet, they have a few extra minutes to spare before the bell rings. This â€Å"wait time† or â€Å"lull† is the perfect opportunity for a quick activity  for the class. And,  what’s great about this type of  time-filler activity is that it requires little to  no preparation and the students tend to think of them as â€Å"play† time. Check out these ideas:   Mystery Box This five minute filler is a terrific way for students to develop their thinking strategies. Secretly place an item into a covered shoe box and ask the students to figure out what is inside without opening it. Allow them to use all of their senses to find out what is in the box: touch it, smell it, shake it. Suggest to them to ask â€Å"yes† or â€Å"no† questions such as, â€Å"Can I eat it?† or â€Å"Is it bigger than a baseball?† Once they figure out what the item is, open the box and let them see it. Sticky Notes   This quick time filler helps students build their vocabulary and spelling skills. Write compound words in advance on sticky notes, dividing each half of the word into two notes. For example, write â€Å"base† on one note and â€Å"ball† on the other. Then, place one sticky note on each student’s desk. Then students can go around the classroom and find the peer who owns the note that  makes the compound word. Pass the Ball   A great way to reinforce fluency is to have the students sit on their desks and pass a ball while saying anything, from rhyming words to naming the capitals of the United States. This is a fun time filler where students will enjoy playing while reinforcing important learning concepts. The act of passing a ball engages students and keeps their attention, and encourages order within the classroom by limiting who is speaking and when. Should students get out of hand, use this as a  teachable moment  and review what it means to be respectful of each other.   Line  Up This is a great five minute activity to take your time lining the students up for lunch or a special event. Have all of the students remain in their seats and each student stands when they think you are talking about them. An example is, â€Å"This person wears glasses.† So all of the students who  wear glasses would stand up. Then you say, â€Å"This person wears glasses and has brown hair.† Then whoever has glasses and brown hair would remain standing and then line up. Then you move on to another description and so on. You can modify this activity to last two minutes or even 15 minutes. Line up is a quick activity for children to reinforce their listening skills and comparatives. Hot Seat   This game is similar to Twenty Questions. Randomly select a student to come up to the front board and have them stand with their back facing the white board. Then choose another student to come up and write a word on the board behind them. Limit the word that is written to a site word, vocabulary word, spelling word or anything that you are teaching. The goal of the game is for the student to ask his/her classmates questions in order to guess the word written on the board.   Silly Story   Challenge students to take turns making up a story. Have them sit in a circle, and one by one add a sentence to the story. For example, the first student would say, â€Å"Once upon a time there was a little girl that went to school, then she†¦Ã¢â‚¬  Then the next student would continue the story. Encourage children to stay on task and use appropriate words. This activity is the perfect opportunity for students to develop and use their imagination and creativity. This can also be turned into a longer project in which students collaborate on a digital document. Clean Up   Have a clean-up countdown. Set a stopwatch or alarm and assign each student a specific number of items to clean up. Tell students, â€Å"Let’s beat the clock and see how fast we can clean up the classroom.† Make sure that you set rules ahead of time, and every student understands exactly where each item goes in the classroom. As an extra incentive, choose one item be the â€Å"trash of the day† and whoever picks up that item wins a small prize. Keep it Simple Think of the skills you want your students to grasp and prepare activities that correlate with that, then use those five minutes to practice those skills. Younger children can practice printing or coloring and older children can practice journal writing or do math drills. Whatever the concept is, prepare for it ahead of time and have it ready for those awkward in-between moments. Looking for more quick ideas? Try these review activities, brain breaks, and teacher-tested time savers.

Vice President Of Business Development - 1186 Words

Vice President of Business Development Developing networks and identify new clients or resources for promoting business development. Co-ordinate with the company members to assure the client of quality service experience throughout the project cycle through delivery and follow up. Work towards achieving the financial goals of the company. Create outreach program to attract new client base. Vice President of Operations Make sure that the project objectives and company policies are followed with respect to the procedures and performance standards of all field personnel. Monitor the construction project through the Project Management Team and collaborate with the project site Superintendent to check the project schedule and budget. Be the†¦show more content†¦Plan, manage and invest in IT related services within the company to maintain the electronically shared database. Monitor all the departments within the company and maintain efficient workflow within. Business Associate Identify, build and develop new client business continuously to pursue business opportunities with strategic analysis. Evaluate the markets to identify potential opportunities through direct networking. Provide client specific opportunity assessment, market evaluation and research along with financial evaluation throughout the delivery process of the project. Partner the marketing team to create effective marketing strategies. Motivates and lead the team to accomplish goals without direct authority over team members. Manage resources to make sure they are within budget to comply with the ethical corporate governance guidelines. Demonstrate and represent company’s mission, vision and value statements throughout the marketplace. Project Manager: Schedule the project to meet deadlines and manage the budget restrictions. Determine labor requirements and assign work responsibilities. Inspect and review projects and supervise the compliance with building and safety codes. Interpret and explain plans and contract terms to working staff and the construction team. Prepare contracts and negotiate revisions and change orders. Obtain all necessary permits and licenses Estimator: Preparation of construction budget by studying plans and

Leadership and Management The Roal Ahead

Question: Describe about the Leadership and Management for The Roal Ahead. Answer: Introduction: Leadership can be regarded as a procedure by which an individual influences others to accomplish a pre determined organizational objective and direct the business enterprise in a way that is more cohesive as well as coherent. The leaders can undertake this process by implementation of leadership attributes that includes principles, values, ethics, nature, knowledge as well as skills. The current study elucidates in detail description along with the rationale of the leadership model with reference to the operations of the Maldivian school Villa International High School (VIHS). The present study also presents advanced understanding of different theories as well as models of leadership along with issues associated to leadership. In addition to this, the current segment also outlines the problems and the ways by which the issues can be resolved by proper assimilation of different characteristics of new leadership model. Thereafter, the current study also presents valid as well as creati ve recommendations for the selected school Villa International High School (VIHS). Background of the school: Villa International High School (VIHS) is a chief Higher Secondary Education provider in the region of Maldives that is highly valued, recognized regionally as well as internationally. The mission of the school is essentially to sustain, move ahead as well as impart knowledge by offering globally acknowledged quality of education by means of improved process of teaching as well as training. The administration of the school is also keen on development of intellectual capacity as well as values that is critical for the overall development of the entire Maldivian community. Again, the administration of the school Villa International High School (VIHS) also focuses on activities such as the development of the Media Club, Nature Nurturers, Eureka, Business Club, Aesthetic Club and English Consortio among many others (Vihs.edu.mv, 2016). In addition to this, the school also functions through different segregated departments such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department (Vihs.edu.mv, 2016). The school also has a team of leaders that includes the principal Saeed Ahmed, deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan (Vihs.edu.mv, 2016). The leadership can help in the process of improvement of learning outcomes, creation of conditions for effectual teaching and learning, making connections and building networks and development of leaders. Rational of the Leadership model: Description of the leadership model followed in the Villa International High School The administration of the Villa International High School adopts the traditional leadership model where the head teachers are essentially supported and assisted by the deputy as well as assistance heads. The school Villa International High School is headed by principal Saeed Ahmed and supported by deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan. The traditional school leadership has the characteristic of maintenance of collaborative arrangements with other institutions (Arends, 2014). The Villa International High School too essentially is a single school although it has collaborative arrangements with various other institutions. Again, the traditional leadership model also has certain degree of distributed leadership (Avolio Yammarino, 2013). The analysis of the operations as well as structure of Villa International High School reveals that the distributed leadership is essentially associated to the practice of leadership instead of particular leadership roles as well as responsibilities (Cordeiro Cunningham, 2012). This specific type of the distributed leadership also directs towards the shared and at the same time collective and extended leadership exercises that can help in building the potential for alteration as well as improvement (Botha Triegaardt, 2014). The distributed leadership also refers to the process of mobilising leadership expertise at different levels in the school to create greater opportunities for transformations and for generation of capacity for enhancement (Hallinger Chen, 2015). However, this form and approach of leadership cannot ensure the best outcomes for the target learners (Cordeiro Cunningham, 2012). The distributed leadership is difficult, disruptive, debilitating to alteration and there is not guarantee for success. Therefore, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Cosner, 2014). Rationale for the traditional school leadership model selected for the critique The rationale behind application of traditional school leadership in the school Villa International High school is that traditional school model calls for the need of the appointment of the qualified teachers. The traditional leadership also follows a particular structure where the head teachers are backed by different deputy as well as assistant principals (Dimmock, 2013). This particular model is also widespread in the primary sector and this structure suits the structure of the primary sector. This framework can also be seen in the secondary as well as special educational institutions (Evers Wong, 2013). The traditional school leadership model essentially comprises of exclusively qualified teaching staff and includes Head Teacher backed by the Deputy as well as Assistant Heads. The model of the traditional school leadership model is essentially applicable for the primary sector and is to certain extent is applicable for the secondary schools (Harris, 2013). The rationale of follo wing this structure is that this traditional leadership model provides a clear framework, concentrates on teaching as well as learning, generates distinct lines of responsibilities, and creates reassurance for parents as well as wider community (Hallinger Chen, 2015). The head teachers of the school Villa International High School function as per the guidelines of the traditional school leadership model. However, the members of the staff of the educational institution Villa International high School also might face the challenges of poor balance between work and life; experience compelled by tremendous levels of responsibilities as well as tactical planning as they are dodged down by pressure. Again, the workload levels announced by the head teachers is said to be sustainable in the upcoming period. Figure 1: Traditional Leadership (Source: Leithwood Hallinger, 2012) Issues associated to the models of leadership selected by Villa International high School The issues associated to the models of leadership adopted by the administration of Villa International High School can be discussed in the present section for rectification of the models. The possible constraints associated to the traditional school leadership model are connected to the recognition of the individual accountable for the actions at different levels of hierarchy (Miller et al., 2016). Therefore, the school following the Villa International High School faces ambiguity as regards the uncertainty regarding the person accountable for the decision making as well as actions at different echelons of the school administration (Northouse, 2015). In addition to this, the administration of the school following the traditional leadership model can face the problems related to the management of the diverse workforce, students from different cultural backgrounds on necessarily the school site. Villa International High School being an international school therefore faces an issue as r egards management of the school having staff members as well as students from diverse cultural as well as ethnic background (Peus et al., 2013). In addition to this, the analysis of the structure of the school reveals that the school has several departments of operations such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department. Therefore, the structure of the leadership followed in the school essentially includes the head teacher being assisted by the assistant as well as deputy teacher. Therefore, the structure also needs establishment of different posts for overseeing several departments of the school (Smith et al., 2012). The structure of the traditional model therefore leads to improper distribution of accountabilities as well as responsibilities and diverse lines of responsibilities of the members of the staff. This finally leads to extreme levels of accountability of particular individuals. This also leads to extreme workloads on certain head teachers that cannot prove to be sustai nable in the upcoming period (Snell et al., 2015). Therefore, the administration of the school can modify the current traditional school leadership model for the addition to different posts for distribution of responsibilities. In addition to this, the traditional school leadership also incorporates the distributed leadership approaches in the model (Storey, 2016). Whilst certain advantageous features of this particular leadership approach, there are also certain disadvantages of this particular leadership model that poses challenge and prove to be an issue to the organization. This approach of leadership cannot ensure the best outcomes for the target learners (Woodhouse Pedder, 2016). The distributed leadership is difficult, disruptive, debilitating to alteration and there is no guarantee for success. As a result, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Zepeda, 2013). Issues Particulars Difficulties in recognition of individual responsible for activities There is ambiguity concerning the person responsible for the decision making and actions at diverse echelons of the school administration Management of the diverse workforce, students from different cultural backgrounds on necessarily the school site Villa International High School being an international school consequently faces a problem regarding management of the school having staff members in addition to students from diverse cultural as well as ethnic background Improper distribution of accountabilities Improper distribution of accountabilities leads to extreme workloads on certain head teachers that cannot prove to be sustainable in the upcoming period Improper Structure of the school Despite having various departments, the school lacks proper departmental heads for proper administration of the institution. However, as per the traditional leadership model, the school has inadequate departmental heads and faces challenges of improper structure. Distributed leadership approaches in the traditional model This approach of leadership cannot ensure the best outcomes for the target learners as this leadership is disruptive, debilitating to alteration and there is no guarantee for success Advanced understanding of theories and models of leadership by discussing issues The growth in the importance of school leadership accompanies by theory development by developing new models for establishing approaches for redefining activities (Zepeda, 2013). The main purpose of the assignment is reviewing the current as well as recent writing based on the leadership models. This paper examines the theoretical literature for showing leadership for conceptualizing empirical literature for demonstrating for supporting these concepts. This section will discuss on new leadership models on Multi-Agency Leadership in subject to fashion reflecting changes in school leadership practices (Snell et al., 2015). School Leadership relates with teaching among school-related factors affecting student learning for the main research activities. In other words, principals enables shaping the conditions for high quality teaching considering as prime factor for determination of whether teacher stay in high-needs schools (Dimmock et al., 2013). Therefore, High-quality principals, on the other hand, are vital to the effectiveness for nation public schools for serving children with some of the advantages in life. Model developed for Villa International High School The new approach of Advanced Multi-Agency School Leadership can prove to be as one of the variation of managed model. This model has greater diversity within the Senior Leadership team in responsive to multi-agency work (Smith et al., 2012). In other words, application of this model by Villa International High School will help in managing the diverse workforce on the school sites. There are various ways whereby leadership team can be properly structured within the model in case there is co-located as the Children centre (Dimmock et al., 2013). Figure: Advanced Multi-Agency School Leadership Model for Villa International High School (Source: Created by author) The above model named as Advanced Multi-Agency School Leadership will be beneficial for current operations at Villa International High School. Chief Executives works efficiently with other lead practitioners as presented in the multi-agency school leadership model (Northouse, 2015). The main key point of the above-mentioned model is explained below: Wide access towards range of support services especially for families (Dimmock et al., 2013). High improvement in pupil well-being (edu.mv, 2016) Motivational aspects Smooth transactions between home as well as school especially among the young people (Harris, 2013). Advanced Multi-Agency School Leadership approach manages with the models for Villa International High School for including senior support staff members for introducing innovative working practices (Evers Wong, 2013). In other words, this approach will be found in the secondary sector acting beneficial for Villa International High School. Multi-Agency School Leadership approach will bring into consideration aspects such as elements of participative leadership. This will further involve staff motivation at schools as well as greater capacity in Senior Leadership team (Botha Triegaardt, 2014). In other words, Multi-Agency School Leadership approach will take out the necessary human resources for schools in expanding leadership team from existing school culture (Dimmock et al., 2013). Level of critical thinking and evaluation of issues identified from the traditional model of School Leadership On critical analysis, it has been noticed that report on leadership conducts major approaches mentioned in the above study (Botha Triegaardt, 2014). Earlier, Villa International High School was adopting traditional leadership model that lacked proper application and was misaligned, disruptive because it followed distributive leadership approach in their school activities (Arends, 2014). These are some of the approaches for viewing at the styles of leadership adopted by principals in a school. These leadership approaches help in depicting progress from the historic leadership styles looking into inward for approaching response to the high level of complexity especially in educational environment (Arends, 2014). There are several issues identified from the traditional model that has been rectified by developing new approaches to leadership for Villa International High School (Snell et al., 2015). Earlier approaches give rise to uncertainty that cannot be accountable in any cases. It gives rise to problems for working in diverse workforce from school sites for Villa International High School. In other words, there have been sustainability issues found from traditional models for some of the initiatives in terms of funding activities. Addition to that, traditional model concern majorly on building as well as premises management (Dimmock et al., 2013). Justification on problems or issues for resolving with the integration of new leadership forms models involving qualities New Model Leadership developed for Villa International High School will help them in managing their human resources in the most appropriate way (Snell et al., 2015). From the previous traditional model adopted by Villa International High School depicts some of the loopholes that need proper rectification so that future mistakes are reduced as far as possible. New Model works upon the system leadership approach (Avolio Yammarino, 2013). These are some of the leaders assuming roles beyond any boundaries of school as well as contributing wider educational systems at local, regional or national level (Evers Wong, 2013). Multi-Agency School Leadership approach should be adopted by Villa International School indicates willingness for taking systems-wide acting as leadership roles (Dimmock et al., 2013). In other words, moral as well as strategic purpose will be explained in this Multi-Agency School Leadership approach. This model will be rendering detailed investigation on moral as well as strategic purpose for resolving the level of complexity in school context for Villa International High School (Hallinger Chen, 2015). Major benefits for this model is bringing high level of commitment by building lateral capacity with extreme collaboration as well as networking for Villa International High School (Evers Wong, 2013). This approach will be focusing majorly on quality enhancement for learning as well as achievement for all children studying at Villa International High School. In addition, this approach has the ability in transforming schools as well as networks in areas relating to personal as well a s professional learning communities (Dimmock, 2013). Therefore, Multi-Agency School Leadership approach has the capacity in empowering as well as developing leadership for planning high level of succession (Snell et al., 2015). Validity and creativity of the recommendations made for the school It is recommended that Multi-Agency School Leadership approach for Villa International High School will be benefiting from the entire system of education by Expertise as well as individual experienced for in-service leaders (Evers Wong, 2013). Further, suggestions for Villa International High School will be taking consultant leaders as well as executive head teachers for working in less successful schools. Multi-Agency School Leadership approach has the potential for increasing capacity as well as creativity and innovation in the education sector. In addition, this particular approach lacks capacity in home school of the leader (Evers Wong, 2013). The administration of Villa International High School can essentially include the characteristic features of the educational leadership model. Educational leaders can adopt administration of school can help in improvement of learning outcomes for all the students, creation of the conditions for effectual teaching as well as learning, development as well as maintenance of schools as learning corporations, making connections and building networks within as well as beyond the schools and development of leaders (Avolio Yammarino, 2013). Educational leadership model if followed in the school can help in the process of development of trusting associations through active listening, demonstration of personal integrity (Zepeda, 2013). The educationalleadership model(ELM) can also help in the process of establishment of qualities, knowledge as well as skills that essentially the middle in addition to higher-ranking educational leaders have the need to acquire to properly directschoolsin the c urrent age of the twenty-first century (Northouse, 2015). This modelreflects that the associations are necessarily at the center ofschool leadershipand thatleadershipconstantly functions within a definite circumstance (Harris, 2013). Villa International High School should adopt whole-town approach by creation of overarching strategic school activities. In other words, the new approach adopted by Villa International High School will be able to establish Executive Head or Chief Executive for overseeing several school activities in the most efficient way (Botha Triegaardt, 2014). It further reveals sharing middle leaders as well as consultant teachers for Villa International High School (Harris, 2013). The newly designed approach named as Multi-agency Leadership will be characterized under collaboration among schools as well as providers. In this case, Villa International High School should be reporting for conducting informal collaborations with other schools. It significantly brings out minority of primary schools as effective part of collaboration (Botha Triegaardt, 2014). Conclusion At the end of the study, it has been noticed that Leadership models and techniques are adopted by Villa International High School. Contrast and comparison of study has been made in the entire assignment for bringing validation of the given project. Villa International High School has been using Traditional Leadership model for carrying out the operational aspects at school. Later, it has been recognized that traditional leadership theory lacks uncertainty regarding person accountable for the decision-making process at schools, improper distribution of accountabilities. There should be more number of departments and establishment of courses for handling the managerial aspects at school. Traditional Leadership Model uses distributive leadership that needs to be developed in the current models such as Multi-agency School Leadership at Villa International High School. Clear description of Advanced Multi-Agency School Leadership description has been developed as it has the ability in redu cing the issues at schools as far as possible. References: Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Avolio, B. J., Yammarino, F. J. (Eds.). (2013).Transformational and charismatic leadership: The road ahead. Emerald Group Publishing. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Cordeiro, P. A., Cunningham, W. G. (2012).Educational leadership: A bridge to improved practice. Pearson Higher Ed. Cosner, S. (2014). Leadership for school improvement.LEADERSHIP,2, 9. Dimmock, C. (2013).School-based management and school effectiveness. Routledge. Evers, C. W., Wong, K. C. (2013).Leadership for quality schooling. Routledge. Hallinger, P., Chen, J. (2015). Review of research on educational leadership and management in Asia A comparative analysis of research topics and methods, 19952012.Educational Management Administration Leadership,43(1), 5-27. Harris, A. (2013).Distributed school leadership: Developing tomorrow's leaders. Routledge. Vihs.edu.mv, (2016).Vihs.edu.mv. Retrieved 25 October 2016, from https://www.vihs.edu.mv/ Leithwood, K. A., Hallinger, P. (Eds.). (2012).Second international handbook of educational leadership and administration(Vol. 8). Springer Science Business Media. Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y., Schroeder, P. (2016). Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McRELs Balanced Leadership Program on Principals in Rural Michigan Schools.Educational Administration Quarterly, 0013161X16651926. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Peus, C., Braun, S., Frey, D. (2013). Situation-based measurement of the full range of leadership modelDevelopment and validation of a situational judgment Smith, W. K., Besharov, M. L., Wessels, A. K., Chertok, M. (2012). A paradoxical leadership model for social entrepreneurs: Challenges, leadership skills, and pedagogical tools for managing social and commercial demands.Academy of Management Learning Education,11(3), 463-478. Snell, S. A., Morris, S. S., Bohlander, G. W. (2015).Managing human resources. Nelson Education. Storey, J. ed., 2016.Leadership in Organizations: Current Issues and Key Trends. Routledge. Woodhouse, J., Pedder, D. (2016). Early career teachers perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts.Research Papers in Education, 1-25. Zepeda, S. J. (2013).Instructional leadership for school improvement. Routledge.