Leo Gandelman - Visions (1. Visions. Ver. Along with his own work as an instrumentalist, he has produced albums such as Gal Costa's Plural and Marina's Virgem. As a composer he also has written soundtracks for major TV soap operas and series and films. He has performed in such festivals as the Free Jazz Festival and the Hollywood Rock (both in Brazil), and the Montreux Festival (Switzerland). Gandelman also was the winner of the newspaper Jornal do Brasil (Rio de Janeiro) poll as the most popular instrumental artist for 1. Born in Rio de Janeiro, Gandelman, initiated by his mother, the concert pianist Salomea Gandelman, and by his father, the conductor Henrique Gandelman, was influenced by European classical music. At 1. 5, he performed as a flute soloist ahead of the Orquestra Sinf. He also studied viola da gamba, having being a member of the Pr. At 1. 6, he abandoned music, tired of the tyrannical routine of classical studies, and decided to become a photographer. Visions of Light - (1992) - Netflix. Watch on Netflix; Watch on Amazon; 3.7 5. Cameramen and women discuss the craft. Tweet; As a rebel Tutsi army in eastern Congo threatens to plunge that miserable country into a new. Visions of Light The Art of Cinematography 1992, DJ Krush Feat. Company Flow - Vision of Art.mp4, Visions of WAR: The Art of Wayne Reynolds, Visions Of The Future. Gordon Parks Visions 1992. 21-09-2016 2/2 Gordon Parks Visions 1992. Other Files Available to Download He only returned to music three years later, already as a saxophonist. Attending Boston's Berklee College, Gandelman furthered studies on saxophone, composition, and arrangements. Returning to Brazil upon graduation, in 1. Avenida Brasil, with Serginho Trombone, Bidinho, and Z. In 1. 98. 4, he wrote the soundtrack to the film R. His first solo album, Leo Gandelman (1. Solar (1. 99. 0), the third one, sold 7. Brazil. Western World (American reissue of his second album, Ocidente. Vision, Leadership, and Change - Issues .. Change, Vision, Leadership, and Change, Volume 2, Number 3. Home . That essay provided information concerning the various aspects of school context and the leader's role in shaping a school context that is conducive to change. One element of such a context identified by Boyd (1. Rent Visions of Light (1992) and other Movies & TV Shows on Blu-ray & DVD. Lyrics of Jhoom Ke Jab Rindo Ne Hindi Song from Visions (1992), Jhoom Ke Jab Rindo Ne Lyrics This paper focuses on vision, its definition, and how it is demonstrated in educators. Further, it provides a process for the collaborative development of a shared vision resulting in a vision statement. Vision. In the literature concerning leadership, vision has a variety of definitions, all of which include a mental image or picture, a future orientation, and aspects of direction or goal. Vision provides guidance to an organization by articulating what it wishes to attain. By providing a picture, vision not only describes an organization's direction or goal, but also the means of accomplishing it. It guides the work of the organization. Seeley (1. 99. 2) describes vision as a . Lyrics of Aapko Dekhkar De Hindi Song from Visions (1992), Aapko Dekhkar De Lyrics Visions was an annual science fiction convention held from 1990 to 1998 in Rosemont, Illinois on Thanksgiving weekend. The convention was held at the Hyatt Regency O. Get this from a library! Office of University Relations.; It has a compelling aspect that serves to inspire, motivate, and engage people. Vision has been described by Manasse (1. Vision is a compelling picture of the future that inspires commitment. It answers the questions: Who is involved? What do they plan to accomplish? Why are they doing this? Vision therefore does more than provide a picture of a desired future; it encourages people to work, to strive for its attainment. For educational leaders who implement change in their school or district, vision is . Nanus (1. 99. 2) states that vision is not . Seeley (1. 99. 2) defines two types of vision, both related to Cuban's (1. Using the construct of first order changes, those that deal with improvements, Seeley asserts that these changes are connected to first order vision or program vision. An example of a change requiring program vision is a school's adoption of a new reading program. Second order changes are those that require restructuring or a reconceptualization of an organization's roles, rules, relationships, and responsibilities. Seeley (1. 99. 2) asserts that such second order changes require system vision. Some of the major changes related to this vision are rethinking the types and number of courses offered, considering teachers' needs for instructional planning, and accommodating extra- curricular activities. The distinction between program and system vision provided by Seeley extends our understanding of vision and its role in changing schools because the vision reflects the type of school or district change that is being implemented. Shared Vision. In addition to providing a picture of the future, a vision inspires people to work to make it come true. It motivates people to join the campaign to realize the desired vision. A leader's efforts to develop a shared vision have been described as . In Chrispeels's (1. Johnson's (1. 99. The advantages of a superintendent entering a district with a personal or a . Disadvantages of these 'ready made' visions were that it was expected of the superintendent to attain the vision alone and resistance to a superintendent's 'ready made' vision existed from the onset. Superintendents who developed shared visions stated that the time invested to collaborate and develop such visions fostered mutual responsibility and more readily fit the context of their districts. However, the collaborative process required to develop shared vision did not help in meeting urgent needs for change or demands for quick action. Whether the vision begins with a leader's personal concept or a group's consensual image of a school or district picture of the future, it is important that there be a sense of ownership of the vision. A leader's vision needs to be shared by those who will be involved in its realization. The shared vision becomes a . Murphy (1. 98. 8) applied the concept of shared vision to studies of policy implementation. He found that those studies identified gaps between policy development and implementation, and concluded that this gap also applies to current discussions of vision. Murphy (1. 98. 8) stressed the need for the development of a shared vision. Current leadership literature frequently characterizes the leader as the vision holder, the keeper of the dream, or the person who has a vision of the organization's purpose. Bennis (1. 99. 0) writes that leaders . According to Westley and Mintzberg (1. Visionary educational leaders have a clear picture of what they want to accomplish. The vision of their school or district provides purpose, meaning, and significance to the work of the school and enables them to motivate and empower the staff to contribute to the realization of the vision. Outstanding superintendents studied by Mahoney (1. Principals have a vision or a picture of what they want their schools to be and their students to achieve. Pejza (1. 98. 5) stated that . Without a vision to challenge followers with, there's no possibility of a principal being a leader. Niece (1. 98. 9) reported that several authorities included . Murphy, Everston, and Radnofsky (1. Two teachers, Boles and Troen (1. Similarly, other researchers found that teachers participating in school improvement programs included the need to change the school's structures and instructional methods in order to better address students' needs (Bellon & Beaudry, 1. Murphy, Everston, & Radnofsky, 1. Wasley, 1. 99. 1). The relationship between teachers' and administrators' visions is important. Administrators' visions tend to encompass the whole system; their vision is an organizational vision. Teachers' visions appear to focus primarily on the individual or personal actions for school change. However, closer examination of the two may reveal that both groups of educators are attending to different aspects of the same vision. It is because of the differences in teachers' and administrators' perspectives that makes the development of a shared vision important. School administrators who have developed a shared vision with their faculty have created common ground that serves to facilitate or promote action toward the realization of their vision. Although, they may begin with a personal vision to forge a shared vision with their staff, the leader's communication of the vision is such that it attracts others to join in the endeavor to attain it. School leaders not only must have a vision of their school or district but also the skills to communicate that vision to others, in developing a shared one. They invite and encourage others to participate in determining and developing this shared vision. The process promotes collegial and collaborative relationships. Although the process needed for developing a shared vision may be time consuming, the resulting shared commitment to the realization of the vision is the reward for the time and energy invested in such a collaborative process. The steps for such a process is discussed in the following section. Developing A Shared Vision. There are various approaches that have been suggested for the actual development of a shared vision that then is expressed in a vision statement (Blokker, 1. Nanus, 1. 99. 2; Rogus, 1. Educators will undoubtedly adjust the steps listed below to their unique situation since there is a different focus when applying the steps at the district or school level. Four steps facilitate the conceptualization of vision and lead to its becoming a vision statement. Know your organization. During the initial phase of formulating a vision, it is important to learn everything about the organization as it currently exists. This corresponds to Manasse's concept of organizational vision, . Boyd (1. 99. 2b) provides a comprehensive list of contextual factors that influence the change process which can serve as a guide to knowing a school or district. It is important that a school leader understand the important role of a school's ecology - the physical and material aspects such as school size - and a school's culture - the attitudes and beliefs, norms, and relationships. Nanus (1. 99. 2) suggests that . Knowing what a school or district is about and the reason for its existence is the first step in developing a vision statement. Knowing the collective understanding of an organization is the second step and includes the participation of constituencies. Involve critical individuals. The individuals or groups identified as constituencies include those that are the most critical, both inside and outside, to a school or district. These 'critical' individuals can be those who are essential, such as a representative of a major business in the community and those people who tend to judge severely, such as the consistently vocal parent. Consider the major expectations or interests of these critical constituents as well as any threats or opportunities that may originate from these groups or individuals. Educators should involve individuals such as students, parents, business leaders, and other community members. They should also ensure the participation of children advocacy groups that work with their students and major employers of their students, as well as representatives of post- secondary institutions that serve their students. Rogus (1. 99. 0) suggests having the participants write their ideas before a meeting; identify consensus statements first and then grapple with non- consensus statements at the meeting. Remember that consensus is the absence of serious disagreement, not total agreement with everything. Aside from describing the organization and discussing its purpose, the group participates in discussing the factors that could impact the school or district. Possible major changes in the economical, social, political, and technological arenas that will impact a school or district should be explored. Specific questions that educators should consider are: What are possible future trends of students' needs? Another strategy that can assist participants to speculate about the future is to view and discuss videotapes that have been produced by futurists.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
December 2016
Categories |