Significance in the novel Essay Example For Students

Hugeness in the novel Essay Tough situations is a book composed by Charles Dickens and is set in the anecdotal city of Coketown. In the book Dickens gets over his perspectives about Victorian culture through his characterisation of the people in the story. The two scenes I will talk about in this paper are, section one and part six when Gradgrind advises Louisa of a proposition to be engaged from Bounderby. I have picked these two scenes to draw from while examining Gradginds nature and his depiction in the novel as they show a movement in his character. In part one, Gradgrind, who isn't yet named, is appeared as a brutal, ugly figure with a, square temple. His rakish face with its, cavern molded eyes, square, mass of a temple and, a ranch of firs for hair mirrors the, plain, exposed, dreary schoolroom which remains before him. This demonstrates him to be brimming with realities similarly as the schoolroom may be. The accentuation of the difference among certainty and creative mind is depicted in this part through the speaker, Gradgrind, and the storyteller. The storytellers discourse is brimming with innovative language and uses a lot of similitudes and analogies, for instance, while his eyes discovered comfortable cellarage in two dim caverns. This firmly diverges from the speakers matter-of-certainty language, Teach these young men and young ladies only Facts. Realities alone are what are needed from life. The word, Fact is accentuated by its capital letter, this blasts out at the peruser, establishing this their enduring connection of Gradgrind. Plainly in this scene Dickens, through the characterisation of Gradgrind, is mirroring his perspectives on the instruction framework. He utilizes Gradgrind, depicting him as a cruel, ugly, undermining man, to mirror the instruction framework in the Victorian time frame. He accentuates the learning of realities and the absence of any creative mind through expressions, for example, The speaker, the schoolmaster and the third developed individual present, all upheld a bit, and cleared with their eyes the slanted plane of little vessels, without even a moment's pause orchestrated all together, prepared to have majestic gallons of realities filled them until they were full to the edge. This expression tells the peruser that they will be so loaded with realities that they will be without everything else, the word, vessels additionally de-customizes the youngsters accentuating that they will resemble actuality filled automatons. Part six shows a sensational change in the manner the peruser saw Gradgrind in section one. This part is muddled in the terms of Gradgrinds characterisation. There are three principle differentiates in this part, among Gradgrind and Sleary, that among Bounderby and Sleary and that among Gradgrind and Bounderby. These differences are exceptionally smart as they demonstrate Gradgrind to be kinder than Bounderby, which has not been appeared before, yet in addition show that Gradgrind isn't as kind as Sleary who, by chance is loaded with creative mind (another stand out from Gradgrind to show that being brimming with realities is negative). The complexity among Gradgrind and Sleary is halfway appeared through manner of speaking. Albeit imposing and drink-saturated, Sleary talks understandably, unmistakably more so that Gradgrind or Bounderby. Slearys discourse obstruction, thquire, and bazaar language add appeal and delicateness to his addresses, while, Gradgrinds matter-of-certainty talks, He is disappeared, and there is no current desire for his arrival, present him in a to some degree uncaring light. Be that as it may, in spite of the fact that this uniqueness portrays Gradgrind as having an unsympathetic nature, his activities and his appear differently in relation to Bounderby gives us an increasingly positive perspective on him. Gradgrind is demonstrated to be unique in relation to Bounderby now as he wishes to take Sissy in, despite the fact that she isn't brimming with realities and could impact his kids with accounts of her time at the carnival, while Bounderby says to Gradgrind, No. .u0286bed5ea60cb4103d9f39f367f2dca , .u0286bed5ea60cb4103d9f39f367f2dca .postImageUrl , .u0286bed5ea60cb4103d9f39f367f2dca .focused content region { min-tallness: 80px; position: relative; } .u0286bed5ea60cb4103d9f39f367f2dca , .u0286bed5ea60cb4103d9f39f367f2dca:hover , .u0286bed5ea60cb4103d9f39f367f2dca:visited , .u0286bed5ea60cb4103d9f39f367f2dca:active { border:0!important; } .u0286bed5ea60cb4103d9f39f367f2dca .clearfix:after { content: ; show: table; clear: both; } .u0286bed5ea60cb4103d9f39f367f2dca { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; change: darkness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .u0286bed5ea60cb4103d9f39f367f2dca:active , .u0286bed5ea60cb4103d9f39f367f2dca:hover { murkiness: 1; change: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #2C3E50; } .u0286bed5ea60cb4103d9f39f367f2dca .focused content territory { width: 100%; position: relati ve; } .u0286bed5ea60cb4103d9f39f367f2dca .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .u0286bed5ea60cb4103d9f39f367f2dca .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u0286bed5ea60cb4103d9f39f367f2dca .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-fringe span: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u0286bed5ea60cb4103d9f39f367f2dca:hover .ctaButton { foundation shading: #34495E!important; } .u0286bed5ea60cb4103d9f39f367f2d ca .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u0286bed5ea60cb4103d9f39f367f2dca-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u0286bed5ea60cb4103d9f39f367f2dca:after { content: ; show: square; clear: both; } READ: The Inside Of Raymond'S Run EssayI state no. I prompt you not. I state in no way, shape or form. When Gradgrind will not tune in to his companion and chooses to give Sissy a home any way the peruser is stunned as only a couple of sections already he had a favorable opinion of Bounderbys assessment that he says this redundantly to Tom and Louisa after he discovers them topping in at the carnival, What might Mr Bounderby state. We likewise observe another contrast between the two companions in the manner that they address Sissy. Bounderby is so ailing in civility that when he converses with Sissy, Let the young lady get truth. Let her take it fro m me, on the off chance that you like, who have been fled from myself. Here, whats your name! Your dad has departed suddenly abandoned you and you mustnt hope to see him again as long as you live, that Sleary says his workers may, essence you out o winder! Gradgrind talks in an additionally mindful estate, and he doesnt call Sissy, whats your name! Gradgrind does at present talk in a reality full way yet he is substantially more thoughtful and obliging than Bounderby, I, who came here to tell the dad of the poor young lady, Jupe, that she was unable to be gotten at the school anything else, in result of there being reasonable complaints, into which I need not enter, to the gathering there of the offspring of people so utilized, am set up in these changed conditions to make a proposition. This long sentence additionally shows that Gradgrind is attempting to quiet the circumstance down for Sissy before he makes his, proposition, this is likewise very insightful. All through this scene the relationship that Gradgrind has with youngsters has changed. The peruser can no longer envision him as considering Sissy a vessel as in section one. Nonetheless, the peruser likewise sees that Gradgrind hasnt made an absolute change, a long way from it, and that he despite everything accepts diligently in realities. The two scenes additionally show an adjustment in the manner Gradgrind sees his status. In section one it would be incomprehensible that he would invest any energy conversing with, lower, carnival individuals, not to mention be thing about taking in a modest bazaar youngster! I imagine that through the contrasts between Gradgrinds character in section one and in part six he is demonstrating that through better correspondence and understanding the Victorian instruction framework and industry could improve. All in all, I believe that Dickens has utilized the characterisation of Gradgrind keenly. Indeed, even his name mirrors his character. The, Grad or evaluation is a result of his assurance that his kids should focus on real issues alone, they are at risk for never completely forming into typical individuals, and the, pound and its anxiety with the various phases of our lives. His depictions of Gradgrind all show joins with the Victorian business and training framework in this skilful political novel.

The Vampire Diaries The Fury Chapter Fifteen Free Essays

string(105) memory of how she had assaulted Stefan in the forested areas, and how she had felt when she was dashing toward Mr. Elena watched Damon with quiet fear. She realized that upsetting grin excessively well. In any case, even as her heart sank, her brain tossed a taunting inquiry at her. We will compose a custom article test on The Vampire Diaries: The Fury Chapter Fifteen or on the other hand any comparative theme just for you Request Now Why did it make a difference? She and Stefan were going to bite the dust in any case. It just appeared well and good for Damon to spare himself. What's more, it wasn't right to anticipate that him should conflict with his tendency. She watched that delightful, impulsive grin with a sentiment of distress for what Damon may have been. Katherine grinned back at him, captivated. â€Å"We’ll be so content. Once they’re dead, I’ll let you go. I didn’t intend to hurt you, not so much. I just got angry.† She put out a slim hand and stroked his cheek. â€Å"I’m sorry.† â€Å"Katherine,† he said. He was all the while grinning. â€Å"Yes.† She inclined nearer. â€Å"Katherine†¦Ã¢â‚¬  â€Å"Yes, Damon?† â€Å"Go to hell.† Elena jumped from what occurred next before it occurred, feeling the savage upsurge of Power, of pernicious, unbridled Power. She shouted at the change in Katherine. That flawless face was bending, transforming into something that was neither human nor creature. A red light bursted in Katherine’s eyes as she fell on Damon, her teeth sinking into his throat. Claws sprang from her fingertips, and she raked Damon’s as of now draining chest with it, attacking his skin while the blood streamed. Elena continued shouting, acknowledging faintly that the agony in her arms was from battling the ropes that held her. She heard Stefan yelling, as well, yet above all that she heard the stunning scream of Katherine’s mental voice. Presently you’ll be heartbroken! Presently I’m going to make you sorry! I’ll execute you! I’ll murder you! I’ll murder you! I’ll slaughter you! The words themselves hurt, similar to knifes wounding into Elena’s mind. Its sheer Power stunned her, shaking her back against the iron pickets. However, there was no real way to escape from it. It appeared to reverberate from all around her, pounding in her skull. Slaughter you! Murder you! Murder you! Elena swooned. Meredith, hunkered alongside Aunt Judith in the utility room, moved her weight, stressing to decipher the sounds outside the entryway. The mutts had gotten into the basement; she wasn’t sure how, yet from the wicked gags of some of them, she thought they had gotten through the ground-level windows. Presently they were outside the utility room, yet Meredith couldn’t determine what they were doing. It was excessively peaceful out there. â€Å"Hush,† Robert murmured rapidly. â€Å"It’s good, darling. Everything’s going to be all right.† Meredith met his scared, decided eyes over Margaret’s tow head. We nearly had you pegged for the Other Power, she thought. However, there was no opportunity to think twice about it now. â€Å"Where’s Elena? Elena said she’d watch over me,† Margaret stated, her eyes enormous and grave. â€Å"She said she’d deal with me.† Aunt Judith put a hand to her mouth. â€Å"She is dealing with you,† Meredith murmured. â€Å"She simply sent me to do it, that’s all. It’s the truth,† she included savagely, and saw Robert’s look of censure liquefy into perplexity. Outside, the quietness had offered approach to scratching and biting sounds. The pooches were grinding away on the entryway. Robert supported Margaret’s head nearer to his chest. Bonnie didn’t realize to what extent they had been working. Hours, absolutely. Always, it appeared as. The mutts had gotten in through the kitchen and the old wooden side entryways. Up until this point, however, just around twelve had moved beyond the flames lit like blockades before these openings. Also, the men with weapons had dealt with the majority of those. However, Mr. Smallwood and his companions were currently holding void rifles. What's more, they were coming up short on things to consume. Vickie had gotten insane a short time prior, shouting and holding her head as though something was harming her. They’d been searching for approaches to control her when she at long last dropped. Bonnie went up to Matt, who was watching out over the fire through the destroyed side entryway. He wasn’t searching for hounds, she knew, however for something different a lot more distant away. Something you couldn’t see from here. â€Å"You needed to go, Matt,† she said. â€Å"There was nothing else you could do.† He didn’t answer or pivot. â€Å"It’s nearly dawn,† she said. â€Å"Maybe when that comes, the canines will leave.† But even as she said it, she knew it wasn’t valid. Matt didn’t answer. She contacted his shoulder. â€Å"Stefan’s with her. Stefan’s there.† Finally, Matt gave some reaction. He gestured. â€Å"Stefan’s there,† he said. Earthy colored and growling, another shape charged out of the dull. It was a lot later when Elena came progressively to awareness. She knew in light of the fact that she could see, not simply by the bunch of candles Katherine had lit yet in addition by the virus dark obscurity that separated down from the crypt’s opening. Damon? she thought. It was simply after she had done it that she understood the word had not been verbally expressed. Some way or another, Katherine’s screaming had shut a circuit in her brain, or perhaps it had stirred something dozing. Furthermore, Matt’s blood had without a doubt helped, invigorating her the to at last locate her psychological voice. She turned her head the other way. Stefan? His face was fatigued with torment, however mindful. Excessively mindful. Elena nearly wanted that he were as oblivious as Damon to what was befalling them. Elena, he returned. Where right? Elena stated, her eyes moving gradually around the room. Stefan looked toward the opening of the grave. She went up there some time back. Perhaps to keep an eye on how the pooches are getting along. Elena had thought she’d arrived at the restriction of dread and fear, yet it wasn’t valid. She hadn’t recalled the others at that point. Elena, I’m sorry. Stefan’s face was loaded up with what no words could communicate. It’s not your issue, Stefan. You didn’t do this to her. She did it to herself. Or on the other hand, it simply happened to her, in view of what she is. What we are. Running underneath Elena’s musings was the memory of how she had assaulted Stefan in the forested areas, and how she had felt when she was hustling toward Mr. You read The Vampire Diaries: The Fury Chapter Fifteen in class Article models Smallwood, arranging her retribution. It could have been me, she said. No! You would never become that way. Elena didn’t answer. On the off chance that she had the Power now, what might she do to Katherine? What wouldn’t she do to her? Be that as it may, she realized it would just agitated Stefan more to discuss it. I thought Damon would sell out us, she said. I did, as well, said Stefan strangely. He was taking a gander at his sibling with an odd articulation. Do you despite everything despise him? Stefan’s look obscured. No, he said unobtrusively. No, I don’t despise him any longer. Elena gestured. It was significant, some way or another. At that point she began, her nerves hyper-alert, as something shadowed the passage to the sepulcher. Stefan strained, as well. She’s coming. Elena-I love you, Stefan, Elena said pitifully, as the foggy white shape plunged down. Katherine took structure before them. Obviously, thought Elena. How might I have been so dumb? Damon rode with us in Alaric’s vehicle over the waterway. He crossed running water at that point, and most likely loads of different occasions. He couldn’t have been the Other Power. It was peculiar how she could think despite the fact that she was so startled. Maybe one piece of her brain stood viewing from a separation. â€Å"I’m going to execute you now,† Katherine said conversationally. â€Å"Then I’m going under the stream to slaughter your companions. I don’t think the mutts have done it yet. Be that as it may, I’ll deal with it myself.† â€Å"Let Elena go,† said Stefan. His voice was extinguished however convincing no different. â€Å"I haven’t concluded how to do it,† said Katherine, disregarding him. â€Å"I may cook you. There’s practically enough light for that now. What's more, I’ve got these.† She came to down the front of her outfit and brought her finished hand off. â€Å"One-two-three!† she stated, dropping two silver rings and a gold one onto the ground. Their stones shone blue as Katherine’s eyes, blue as the stone in the neckband at Katherine’s throat. Elena’s hands bent wildly and she felt the smooth exposed state of her ring finger. It was valid. She wouldn’t have accepted how stripped she felt without that circlet of metal. It was important to her life, to her endurance. Without it- â€Å"Without these you’ll die,† Katherine stated, scraping the rings imprudently with the toe of one foot. â€Å"But I don’t know whether that’s moderate enough.† She paced back nearly to the furthest mass of the sepulcher, her silver dress gleaming in the diminish light. It was then that the thought came to Elena. She could move her hands. Enough to feel one with the other, enough to realize that they weren’t numb any longer. The ropes were looser. Yet, Katherine was solid. Incredibly solid. What's more, quicker than Elena, as well. Regardless of whether Elena got free she would possess energy for just a single speedy act. She turned one wrist, feeling the ropes give. â€Å"There are other ways,† Katherine said. â€Å"I could cut you and watch you drain. I like watching.† Gritting her teeth, Elena applied weight against the rope. Her hand was bowed at a horrifying edge, yet she kept on squeezing. She felt the consume of the rope slipping aside. â€Å"Or rats,† Kather

Writing Essays in Exams

Writing Essays in ExamsWriting essays in exams can be an extremely difficult task. There are many tips that will help you with this but most of these tips may not be suitable for everyone. However, most of the tips are very useful and they will help you with any problems that you may face. This article will discuss what you should do with your essay topics.It is a great idea to learn how to write about yourself as an author. You should focus on writing about your strengths and the areas where you have certain limitations. Try to find the weak areas and work on them. The benefits that you will get from this can be great when you are preparing for exams.One of the most effective methods of writing is brainstorming. This is a very important technique that you need to practice as it can help you a lot when you are writing essays in exams. When you are able to write your ideas in your head then you will be able to achieve better results.After you have completed the research material then you should make sure that you are able to present your paper on time. Students that fail to make up their papers on time are usually the ones that give up right at the start. This is why it is important that you make sure that you have prepared your paper well in advance.You should make sure that you are able to present your essay topics properly. You should also try to make sure that your paper will hold up under scrutiny. If your essays are written poorly then it is very likely that you will fail your exam.When writing essays in exams, you should try to avoid quoting other people's opinions. You should know the different opinions that other people have and what makes them think the way that they do. By being aware of the opinions of others you will be able to gain insight on your own opinions. Therefore, you should always be careful about the opinions that you give.You should also make sure that you will be able to include enough references. You should avoid using only one referen ce or two references because you need to be able to use other resources. However, if you use more than two references then you need to provide strong arguments so that the reader will be able to understand your opinions.Essays are usually graded on several factors. Most of these factors include relevance, clarity, credibility, and style. Therefore, it is very important that you prepare well so that you will be able to score high when you are writing essays in exams.

Montage From The Soviet Era Essay - 1353 Words

Montage The use of montage dates back to the days of Eisenstein and it has greatly transformed the film industry in several major ways. Montage has been used in the film industry to combine several series of short shots into a continuous film that can be watch by audience. This essay is aimed at illustrating the history of Montage from the Soviet era in the 1930s especially the use of the Soviet montage theory to better the quality of films that we watch today. The connotation of the word â€Å"montage† is also sometimes referred to as cutting in certain sectors of France (Eisenstein, 2010). This corroborates with the actual meaning and intentions behind montage in the film realm. This essay will also give the advantages that montage has in the film industry. Montage is a technique used when editing films originated back in the 1920’s. This method involves juxtaposing shots in a quick fashion. It compresses time thereby conveying information in a short duration of time. The Soviet montage theory in film emphasizes on the importance of editing when creating a film. Soviet filmmakers developed this theory, which revolves round the aspect of spatial matches; this technique incorporates discontinuity in graphic qualities and is consistently used in the Hollywood continuity system. It is often characterized by the use of temporal ellipses. Montages are as a result of collisions between different shots in order to convey the idea in the thesis of a film. Montages are based on theShow MoreRelatedLev Vladimirovich Kuleshov and The Moscow Film School Essay918 Words   |  4 Pagesfollowing a story their way and feeling it in those exact steps. Lev Vladimirovich Kuleshov a Soviet filmmaker and film theorist in the 1920s who taught at and helped establish the world’s first film school, the Moscow Film School. 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Marketing Strategy Planning And Marketing Research

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The Profession Of Teaching Candidate Self Evaluation Essay

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Educational Leadership

Questions: 1. A. Duignan, P. (2014). Authenticity in educational leadership: history, ideal, reality. Journal of Educational Administration, 52(2), 152-172.2. Dimmock, C., Yong Tan, C. (2013). Educational leadership in Singapore: Tight coupling, sustainability, scalability, and succession. Journal of Educational Administration, 51(3), 320-340.3. Gabbard, D. (2013). Educational Leadership or Followership?. Democracy and Education, 21(1), 8.4. Lovett, S., Dempster, N., Fluckiger, B. (2014). Educational leadership with indigenous partners. Leading and Managing, 20(1), 1. 5. Spillane, J. P. (2004). Educational leadership. Educational Evaluation and Policy Analysis, 26(2), 169-172.6. Tosas, M. R. (2016). Educational Leadership Reconsidered: Arendt, Agamben, and Bauman. Studies in Philosophy and Education, 1-17.7. Arguments on the annotated bibliography. Answers: 1. Patrick Duignan, who is an author of Educational Leadership at Australian Catholic University, writes this article. This article reveals that there is no coherent body of literature for the concept of authentic leadership, but it is based on the self-focus that is supported by a moral force. This article defines that the education leadership can be evaluated on two criteria- what education will be beneficial for the students and how to evaluate the education the students are receiving is morally right for them. This can be analyzed through the authenticity of the educational courses they are introduced and assess them through various examination and real life tests where students can demonstrate their real-time intellectual power. 2. This article depicts the importance of education leadership in Singapore written by Clive Dimmock and Cheng Yong Tan who are the professor of University of Leicester, UK and educational faculty of National Institute of Education, Nanyang Technological University. This article highlights that even though the education system of Singapore is known worldwide but it suffers from the lack of literature for supporting pedagogical initiatives. These authors also describes that their educational leadership culture focuses on logistics knowledge, human resource policies and distinctive leader-teacher compact defines the sustainability, high performance across the entire Singapore school system, scalability, succession of their education success. 3. This article is written by Davis Gabbard, who is an Associate Professor in Department of Literacy and propose research on Language and Culture and works as a critical educational theorist and policy analyst. In this article, it is portrayed that there is a difference between the past and present education and this fact is depicted through the example of the medical school. Primary challenge explained in this journal is that whether teacher-training programs values more than the clinical experience in medical schools. It can be concluded that according to the current political climate and meeting industrial needs, schools must focus on the practical knowledge to contribute to economic productivity in the future thus following the organizational goals is the partner of the education leadership adopted by the school. 4. Three authors have developed this journal, who is the Associate Professor at the University of Canterbury and Griffith University respectively having the common subject that is in educational leadership, development, retention and attrition for aspiring new and experienced educational leaders. This article demonstrates the importance of effective education system for the aboriginal communities for their betterment in the society. They work for a common project Principals as Literacy Leaders with Indigenous Communities (PALLIC) Project that is aimed at closing the gap between numeracy programs and intensive literacy for Indigenous students. Effective education leadership is required in the indigenous situation as the cultural knowledge of Indigenous peoples is different from the culture of the educators. 5. This article is based on the education leadership for the K-12 education system. The author James P. Spillane is a Professor in Learning and Organizational Change at the School of Education and develops theories for the better education system. This article intends to provide about the issues and they depicts the importance of educational leadership that is to recognize school accomplishment and failures along with the establishment of strong lines of communication between the students with their teachers. Moreover, it also highlights the fact that the educational leadership does not focus on the schoolhouse or district office but the clear goals in the forefront of the school's attention. 6. Mar Rosa `s Tosas is a professor at the University of Chicago and in this journal claims that educational leadership as an autonomous discipline that is different from typical business and political leaderships goals and strategies. This article also states that the success of educational leadership depends on its ability to teach learners about the facts, and skills of a pre-established program. Thus, it can be evaluated that the effective educational leadership emphasizes on fulà ¯Ã‚ ¬Ã‚ ll students unique and singular potential after analyzing their ability otherwise it is hard to identify in the beforehand. 7. The selected journal articles are different in the chosen fields; however, covers the same area of concern that is to provide effective education to the learner for better understanding. This not only ensures their better future but also help in the economic development of the nation. The next step will be to analyze the outcome of these articles so that details that are more accurate can be obtained from the implementation of the educational leadership. Reference List Duignan, P. (2014). Authenticity in educational leadership: history, ideal, reality.Journal of Educational Administration,52(2), 152-172. Dimmock, C., Yong Tan, C. (2013). Educational leadership in Singapore: Tight coupling, sustainability, scalability, and succession.Journal of Educational Administration,51(3), 320-340. Gabbard, D. (2013). Educational Leadership or Followership?.Democracy and Education,21(1), 8. Lovett, S., Dempster, N., Fluckiger, B. (2014). Educational leadership with indigenous partners. Leading and Managing, 20(1), 1. Spillane, J. P. (2004). Educational leadership.Educational Evaluation and Policy Analysis,26(2), 169-172. Tosas, M. R. (2016). Educational Leadership Reconsidered: Arendt, Agamben, and Bauman.Studies in Philosophy and Education, 1-17.