Linguistics Essay Example | Topics and Well Written Essays - 1000 words - 2

Linguistics - Essay Example Wodak (1989) explores this opinion to reveal that language gains power in the hands of those who are powerful. According to the author it would be right to say that someone in power can even be represented by a specific language and fights about discrimination or status basically symbolize the fight for power. This study mainly purposes to explore some of the things that happen on the basis of linguistics which include politeness, gender-indexing, honorification, youth language and bilingualism more specifically amongst the Japanese community. Japan which happens to be one of the most industrialized nations on earth was ranked 105th out of 136 countries in terms of gender equality (The Bogen Project 2013). Under normal circumstances, most of us would think that a nation with the third largest economy as well as geographical power as Japan would have a positive gender index when it comes to equality. Surprisingly this is not the case amongst the Japanese. Statistics reveal that  "According to the Gender Gap Index, Japan has slid from 94th place in 2010 to 98th in 2011, to 101st in 2012† (The Bogen Project 2013). This indubitably depicts gender inequality with the affected gender being the feminine ender. Japanese women have been misrepresented both in the government as well as in the field of employment. Does this have anything to do with gendered language including politeness and honorification? Unlike most languages in the world, Japanese language has some language associated with men or boys and another section associated with women or girls.

Industrial Revolution in Britain Essay Example | Topics and Well Written Essays - 3000 words

Industrial Revolution in Britain - Essay Example England, having a profuse supply of laborers to mine coal and iron, meaning a good supply of industrial fuel, possessing colonies that serve as her sources of raw materials and as her markets, achieved a head start over its European equals in the phenomenon of Industrial Revolution. Most importantly, England's isolation kept her from wars bombarding other European countries, and allowed her to continue industrializing without disruption (Rempel). Industrial Revolution induced the widespread use of machineries for manufacturing. England went through the phenomenon beginning in18th Century. Soon, more things could be done quicker and labor costs became cheaper. The process changed England from an agrarian, handicraft economy into a machine-dominated manufacturing industry. This bought for England greater economic potentialities and urbanization. Urbanization as an effect of industrializing made England evidenced an increase in population, as well as the emergence of several new social classes (Rempel). An advent of factories in places where palpable resources of coal and other essential materials could be found was set up in the process of rapid industrializing and urbanizing. Concentration of work forces in these locations was then called for. Eventually, these areas were developed to great cities with established political centers. The problem was that these so called "factory" and "mining" towns became so crowded and swamped that no good living conditions were experienced. Sanitary provisions are found lacking, and diseases spread across these swamped areas. "The dreadful living conditions in these new towns can be attributed to lack of good bricks, absences of building codes, and the lack of machinery for public sanitation. Yet the more tenable cause was the fact that factory owners offered little regard to the laborers as they treat them as commodities and not as actually human beings with important needs" (Rempel). These towns then sprouted new categories of British social classes. Factory owners became the new bourgeoisie and the men, women and children became categorized as the new working class. The more alarming incident here was that women and child labor emerged prominently in this period. Yet, more and more people moved to these cities in search of the higher profits that was seem guaranteed in working for these industries. Unfortunately, the industry workers were not to become well-off despite having jobs. This is so because they play second fiddle to the sophisticated machines, and were often degraded to routine process laborers, working long hours yet receiving low compensations under quite inauspicious conditions (Rempel). Longer hours meant reduced leisure time even though their material consumption did not increased. It was apparent that the workers become concentrated on factories and mines, and less on agriculture, where half of the population was in a century earlier. Employment in agriculture as a percentage of the population declined rapidly. By 1850, only one in four British could be said to be working the land and as had been said, employment growth at this point in time took place mostly in traditional manufacturing service industries (Voth, 2003). Therefore, wage increases that would have been expected from

GROUNDING & BONDING Essay Example | Topics and Well Written Essays - 500 words

GROUNDING & BONDING - Essay Example It is done with the help of copper wire to establish connection between all parts. Bonding is concerned with the techniques and procedures necessary to achieve a mechanically resilient low impedance interconnection. Grounding is the process in which we connect the bonded equipment to the earth. It is a special form of bonding in which conductive equip ­ment is connected to an earthing electrode or to the building grounding system in order to prevent sparking between conductive equipment and grounded structures. Bonding and grounding do not rectify the source or cause of stray voltage instead it reduces the harmful effect of stray voltage to a level where it may no longer pose any threat or problem. In the absence of bonding the potential difference can cause damage to equipment when any two parts of sensitive equipment are connected to system which can acquire different potentials. Bonding and Grounding Principle Bonding and grounding are basically two separate concepts in which on e is the physical medium and the other one act as the method for creating that medium. It is a very effective technique for minimizing the likelihood of an ignition from static electricity.

Industrial Revolution in Britain Essay Example | Topics and Well Written Essays - 3000 words

Industrial Revolution in Britain - Essay Example England, having a profuse supply of laborers to mine coal and iron, meaning a good supply of industrial fuel, possessing colonies that serve as her sources of raw materials and as her markets, achieved a head start over its European equals in the phenomenon of Industrial Revolution. Most importantly, England's isolation kept her from wars bombarding other European countries, and allowed her to continue industrializing without disruption (Rempel). Industrial Revolution induced the widespread use of machineries for manufacturing. England went through the phenomenon beginning in18th Century. Soon, more things could be done quicker and labor costs became cheaper. The process changed England from an agrarian, handicraft economy into a machine-dominated manufacturing industry. This bought for England greater economic potentialities and urbanization. Urbanization as an effect of industrializing made England evidenced an increase in population, as well as the emergence of several new social classes (Rempel). An advent of factories in places where palpable resources of coal and other essential materials could be found was set up in the process of rapid industrializing and urbanizing. Concentration of work forces in these locations was then called for. Eventually, these areas were developed to great cities with established political centers. The problem was that these so called "factory" and "mining" towns became so crowded and swamped that no good living conditions were experienced. Sanitary provisions are found lacking, and diseases spread across these swamped areas. "The dreadful living conditions in these new towns can be attributed to lack of good bricks, absences of building codes, and the lack of machinery for public sanitation. Yet the more tenable cause was the fact that factory owners offered little regard to the laborers as they treat them as commodities and not as actually human beings with important needs" (Rempel). These towns then sprouted new categories of British social classes. Factory owners became the new bourgeoisie and the men, women and children became categorized as the new working class. The more alarming incident here was that women and child labor emerged prominently in this period. Yet, more and more people moved to these cities in search of the higher profits that was seem guaranteed in working for these industries. Unfortunately, the industry workers were not to become well-off despite having jobs. This is so because they play second fiddle to the sophisticated machines, and were often degraded to routine process laborers, working long hours yet receiving low compensations under quite inauspicious conditions (Rempel). Longer hours meant reduced leisure time even though their material consumption did not increased. It was apparent that the workers become concentrated on factories and mines, and less on agriculture, where half of the population was in a century earlier. Employment in agriculture as a percentage of the population declined rapidly. By 1850, only one in four British could be said to be working the land and as had been said, employment growth at this point in time took place mostly in traditional manufacturing service industries (Voth, 2003). Therefore, wage increases that would have been expected from

Informative Speech Essay Example | Topics and Well Written Essays - 500 words - 2

Informative Speech - Essay Example It is reported that during the time, over million people gathered at the Square in protest of the Hosni Mubarak’s government (Mohyeldin, 2011). Even though the uprising was generally a non-violent protest, there were numerous instances of violence and it is reported that around 800 have been and 6000 have been injured. Often there were clashes seen between the protestors and pro-Mubarak demonstrators. This revolution was termed as the victory of the youth who took part in great numbers in the protest. Finally, after 18 days on 11 February 2011 President Hosni Mubarak was ousted after 30 years in power (Parks, 2011). The revolution achieved what intended to achieve what baffles many is that such a revolution occurred in Egypt. Governments, academics, pundits accept that none had expected a revolution of such scale and magnitude in Egypt. This is best summed by the statement from Hillary Clinton, US Secretary of State, on the day protests began: â€Å"Our assessment is that the Egyptian government is stable and is looking for ways to respond to the legitimate needs and interests of the Egyptian people.† (Sowers, 2012). This is because Hosni Mubarak’s regime was a good example of durable authoritarianism and its rulers were smart authoritarians. Media was not controlled and relatively free; civic associations, parties and elections were allowed; the government smartly managed the country as compared to other autocratic rules in the region or anywhere else. But then they were ousted in 18 days (Sowers, 2012). There are 3 explanations that have been put forward to make sense of the situation. First is technology. Technology played a great role in the uprising. For the first time young people participated in the protest in great numbers employed new mediums made available by technology to keep the protest alive. Mediums like Twitter and Facebook were greatly utilized to gather crowds and spread the word about what

An Elephant Vanishes Essay Example for Free

An Elephant Vanishes Essay Explain the role of the kitchen in â€Å"Like Water For Chocolate† by Laura Esquivel and â€Å"The Elephant Vanishes† by Murakami. In Like Water for Chocolate by Laura Esquivel, food and the kitchen is a means of expressing a range of human emotions. Like Water for Chocolate opens with its most important central setting, the kitchen. Onion-induced weeping quite literally sweeps the protagonist, Tita, into the world, as she is born in the kitchen, crying, amidst of flood of her mothers tears. Her mother, Mama Elena, is unable to produce milk (due to shock at the recent death of her husband) and Mama Elena gives Tita almost immediately to the house cook, Nacha, who rears the child in the kitchen. Surrounded by the colours, smells, and routines of Nachas kitchen, Tita grows up understanding the world in terms of food. She enjoys her isolation in the domain of the kitchen. â€Å"Thanks to her unusual birth, Tita felt a deep love for the kitchen where she spent most of her life from the day she was born† page 10, paragraph two. The story of Titas entry into the world marks the first fantastical image of Like Water for Chocolate, initiating the reader into the novels magical realism and illustrating the intensity and improbability that characterise the events of the story. The image of Tita flowing into the world in a flood of tears prefigures the sadness and longing that will pervade her life. After Titas birth, the flood of tears dries to leave ten pounds of salt to be collected and used for cooking. The practical attitude with which the characters greet this surreal happening helps to establish the supernatural as an accepted part of the characters lives. â€Å"Nacha swept aside the residue the tears had left on the red stone floor, There was enough salt to fill a ten-pound-sack- it was used for cooking and lasted a long time† page 10, paragraph two. Outside the kitchen, Tita follows the demanding regime that Mama Elena sets for her daughters. Life is full of cooking, cleaning, sewing, and prayer. This routine is interrupted one day by Titas timid announcement that a suitor, Pedro Muzquiz, would like to pay her a visit. Mama Elena greets this announcement with indignation, invoking the De La Garza family tradition that the youngest daughter is to remain unmarried so that she can care for the matriarch in the matriarchs old age. Tita is dismayed by this rigid tradition. Outwardly, she submits to Mama Elenas wishes, but privately she questions the family tradition and maintains her feelings for Pedro. â€Å" you don’t have an opinion Tita and thats all I want to hear about it. For generations, not a single in my family has ever questioned this tradition and no daughter of mine is going to be the one to start† page 15, paragraph 3 This cold hearted appraoch to Titas yearning for marriage is what makes Tita retreat into the safe realm of the ktichen, I think the reason why magic realism was applied to food is because of how universal it is. Whereas music and art only apply to some of us, food is in all of our lives. Since magic realism is all about mixing the magic with what’s real, food is the ideal choice. We’ve all heard of metaphors exaggerating the taste of food, but Laura Esquivel’s descriptions of the effects of food are much more elaborate. It’s so descriptive that sometimes we doubt our ideals of what’s real by reading the effects of the recipes. By using food as the medium the author was able to smoothly meld together the magical and real aspects of each chapter. Her isolated childhood in the kitchen gives Tita an outlook on life different from that of her sisters, Gertrudis and Rosaura, and she comes to develop different ideals for herself as she matures. As a young woman, Tita rebels against the family tradition that confines her to a life without love. Her insistent questioning (even though she does not petition Mama Elena directly) of her lot in life can be identified as one of the feminist impulses in the novel. This refusal to accept an assigned and undesirable social role marks the beginning of Titas path to self-assertion and freedom. Her love for the kitchen and cooking is a rebelious action against her mother, her realm of the kitchen is the only thing that her mother can not control or do, the kitchen is what keeps her sane from the depressing sitution on the other side of the door. it wasn’t easy for a person whose knowledge of life was based on the kitchen to comprehend the outside world. That world was an endless expanse that began atthe door between the kitchen and the rest of the house, whereas everything on the kitchen side of that door, on through the door leading to the patio and the kitchen and herb gardens was completely hers-it was Tita’s realm. † This quotes proves my point above, the kitchen door acts as a safe guard to the oppressive realm of her mother’s. In an Elephant vanishes one of the major themes of the story is the idea of things being out of balance. This theme is introduced when the narrator tells the editor about the importance of unity in kitchen design, as he states, Even the most beautifully designed item dies if it is out of balance with its surroundings. The narrator later emphasizes the importance of balance between a creature and its environment when he talks about witnessing the change in the elephants size in relation to the keepers size. He states that the balance in size between the two has become more equal, because the elephant has shrunk or the keeper has gotten bigger, or both. Following the disappearance of the elephant and the keeper, the narrator again expresses the idea that things around me have lost their proper balance. He is no longer able to take action on his own behalf, as he is haunted by this sense that the urban world is out of balance, and he feels that a kind of natural balance has broken down inside him. The imbalance between Tita’s kitchen and outside the kitchen can relate to the elephant vanishes. Tita fells safe in the kitchen and at peace with the â€Å"old† kitchen keeps her in balance. Related to the theme of imbalance is the difference between appearances and reality. The narrator points out that the article covering the story of the elephants disappearance is strange, because the reporter tries so hard to maintain that the elephant escaped, when the facts indicate that the elephant had to have almost magically vanished. The characters in the story try to maintain an appearance of normality in the face of an event that defies logic, leading to pointless acts that do not address the nature of the situation. The discrepancy between reality and appearances also arises in the narrators job as he basically just goes through the motions, trying to maintain a professional, pragmatic approach although he does not personally believe that a kitchen has to have unity or any of the other maxims his company invokes to sell its products. The narrator finds that he cannot reconcile the differences between appearances and reality, and as he questions his own perceptions, he experiences a sense of disorientation and confusion. Throughout the story, Murakami subtly reveals how the vanishing of the old ways leaves people feeling disoriented and how the new ways of being create a sense of disconnection and unease. This can be said about Mama in â€Å" Like water for chocolate† as she is does not like the idea of Tita marrying . She is scared of modern society perhaps, and is insecure about her future. Mamas death The narrator, for example, performs his job as a public relations executive successfully by espousing the commercial viewpoint that things you cant sell dont count for much. Because in truth he does not necessarily believe this statement, saying it and operating from this pragmatic mode seem to confound the narrator, confusing him about his purpose in life. Like other Murakami characters, he is also a loner, a single person, living alone with no apparent ties to family or friends also this can be said to Mama Elena, she has distanced herself from her loved ones through the death of her grand c hild and of the cruelty committed to Tita . The narrator watches the elephant and the keeper and marvels at their closeness, their special bond. In the wake of the elephants disappearance, the narrator feels despondent, more isolated and alone than ever. As is Tita at the end of the novel after Pedro dies. â€Å" Now it would never again be possible to see that light, because she could no longer feel anything. She would but wander through the shadows for eternity, alone, all alone. †

Analysis of Computer Use in Developing Country Education

Analysis of Computer Use in Developing Country Education Abstract This study identified the extent to which Iranian secondary school principals used computers and explored the relationship between a numbers of variables related to ICT use. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviours, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impact on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study. Keywords: ICT, Secondary school principals, Computer use Introduction One developing country that is currently pursuing the technological track in education is Iran. Irans National philosophy of Education calls for developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, and emotionally balanced and harmonious. The catalyst for this massive transformation will be technology which will improve how the educational system achieves the National Philosophy of Education, while fostering the development of a work force prepared to meet the challenges of the next century. With respect to this vision, Ministry of Education provided ICT related workshops and courses for principals and teachers. The plan emphasized that they should acquire seven fundamental digital computing skills (Kousha Abdoli, 2004). Although several institutions have completed the training programmes of their staff, research studies have not been done on the efficiency of this plan, knowledge, skills, and attitude that principals and teachers acquire during these courses. In fact, national programmes in developing countries are not based on research. Hence, successes of these programmes are limited (Albirini, 2006a). In addition, the Ministry of Education in Iran has invested much more fund to facilitate integration of ICT in schools. In spite of this large expenditure of funds, the potential for ICT to alter how principals use computers for instructional and administrative purposes, how teachers teach and how children learn in Iranian schools has not been fully realized since many Iranian schools do not use ICT in their teaching and learning and administrative purposes (Jahangard, 2003). It displays that computer was provided with no supplementary measures to enable principals and teachers to develop positive attitudes toward ICT in education and to use them. Also, in exploring the literature about the implementation of ICT in schools, an area which is noticeably absent in research on ICT implementation and integration is the role of the school principals as technology leaders. Although, some research studies have demonstrated that ICT has a huge impact on the ways in which principals work (Yuen , Law Wong, 2003; Schiller, 2003), the ICT research literature has tended to overlook the role of the principal as technology leaders (Schiller, 2003; Michael, 1998; Riffel Levin, 1997). This gap in the research literature is rather strange because there is considerable literature relating to school effectiveness, school improvement and change which identifies the school principal as a key factor in bringing about successful change in schools (e.g. Hall Hord, 2001; Fullan, 2002). According to Schiller (2003), school leaders are key factors in implementation ICT in schools. They have a main responsibility for creating school change through use of ICT and facilitate complex decisions about integration of ICT into learning and teaching. Although the role of the principal in supporting technology integration is very important there are little Iranian researches on the role of the principal in the implementation of ICT. Also, little is known about the use of ICT by principals and factors that are related to their level of computer use. This article will report on these issues from an analysis of data gathered from secondary school principals in Tehran, Iran. Review of the literature Effective leadership is an important element in the success of schools seeking to implement change (Calabrese, 2002). Anderson and Dexter (2005) reported on the analysis of data from the 1998 Teaching, Learning, and Computing survey of more than 800 schools in the USA and concluded that although technology infrastructure is important, for educational technology to become an integral part of a school, technology leadership is even more necessary (p. 74). Without the support of school leaders the educational potential of information and communications technology may not be realized. They play various roles such as change agent, lifelong learner, main supporter, and resource provider in relation to ICT implementation in schools (Han, 2002). If principals want to lead effectively their school in technology integration, they should embrace technology and realize the role that technology can play in the teaching-learning process. In fact, it is difficult to imagine a leader who does not us e technology trying to convince teachers that it is important (Cafolla Knee, 1995, P.3). Therefore, principals need to understand the capacities of the new technologies, to have a personal proficiency in their use, and be able to promote a school culture which encourages exploration of new techniques in teaching, learning and management (Schiller, 2003). According to Albirini (2006a), access to computer resources has often been one of the most important barriers for the integration of technology in both developed and developing countries. Norris, Sullivan, Poirot and Soloway (2003) reported on the analysis of data from the snapshot survey of more than 4,000 K-12 schools in the USA and concluded that there was a significant and substantive correlation between level of access to computer and level of computer use. Also, Rogers (2003) stated that the perceived attributes of an innovation are one of the important factors in explaining the rate of adoption of an innovation. A large amount of the variance in the rate of adoption of innovations, from 49 to 87 percent, is explained by five attributes: relative advantage, compatibility, complexity, trialability, and observability (Rogers, 2003). The five attributes refer respectively to: (1) the degree to which an innovation is perceived as better than the idea it supersedes; (2) the extent t o which an innovation is perceived as consistent with the existing values, past experience, and needs of potential adopters; (3) the degree to which an innovation is perceived as relatively difficult to understand and use; (4) the extent to which the results of an innovation are visible to others; and (5) the degree to which an innovation is experimented with on a limited basis. Regarding the relationship between perceived innovation characteristics and computer technology adoption, Al-Gahtani (2003) conducted a quantitative research in Saudi Arabia and found that relative advantage, compatability and observability were positively related to the adoption of technology, whereas complexity was negatively correlated. Hence, innovations that are perceived by individuals as having greater relative advantage, compatability, observability, and less complexity will be adopted more rapidly than other innovations (Rogers, 2003). Principals attitudes toward ICT have been recognized as an important factor for the success of technology integration in education (Han, 2002; Mooij Smeets, 2001; Rogers, 2003). Attitude is defined as a positive or a negative feeling associated with performing a specific behaviour (Ajzen Fishbein, 2005). In fact, an individual will have a favorable attitude if he or she believes that the performance of the behaviour will lead to mostly positive results and vice-versa (Ajzen Fishbein, 2005). Ajzen and Fishbein (2005) indicated that attitudes consist of three elements: affect, cognition, and behaviour. The affective element refers to the individuals emotional feelings or liking of a person or an object. The cognitive element refers to the persons knowledge about a person or an object. The behavioural element refers to the persons overt behaviour towards a person or an object. A complete description of attitude requires that all three components be assess by obtaining measures of all the three response classes (Ajzen Fishbein, 2005). Han (2002) conducted a case study on pre-school leaders practices in the use of ICT and found that principals who have positive attitudes toward technology are very helpful and supportive in introducing these new technologies into the school. For example, they encourage their colleagues to have ICT training, equip the school with sufficient computers and ensure staff has access to relevant technology. Apart from that, Liaw (2002) stated that no matter how capable the technology is, the effective implementation of technology depends upon users positive attitudes towards the technology. According to Noraini Idris et al. (2007), individuals with positive attitudes will have positive feelings about people and situations; have a sense of purpose, excitement, and passion; approach problems in a creative manner; make the best out of every situation; realize that attitude is a choice; feel that they have control of their thoughts; and feel that they are making a contribution through their wo rk. Therefore, principals who have positive attitudes toward ICT feel more contented using it and regularly incorporate it into their tasks (Kersaint, Horton, Stohl Garofalo, 2003). According to Rogers (2003), innovation-decision process consists of five steps which are knowledge, persuasion, decision, implementation, and confirmation. These five steps usually follow each other in a time-ordered manner. Knowledge is the first stage of the successful adoption of computer technologies and it is essential for other steps in the innovation-decision process. If principals do not have enough competent in computer use, they cannot be expected to adopt computer technologies into their instructional and administrative tasks. Without the knowledge and skill of computer technology, principals might have a high level of uncertainty that influence their opinions and beliefs about the innovation (Rogers, 2003). In line with this idea, Felton (2006) stated that competence is a key to the use of computers by principals on a daily basis. In fact, competence in operating a computer and in utilizing software may improve the quality and efficiency of administrative performance in s chools. Improved quality could lead to improved decision-making. In order to achieve high levels of principals competence in ICT, there is a need to provide training, and perhaps unsurprisingly, there is a great deal of literature evidence to suggest that effective training is crucial if principals are to use ICT effectively in their work (Kirkwood, 2000). If training is inadequate or inappropriate, then principals will not be sufficiently prepared, and perhaps not sufficiently confident, to make full use of technology. Hence, lack of principals competence and lack of quality training for principals can be barriers to principals use of ICT. Many technology experts have indicated that the integration of ICT in education should occur in the light of the cultural conditions of the country and the prevailing school culture (Albirini, 2006b; Govender Govender, 2009). In fact, cultural barriers, either societal or organizational, are very important among the barriers to the adoption of technology. Societies and organizations can overcome most of the technical barriers through different means of support, but cultural barriers are harder to deal with. It is widely accepted that culture, within a society or an organization, shapes individuals perceptions of innovations. In the field of education, it has been noticed that principals reactions to technology innovations are mediated by their cultural perceptions (Felton, 2006). According to Rogers (2003), a cultural perception is a very general idea of social system norms. Also, it refers to the cultural suitability of computers (Thomas, 1987). Furthermore, Albirini (2006a) carrie d out a study examining the factors relating to the teachers attitudes toward ICT. He collected evidence from high school English teachers about their perceptions of computer attributes, cultural perceptions, computer competence, and computer access. The sample consisted of 63 male and 251 female teachers. The results showed that computer attributes, cultural perceptions, and computer competence are factors that explain the greatest amount of variance in computer attitudes. Also, he stated that cultural perceptions toward different computer-related technologies are key factors related to both the initial acceptance of these technologies as well as future behaviour regarding their usage. Similarly, Lee, Choi, Kim and Hong, (2007) conducted a study on the relationship between users cultural profiles and technology adoption in the context of the mobile Internet. Their findings of large-scale on-line surveys in Korea, Hong Kong, and Taiwan indicate that cultural factors have a significa nt influence on users adoption perceptions of mobile Internet services. So, they concluded that cultural differences are a contributing factor in the adoption of technology, particularly in third world countries. According to Flanagan and Jacobsen (2003), leadership plays a key role in the success of technology utilization in education. Thomas (2001) stated that there is a strong link between educational technology and school leadership. Leadership style is exhibited by the leader could help or hinder technology infusion (Flanagan Jacobsen, 2003; Thomas, 2001). One of the best styles of leadership that can change and transform individuals is transformational leadership (Northouse, 2001). Transformational leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality (Bass Riggio, 2006). In other words, transformational leadership is a process that both the manager and followers should change themselves (Northouse, 2001). Although the transformational leader plays an essential role in precipitating change, followers and leaders are inextricably bound together in the transformation process (N orthouse, 2001). This type of leadership is becoming more and more important to organizations, as workforces become more diverse, technology improves and international competition heightens. Transformational leadership is comprised of four distinct dimensions: charismatic leadership or idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass Riggio, 2006). Idealized influence (attributed) demonstrates attributes of principals that motivate respect and pride and display a sense of power and confidence; idealized influence (behaviour) refers to the principals behaviour to communicate values, purpose, and importance of mission; inspirational motivation refers to leaders that motivate and inspire others by challenging them to exert effort; Intellectual stimulation stimulates followers efforts to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways; and individualized consideration focuses on development and mentoring of followers and attends to individual needs(Bass Riggio, 2006). Beatty and Lee (1992, as cited in Thite, 2000) conducted several case studies of the implementation of CAD/CAM systems in numerous British and Canadian companies in an effort to investigate the linkage between leadership and technological change in organizations. Through semistructured interviews and using a critical incident approach to assessing leadership abilities, the researchers tracked managerial involvement throughout the implementation process. The outcome of their qualitative research suggests that a transformational approach to leadership is likely to be more effective in overcoming barriers to change than a transactional leadership approach that concentrates on technical problem solving to the neglect of people and organizational issues. According to Burns (2003), transactional leadership involves exchanging one thing for another. In fact, the effective transactional leaders are expert in giving and taking. This style is useful for stable situations but is less useful for organizations that are faced to environmental turbulence or rapid change (Kirkbride, 2006). Transactional leadership was measured by contingent reward and management-by-exception ­ (active and passive). Contingent reward leaders explain the expectations of followers and the compensation they will receive if they meet their performance expectations. Management-by-exception-active leaders attend to followers mistakes and failures to meet standards and management-by-exception-passive leaders react to correct action after problems become serious enough (Bass Riggio, 2006). Regarding the importance of transformational leadership as an influence on principals use of technology, Christopher (2003) conducted a study at the University of Virginia. A self-designed instrument was used in this study. Leadership items were taken from Bass and Avolios Multifactor Leadership Questionnaire Leader Form. Surveys were sent to a random sample of 397 principals throughout the Commonwealth of Virginia, and 185 principals participated in the survey. Her analysis indicated that the overall extent that principals used decision support technologies was significantly correlated with their perceptions of all four transformational leadership behaviors (individual influence, inspirational motivation, intellectual stimulation, and individual consideration). Also, she suggested that educational leadership programs should be provided to train principals to use technology as a management tool. If principals do not use technology on a consistent basis; the principal should not expec t the faculty to use technology regularly. Modeling the use of technology provides an affective method for exposing teachers to new strategies and demonstrating to the staff that it is acceptable to take risks and make mistakes, without the fear of retribution (Dawon Rakes, 2003) The study The purpose of this study was to identify the extent to which secondary school principals use computers in Tehran (a large province in Iran) and to explore factors related to level of computer use by principals. Selected factors used in this study were based on Rogers (2003) diffusion theory, Technology Acceptance Model, and previous researchs which include perceived computer attributes; computer competence; computer access; principals attitude toward computers; leadership style of principals; and cultural perceptions. Principals profiles (gender, age, and administrative experience, type of school, and academic degree, as well as information regarding background in computer training) were also included in order to ensure maximum possible control of extraneous variables by building them into the design of the study (Gay Airasian, 2000). More specifically, this study addresses the following questions: What is the level of computer use by secondary school principals? What are the principals attitudes toward computers? What are the principals perceptions of: Computer attributes? Their level of computer competence? Cultural relevance of computers to Iranian society and schools? Their level of access to computers? What is the leadership style (transformational and transactional leadership) of principals? What is the relationship between the level of computer use by secondary school principals and their perceptions of each of the above variables? What is the proportion of the variance in the level of computer use by secondary school principals that can be explained by the selected independent variables and the relative significance of each independent variable in explaining the dependent variable? Methodology This was a descriptive study of an exploratory nature. Creswell (2003) stated that exploratory studies are most advantageous when not much has been written about the topic or the population being studied (p. 30).The target population in this study was Iranian secondary school principals in the province of Tehran during the 2007-2008 school years. The list of principals was based on the secondary principals Directory. The Directory is maintained and updated on a quarterly basis by Tehran Department of Education. The total number of secondary school principals was 1312 in the Directory of the Department of Education in Tehran. Furthermore, a set of questionnaire was used to obtain the required data for this study. The questionnaire was divided into two parts. Part A measured the perceived level of computer use by principals. Factors that were related to it were measured in part B. Questionnaires were distributed to 320 sample principals selected randomly from the population. In this study, stratified sampling was used because Tehran is one of the biggest cities in Iran and consists of 19 educational areas. Also, the population to be sampled was not homogeneous but, in essence, consisted of several subpopulations (Wiersma, 1995). When sub-populations vary significantly, it is advantageous to sample each subpopulation (stratum) independently. Researcher used this stratified sampling method to have less variability in selection. Two indispensable characteristics of measurement that must be considered in establishing the appropriateness and usefulness of measurement instrument are reliability and validity. Although theses instruments were valid, face and content validity of these instruments were established again by a panel of expert. To ensure that Iranian secondary school principals had a complete comprehension of the instrument used in the study, the survey was translated from English into Persian using the double back translation method to ensure the accuracy of the Persian version. Furthermore, Cronbachs alpha was used to measure internal consistency and calculated via the SPSS 15 statistical package. Cronbach alpha is the most common form of internal consistency reliability coefficient. The Cronbachs alpha coefficients for these scales were: Computer Access Scale=0.867, Computer Attributes Scale =0.909, Attitude toward ICT Scale =0.92, Computer Competence Scale=0.97, Cultural Perceptions Scale=0.611, Transformational leadership style Scale=0.812, Transactional leadership style Scale=0.596 and Level of computer use Scale=0.917. To carry out this study, first, approval was obtained from the Ministry of Education and also contact was made with the research department of Tehrans Ministry of Education A meeting was arranged to discuss the proposed study. Furthermore, a letter of introduction and a questionnaire packet were delivered to the superintendent in the research department for review. Finally, approval was received from the superintendent and permitted the researcher to attend the principals meeting in each educational area of the Ministry of Education. A total of 350 pockets were distributed among all members of the sample in these sessions. In the packet, there were materials. These materials include a cover letter, the questionnaire, and a stamped, addressed return envelope was enclosed for some respondents convenience in returning the completed questionnaires. The completed questionnaires were collected at the end of these sessions. Principals who could not fill their questionnaires completely were given approximately three weeks from that date to return the questionnaires by mail. In all, 350 surveys were distributed, 320 were returned, resulting in a return rate of 91.4%. All of the returned surveys, a total of 320, were used in the analysis. In this study descriptive statistics were used to describe and summarize the properties of the mass of data collected from the respondents (Gay Airasian, 2000). Correlation analysis was used to determine the relationship between each of the independent variables and the level of computer use by secondary school principals in Tehran. Furthermore, multiple regression was used to measure the degree to which the independent variables would explain the proportion of variance in the dependent variables and to identify the relative significance of each independent variable in explaining the dependent variable. By convention, an a level of 0.05 was established a priori for determining statistical significance. Findings and Discussion The findings indicated that about 51.6% of the respondents were males and more than half of the respondents (50.3%) were within the 45-54 age range. About 44.7% of the respondents had 21 or more years of experience. More than half of the respondents (53.1%) worked in private schools, and approximately 60.3% of the respondents held bachelors degrees. Moreover, the majority of the participants (95.5%) reported that they had computer training, and 83.8% of them had more than 60 hours training. In terms of the type of training, more than half of the principals participating in the study (52.8%) reported that they received their training through in-service training. Computer Use by Principals The dependent variable, level of computer use, was quantified by the score of 39 items using a five-point Likert scale. Each item was rated by respondents from 1 (Never use) to 5 (use daily). This scale was developed by Felton (2006). According to this questionnaire, four domains of computer use such as Internet use, hardware and software use, instructional use, and administrative use were measured. Table 1 Distribution of Mean Scores on the Computer Use Scale According to Table 1, the principals perceptions of the level of computer use were moderate; with an overall mean score of 3.32 (SD= 0.76). Also, findings indicated that principals spent a few times a week working on their computers. It would seem that Iranian principals need effective and extensive trainings to raise their proficiency in computer use and integrate technology into their schools. Moreover, analysis of collected data on the computer use scale showed that among the subscales of the level of computer use, Internet use had the highest mean (M = 3.49). Also, findings showed that nearly all the respondents used the Internet at home and at school , and the most frequent use of Internet was for sending and receiving e-mail (46.9% 2 or 3 times a week). It would seem that e-mail was the most accepted application among principals who were surveyed. In fact, there may be several reasons for this—e-mail is efficient, widely available, and effective. Thus, it is not surprising that email was accepted and used far more by the sample population of this study. Principals can increase their professional knowledge in the form of knowing current research, new technologies, and best teaching practices through the use of the Internet. Findings of this study showed that most of the respondents used a web browser a few times a week to explore professional and educational resources. Three reasons may underline the obtained results. The first possible reason is that low telecommunication density and very low bandwidth during peak hours sometimes makes it impossible to download files or software. Furthermore, most of the principals have little Internet experience; it was not comfortable for them to spend time on uses other than e-mail or some sort of urgent browsing. Lastly lack of knowledge and skill for searching and downloading the valuable professional and educational resources also limit the use of the Interne. In fact, the Internet can be an avenue for researching information and data. It helps principals to find information regarding their pr ofession and educational subjects in order to develop processes for effective decision-making and problem solving which result in better accountability (Felton, 2006). Therefore, trainings should be provided for principals to learn all possible Internet resources with underlying techniques of strategic browsing to enhance their Internet literacy (Atkinson Kydd, 1997). As for the hardware and software use subscale, the main use for computers was in word processing, whereas construction of spreadsheets, databases and presentations (such as Powerpoint) was used never or a few times a month. Only 2.5 percent of principals stated that they read spreadsheets daily at work with 20.0 percent indicating use 2 or 3 times a week, while 56.9 percent indicated that they had read never or a few times a month a spreadsheet. These results are consistent with Schillers (2003) study. He found that the word processing was the most frequently utilized software among the principals and they used it to create documents and slides. Regarding the instructional use domain, the majority of participants indicated that they two or three times a week used computers for recording observation; monitoring student achievement for specific objectives and grades; creating master schedules; recording discipline referrals; writing up classroom observations; monitoring achievement test data; locating curriculum resources; developing or write curriculum; and creating graphs and charts. Plomp and Pelgrum (1992) stated that one way in which computers might work their way into the school is through administrative use and that this might lead to the use of computers in instruction. An examination of data showed that mean score of the administrative use subscale was lower than another subscales, and computer use for instructional purposes was generally ahead of administrative uses. Moreover, findings indicated that within the area of administrative uses, communicating with staff, and members of the wider school, initiating and sust aining collaborative activities with colleagues within and outside their school were the areas of greatest use, while financial matters, maintaining of administrative records about students, using a programme to analyze information for solving problems, using technology to support levels of professional collaboration, and using technology to participate new kinds of professional development were the areas of least use. Therefore, the early assumption that the introduction of computers into schools for administrative purposes would spread to their use for instructional purposes was not supported by the data. Principals Attitudes toward ICT in Education Attitude scale contained 23 items that asked respondents to describe their attitudes towards ICT. This scale was developed by Albirini in 2006a and comprised of three subscales: affective domain; cognitive domain, and behavioral domain. Respondents attitudes were measured on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicated positive attitudes towards ICT while lower scores indicated less positive attitudes. Table 2 Distribution of Mean Scores on the Attitude toward ICT Scale As Table 2 illustrates, principals attitudes towards ICT were positive, with an overall mean of 4.05 and a standard deviation of 0.44. Principals positive attitudes towards ICT exhibit their initiation into the innovation-decision process (Rogers, 2003). It seems that Iranian principals have already gone through the Knowledge and Persuasion stages (Rogers, 2003) and are probably proceeding to the Decision phase. As many theorists have indicated, attitudes can often foretell future behaviours (Ajzen Fishbein, 2005). Thus, it can be concluded that principals who have positive attitudes towards ICT in education, use computer in their administrative and instructional tasks once computers become more available to them. At this stage, principals exp