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Margret Thatcher
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Margret Thatcher
Margret Thatcher was born and raised in Lincolnshire, England. She died in April 2013. She was a Baroness and a stateswoman who, for 11 years she served in the United Kingdom as the prime minister. Moreover, from 1975 to 1990, Thatcher served as the Conservative Party leader. Thatcher was the first female in the United Kingdom to hold the prime mister office, not to mention she was the longest-serving prime minister in the United Kingdom. She studied Chemistry at Oxford University, and before qualifying as a barrister, Thatcher worked as a research chemist for a while. In 1959, Thatcher was given an elective post of Member of Parliament for Finchley (Ponton, Pg. 200). During the Edward Heath government, Thatcher served as the secretary of state for education, from 1970 to 1974. Thatcher defeated Edward Heath in the elections for the Conservative Party governance, and she became the opposition leader. The position made her be the first woman in the United Kingdom to lead a major political party.
Following Thatcher’s wins in the general election held in 1979, she came up with numerous economic policies aimed at reversing high rates of unemployment and the struggles faced by Britons at the time of the aggravating recession and the Winter of Discontent. Both the economic policies and the political philosophy for Thatcher concentrated much on deregulating financial institutions and curbing the influence of trade unions, not to mention the privatization of the companies owned by the state and coming up with flexible labor markets. Amid the increasing rate of unemployment and the economic burble, Thatcher’s popularity waned during her first years as the Prime Minister. The resurgence of her support resulted in Thatcher’s landslide re-election in 1983 following the victory of the Falklands War in 1982 and the economy recovering (King, Pg. 98). In 1984, Thatcher survived a bombing attack conducted by the Provisional IRA in Brighton hotel, and it was a political mileage against her rivals, the National Union of Mineworkers. In 1987, Thatcher garnered a landslide win and was re-elected for a third term as the prime minister.
Thatcher was, without a doubt, an outstanding leader who also made mistakes as any other human being. Thatcher’s uncompromising demeanor may primarily fuel her ousting as a prime minister. According to the majority of the political analysts, Thatcher’s leadership style was autocratic. It means that it was either her way or the highway. Characteristically, the autocratic type of leaders tends to be authoritarian, and they usually make most of the decisions. What makes this style of leadership to be useful is the fact that decisions executed faster as compared to a democratic leadership style, which generally accompanies processes that leads to delays. During Thatcher’s leadership, the country was under intense pressure, and she was powerful and confident to employ the autocracy style to overcome those crises and brought stability. Typically, the United Kingdom’s culture was to work for only three days a week as a result of electricity failure, which Thatcher managed to overturn it into a highly rated financial powerhouse people acknowledge it today.
Autocratic may not be the best form of leadership as it may lead to the disgruntlement of colleagues in the case where their views are overlooked and its mostly applicable in times of panic. However, Thatcher’s autocratic form of leadership was a prerequisite to her long-term political survival since the vast majority of the people ignored women, thus the leaders, more specifically, women, had to be ruthless. Upon coming into power, Thatcher managed to fix what was considered to be the “sick man of Europe” through working tirelessly, and indeed the country’s economic reality transformed. Thatcher’s leadership and personal conviction restored the confidence of the United Kingdom citizens, not to mention their entrepreneurial spirit and self-belief. In 1986, Thatcher deregulated London Stock Exchange, and it turned as one of the notable accomplishments and significantly lead the city to stand out in world finance (Booth, Pg. 1). At the beginning of 2010, it was estimated that the financial sector was worth over £125 billion and growing. Still, London retains a good reputation in terms of world finance. Actions predetermine the nature of great leaders. Thatcher was able to deliver to the people of the United Kingdom, and that is what great leaders do, and they do not find other people or circumstances to be their scapegoats.
Thatcher insisted that one must do or instead get things done, and hard work and sacrifice are not enough. She proved to be one of the fearless and determined leaders due to her unwavering resolve in the wake of demands presented by trade unions at the beginning of the 1980s. During her speech she gave to her Conservative Party, Thatcher stated that a lady should have a firm stand. At the time when Thatcher took the prime minister’s office in 1979, the services provided by the United Kingdom were coming to a standstill as a result of the ongoing overpay strikes by the trade union. The media regarded the period as the Winter of Discontent due to the bad weather and the increasing economic pressure brought along by industrial action (Hay, Pg. 450). Instead of Thatcher bowing to the demands of the workers, she came up with legal procedures that rendered the power of unions as shrink.
In conclusion, Thatcher is still regarded as a figure for “love-hate” despite her being a controversial icon during her regime. Many leaders will resonate with Thatcher’s thoughts on what a good leader should be like. Thatcher did not set out to be liked as she was not prepared to compromise on anything entirely, to achieve greatness. It is a mixture of both love and hates that great leaders have to face and get used to that fact. Thatcher’s economic legacy remains in the United Kingdom and the rest of the world. She was able to bring her criticizers and lovers in equal measure through her robust governance and unyielding resolve.
Works Cited
Booth, Philip. “Thatcher: The myth of deregulation.” Institute of Economic Affairs (2015).
Hay, Colin. “Chronicles of a death foretold: the winter of discontent and construction of the crisis of British Keynesianism.” Parliamentary Affairs 63.3 (2010): 446-470.
King, Anthony. “Margaret Thatcher: The style of a prime minister.” The British prime minister. Palgrave, London, 1985. 96-140.
Ponton, Douglas M. “The female political leader: A study of gender-identity in the case of Margaret Thatcher.” Journal of Language and Politics 9.2 (2010): 195-218.
Margret Higgins was among the early feminists as well as the activists for the women rights and to whom is credited for the n
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Margret Higgins was among the early feminists as well as the activists for the women rights and to whom is credited for the naming it ‘birth control’ and also worked hard in ensuring its enactment (Sanger, 2016). Sanger was born on 14th September 1879. She was born in Corning, New York. She moved to Greenwich Village in 1910 and initiated a publication that aimed at promoting the rights of women to Planned Parenthood. She was forced to flee her country due to the obscenity laws until 1915 when she went back. After her return from exile, Margaret opened the first clinic in the United States that was concerned with birth control. Margret Sanger dedicated her entire life to fight for the rights of women, and she died in 1966.
Margaret Sanger advocated for the rights of women in birth control through her speeches and writings to which she used to convey messages to the women (Ross et al. 2016). The main reason as to why she wanted to advocate the women’s right is because her mother was a victim whereby she had so many kids, and this affected her health greatly. Sanger on seeing this became concerned and therefore took an initiative to help the women to control their births and have children of their choice and thereby protecting their health. The government arrested her for being involved in the distribution of information to the women while it was against the law to provide such information to women. Sanger believed that it was essential to liberate the women from the unplanned pregnancies for a social change to be generated. With her determination, she eventually founded the American Birth Control League in the year 1921, and this initiative later developed to the Planned Parenthood.
Susan B. was a suffragist, author, speaker, and an abolitionist and as well as the leader of the National American Women Suffrage Association (DuBois, 2018). She was born on February 15th of the year 1820 and died on March 13th of 1906. Susan was a lecturer and a writer and was forefront in ensuring the women’s right to vote. Susan was brought up in Quaker household and worked as a teacher. She partnered with Elizabeth and to whom they eventually became leaders of the women association in the fight for the voting rights.
Susan was an American social rights activist and played an instrumental role in various issues affecting the women. Among her work included the campaigning for the equal rights for both women and the African American. Susan also worked to abolish slavery and therefore played a significant role in ensuring not only equality in the rights of women but also for both men and women from the minority communities. Susan together with Elizabeth Cady was involved in the collection of signatures to petition the Congress for the right to vote and urged the politicians to consider an amendment to the constitution allowing the women to participate in voting. Susan was successful in her fight for the suffrage rights as the amendment famously known as the Susan B. Anthony Amendment was passed through it was after her death in the year 1919 (Chambers, 2018).
Margaret and Susan had a lot of major similarities in their career. One of the similarities is that both were activists fighting for the social rights of women in an era that women were not much regarded. Another similarity is that both of the women were writers and therefore they used their authorship skills to formulate messages to which they used to air their grievances as well as advocating for the rights of women. Both of the women dedicated their entire lives in serving the community, using most of their resources and skills to nature other leaders to whom assisted them in the advocacy role of fighting for the rights of the women. The two women were leaders at different levels and therefore were equipped with various leadership skills that aided them to organize rallies making them be more vocal and attracting a large number of crowd.
By spending their entire lives in fighting for the rights of the women in the country, they depicted a similarity as selfless leaders who were had vowed to improve the lives of their fellow women. The two women, Susan and Margret, were successful in the advocating role as both initiatives started by the women came to being. With Margret’s case in the fight for Planned Parenthood, she was able to set an organization that advocated for the family planning issues, and at the same time, she was successful in that she started the first family planning clinic in the United States. Susan on the other side as well as successful and this can be seen through the abolishment of slavery and the groundbreaking amendment that was named after her, the 19th amendment that guaranteed for the women’s right to vote.
Despite the two women, Susan and Margaret had several distinctions that made them unique from one another. One of the major differences is that both had taken a different route despite their union in fighting for the rights of women. Susan was much focused on ensuring and advocating for the rights of the women to vote while at the same time fighting for the abolition of slavery and discrimination. In general, Susan focused on the fight for equality between the men and women especially in the guarantee of the voting rights. Margaret, on the other hand, specialized in the fight for the birth control rights that was also in the line for the rights of women. She emphasized the rights of women to have planned pregnancies such that they could monitor and maintain the health of the mothers through controlled births. The two women, therefore, played a crucial role in ensuring social change as well as ensuring gender equality and the rights of women.
Reference
Chambers, J. (2018). Abigail Scott Duniway and Susan B. Anthony in Oregon: Hesitate No Longer. Arcadia Publishing.
DuBois, E. C. (2018). Women’s Rights, Suffrage, and Citizenship, 1789–1920. The Oxford Handbook of American Women’s and Gender History, 443.
Ross, L., GutiŽrrez, E., Gerber, M., & Silliman, J. (2016). Undivided rights: Women of color organizing for reproductive justice. Haymarket Books.
Sanger, M. (2016). The Selected Papers of Margaret Sanger, Volume 4: Round the World for Birth Control, 1920-1966. University of Illinois Press.
Lesson Pacing for the English Language Learner (ELL) Students
Lesson Pacing for the English Language Learner (ELL) Students
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Institution Wise decision making is crucial for effective teaching. Students in the classroom have unique needs. This requires teachers to closely monitor them in order to become aware of those needs. As such, teachers should seek to develop instructional decisions in order to not only be aware but also meet these needs. Hofmeister & Lubke (1999) assert that it is the hallmark of effective teachers to develop instructional decisions founded on both the performance and needs of their students. Lesson pacing one such instructional decision that teachers could adopt.
Echeverria et al (2002) argue that lesson pacing can be determined by creating an illusion of speed to students. As such, teachers should ensure that lesson delivery appears to be ‘moving at the right speed’ to the students. This generally means that the lesson should appear to be unfolding more swiftly. One technique to create the illusion of speed is to employ various activities to accomplish a given lesson objective. Also, moving systematically, from one objective to another, helps in effecting lesson pacing the classroom.
Davison (2007) defines lesson pacing as the speed at which a learning activity or lesson is conducted. Lesson pacing in a classroom is thus of utmost essence. He argues that there are two reasons why lesson pacing should be considered. First, effective lesson pacing assists teachers hold the attention of the students. Secondly, paying attention helps students to learn. According to Davison (2007) students who do not pay attention cannot be learning.
Lesson pacing in the classroom is normally affected by many factors among them complexity of content and presence of ELL students. It is not uncommon to have a classroom with students from various backgrounds especially in the elementary schools. These students usually possess inadequate English skills. In such cases, lesson pacing is pivotal. The main difference in approaches to lesson pacing between a normal class and a class with ELL students is the speed of delivery of content. For English Language Leaner (ELL) students, the teacher should avoid rushing through the lesson content. Instead, he should break down lesson content and concepts into smaller, manageable chunks of information, and gradually introduce them.
Also, the teacher should seek to employ graphical organisers such as concept maps, flow charts and Venn diagrams to introduce new information. Echevarria et al. (2002) argue that pre-instructional activities and graphical organisers allow ELL students to draw a connection between the lesson content and their prior knowledge and experiences.
Where a class has both ELL and mainstream students, the pace of the delivery of content should be slow. However, the pace should not be slow to an extent that the lesson becomes boring (Davison, 2007). In case of complex information, the teacher should provide for slightly longer pauses in order to give ELL students time for processing the information.
Furthermore, where the content is difficult, the teacher should seek to breakdown the lesson content into small steps in order to increase comprehension for all students in the classroom. Brainstorming and discussion could also be introduced to review the content of the lesson.
REFERENCES
Davison, B. (2007). Lesson Pacing In the Classroom. Retrieved on November 6, 2011, from
http://www.associatedcontent.com/article/243143/lesson_pacing_in_the_classroom.html? Page=2&cat=4.
Echevarria, E. J., Vogt, R. & Short L.M. (2002). Making Content Comprehensible for English
Language Learners. Bilingual and Compensatory Education Resource Team,
Dearborn.
Hofmeister, A., & Lubke, M. (1999). Research into practice: Implementing effective teaching
strategies (3rd ed.). Logan, Utah: Utah State University.