Digital Fortress Chapter 27 Free Essays

On the Crypto floor, the shadows were growing long and faint. Overhead, the automatic lighting gradually increased to compensate. Susan was still at her terminal silently awaiting news from her tracer. We will write a custom essay sample on Digital Fortress Chapter 27 or any similar topic only for you Order Now It was taking longer than expected. Her mind had been wandering-missing David and willing Greg Hale to go home. Although Hale hadn’t budged, thankfully he’d been silent, engrossed in whatever he was doing at his terminal. Susan couldn’t care less what Hale was doing, as long as he didn’t access the Run-Monitor. He obviously hadn’t-sixteen hours would have brought an audible yelp of disbelief. Susan was sipping her third cup of tea when it finally happened-her terminal beeped once. Her pulse quickened. A flashing envelope icon appeared on her monitor announcing the arrival of E-mail. Susan shot a quick glance toward Hale. He was absorbed in his work. She held her breath and double-clicked the envelope. â€Å"North Dakota,† she whispered to herself. â€Å"Let’s see who you are.† When the E-mail opened, it was a single line. Susan read it. And then she read it again. DINNER AT ALFREDO’S? 8 PM? Across the room, Hale muffled a chuckle. Susan checked the message header. FROM: [email protected] Susan felt a surge of anger but fought it off. She deleted the message. â€Å"Very mature, Greg.† â€Å"They make a great carpaccio.† Hale smiled. â€Å"What do you say? Afterward we could-â€Å" â€Å"Forget it.† â€Å"Snob.† Hale sighed and turned back to his terminal. That was strike eighty-nine with Susan Fletcher. The brilliant female cryptographer was a constant frustration to him. Hale had often fantasized about having sex with her-pinning her against TRANSLTR’s curved hull and taking her right there against the warm black tile. But Susan would have nothing to do with him. In Hale’s mind, what made things worse was that she was in love with some university teacher who slaved for hours on end for peanuts. It would be a pity for Susan to dilute her superior gene pool procreating with some geek-particularly when she could have Greg. We’d have perfect children, he thought. â€Å"What are you working on?† Hale asked, trying a different approach. Susan said nothing. â€Å"Some team player you are. Sure I can’t have a peek?† Hale stood and started moving around the circle of terminals toward her. Susan sensed that Hale’s curiosity had the potential to cause some serious problems today. She made a snap decision. â€Å"It’s a diagnostic,† she offered, falling back on the commander’s lie. Hale stopped in his tracks. â€Å"Diagnostic?† He sounded doubtful. â€Å"You’re spending Saturday running a diagnostic instead of playing with the prof?† â€Å"His name is David.† â€Å"Whatever.† Susan glared at him. â€Å"Haven’t you got anything better to do?† â€Å"Are you trying to get rid of me?† Hale pouted. â€Å"Actually, yes.† â€Å"Gee, Sue, I’m hurt.† Susan Fletcher’s eyes narrowed. She hated being called Sue. She had nothing against the nickname, but Hale was the only one who’d ever used it. â€Å"Why don’t I help you?† Hale offered. He was suddenly circling toward her again. â€Å"I’m great with diagnostics. Besides, I’m dying to see what diagnostic could make the mighty Susan Fletcher come to work on a Saturday.† Susan felt a surge of adrenaline. She glanced down at the tracer on her screen. She knew she couldn’t let Hale see it-he’d have too many questions. â€Å"I’ve got it covered, Greg,† she said. But Hale kept coming. As he circled toward her terminal, Susan knew she had to act fast. Hale was only a few yards away when she made her move. She stood to meet his towering frame, blocking his way. His cologne was overpowering. She looked him straight in the eye. â€Å"I said no.† Hale cocked his head, apparently intrigued by her odd display of secrecy. He playfully stepped closer. Greg Hale was not ready for what happened next. With unwavering cool, Susan pressed a single index finger against his rock-hard chest, stopping his forward motion. Hale halted and stepped back in shock. Apparently Susan Fletcher was serious; she had never touched him before, ever. It wasn’t quite what Hale had had in mind for their first contact, but it was a start. He gave her a long puzzled look and slowly returned to his terminal. As he sat back down, one thing became perfectly clear: The lovely Susan Fletcher was working on something important, and it sure as hell wasn’t any diagnostic. How to cite Digital Fortress Chapter 27, Essay examples

Cuban Missile Crisis Essay Example For Students

Cuban Missile Crisis Essay The Cuban Missile Crisis was a time when tensions were running high in all parts of the world. Many nations were frightened that nuclear war would put everyone in misery. While America was holding their breath as the possibility of nuclear world war grew greater and greater as the Soviet Union continued to supply Cuba with thermonuclear weapons (http://www.britannica.com/eb/article?eu=28554tocid=0). In 1960, as conflicts arose between Cuba and the United States. During this time Soviet Union leader Nikita Khrushchev secretly began to supply Cuba with missiles that could hit much of the eastern United States within a few minutes if launched from Cuba (Leckie 957). This missiles could easily destroy all of the USs national defense in under 17 Minutes. Khrushchev built 42 secret missile sites (Littell 492), and in 1962 the United States learned that the Soviet Union had begun missile shipments to Cuba by the U-2 spy planes that flew over the island. The photos showed two types of missil es: medium-range ballistic missiles (MRBM) able to travel about 1100 nautical miles (about 2000 km, or 1300 mi) and intermediate-range ballistic missiles (IRBM) able to reach targets at a distance of about 2200 nautical miles (about 4100 km, or 2500 mi) (http://www.britannica.com/eb/article?eu=28554tocid=0). Fear swept over the country and the American citizens supported their president in planning action. (Bender 330). President John F Kennedy warned the soviets the gravest issues would arise if they were to place nuclear weapons in Cuba. People all over the world feared this standoff would led to World War III and a nuclear disaster (Littell 493). After carefully considering the alternatives of an immediate U.S. invasion of Cuba (or air strikes of the missile sites), a blockade of the island, President John F. Kennedy decided to place a naval quarantine, or blockade, on Cuba to prevent further Soviet shipments of missiles. President John F Kennedy also stated that missile strike launched from Cuba would be considered as an act of war by the Soviet Union. He also made it clear that an attack on the US would result in a direct retaliation on the Soviet Union. During this time, soviet ships bound for Cuba altered this way and began their way back to the Soviet Union. On October 28, 1962 Khrushchev capitulated, informing Kennedy that work on the missile sites would be halted and that the missiles already in Cuba would be returned to the Soviet Union. In return, Kennedy committed the United States never to invade Cuba. Ke nnedy also secretly promised to withdraw the nuclear-armed missiles that the United States had stationed in Turkey in previous years. In the following weeks both superpowers began fulfilling their promises, and the crisis was over by late November. Cubas communist leader, Fidel Castro, was outraged by the Soviets retreat in the face of U.S. power but was powerless to act. The thaw led to the signing of the Limited Nuclear Test Ban Treaty in 1963 by Britain, the United States, and the USSR (Leckie 957). The treaty outlawed nuclear test explosions in the atmosphere or underwater, but allowed them underground. This also was the closest our world has ever gotten to a devastating nuclear war. For Americans, the Cuban Missile Crisis was one of uncertainty and fear, many of which thought that their lives were threatened. Most Americans supported their president in not being intimidated by the Soviets shipping nuclear missiles and standing up and defending the American people. Kennedys actions altered the history of the world by saving us from nuclear warfare.

5 Ways You Can Collaborate With Other Companies

Collaboration between companies on marketing initiativescan be hugely beneficial. Not only can it increase exposure for both companies, it can result in more leads and greater overall success compared to working on the same initiative alone. You may even get better content as a result because while your business might be one of the best in its field, it’s not the best in every field.Partnering with another company with complementary expertise can enrich the content and attract a wider engaged audience. Who To Collaborate With Choosing the right partner to collaborate with is the key to ensuring high-quality content is created from your joint efforts. Following these few guidelines will ensure that your companies complement each other. Partner with brands you respect: Look towards brands that are effective with their own marketing efforts; companies that market themselves effectively are more likely to also co-market effectively. Keep your values in mind: The values and goals of your company are what drives your marketing efforts. Ensure that the company you choose to work with is clear in its own identity in order to find synergies together. Do some research: Don’t shy away from diving into the content your potential partner is producing. Is their content engaging? Are their followers interacting with their content? If your potential co-collaborator engages their audience in the same way you would like to, it’s much more likely that a successful partnership will develop. Collaboration Inspiration and Examples Not sure what to collaborate on?These ideas can get you started: 2. Cross-promotions: There are countless ways you can collaborate with other businesses for a cross-promotion.You can mention each other on social media, create a joint advertisement for a newspaper, split a booth at a trade show or combine your email subscriber lists to send out a joint promotional mailing. 3. Discounts and special offers:Everybody loves a discount, so why not partner up with another company for a special offer?Include a discount for your partner company on your invoices, or offer free shipping when a customer places an order from both businesses. 4. Co-branding: Co-branding is a unique type of marketing partnership in which two brands combine their expertise to develop an even more attractive or valuable product.One example of a killer co-branding effort is the Doritos Locos Taco, the brainchild of Frito-Lay and Taco Bell. This insanely popular item set sales records at Taco Bell, selling over $1 billion of the product since its debut. 5. Run a contest together: This is one of the easiest and most fun collaborations you can do with other companies.The prizes can come from both businesses, reducing each company’s cost while simultaneously making the contest more attractive. Effective Collaborations Are A Win For All Involved Collaborating can help companies make the most of their content marketing efforts.Joining forces can help brands widen their audience, cut marketing costs and produce more compelling content.

The Pequot War - A History

The Pequot War - A History The Pequot War - Background: The 1630s were a period of great unrest along the Connecticut River as various Native American groups battled for political power and control of trade with the English and Dutch. Central to this was an ongoing struggle between the Pequots and the Mohegans. While the former typically sided with the Dutch, who occupied the Hudson Valley, the latter tended to ally with the English in Massachusetts Bay, Plymouth, and Connecticut. As the Pequots worked to expand their reach, they also came into conflict with the Wampanoag and Narragansetts. Tensions Escalate: As the Native American tribes fought internally, the English began to expand their reach in the area and founded settlements at Wethersfield (1634), Saybrook (1635), Windsor (1637), and Hartford (1637). In doing so, they came into conflict with the Pequots and their allies. These began in 1634 when a noted smuggler and slaver, John Stone, and seven of his crew were killed by the Western Niantic for attempting to kidnap several women and in retaliation for the Dutch killing of the Pequot chief Tatobem. Though Massachusetts Bay officials demanded those responsible be turned over, the Pequot chief Sassacus refused. Two years later, on July 20, 1836, trade John Oldham and his crew was attacked while visiting Block Island. In the skirmish, Oldham and several of his crew were killed and their ship looted by Narragansett-allied Native Americans. Though the Narragansetts typically sided with the English, the tribe on Block Island sought to discourage the English from trading with the Pequots. Oldhams death sparked outrage throughout the English colonies. Though Narragansett elders Canonchet and Miantonomo offered reparations for Oldhams death, Governor Henry Vane of Massachusetts Bay, ordered an expedition to Block Island. Fighting Begins: Assembling a force of around 90 men, Captain John Endecott sailed for Block Island. Landing on August 25, Endecott found that most of the islands population had fled or gone into hiding. Burning two villages, his troops carried off crops before re-embarking. Sailing west to Fort Saybrook, he next intended to capture the killers of John Stone. Picking up guides, he moved down the coast to a Pequot village. Meeting with its leaders, he soon concluded they were stalling and ordered his men to attack. Looting the village, they found that most of the inhabitants had departed. Sides Form: With the beginning of hostilities, Sassacus worked to mobilize the other tribes in the region. While the Western Niantic joined him, the Narragansett and Mohegan joined the English and the Eastern Niantic remained neutral. Moving to avenge Endecotts attack, the Pequot laid siege to Fort Saybrook through the fall and winter. In April 1637, a Pequot-allied force struck Wethersfield killing nine and kidnapping two girls. The following month, leaders of the Connecticut towns met in Hartford to begin planning a campaign against the Pequot. Fire at Mystic: At the meeting, a force of 90 militia under Captain John Mason assembled. This was soon augmented by 70 Mohegans led by Uncas. Moving down the river, Mason was reinforced by Captain John Underhill and 20 men at Saybrook. Clearing the Pequots from the area, the combined force sailed east and scouted Pequot Harbors fortified village (near present-day Groton) and Missituck (Mystic). Lacking sufficient forces to attack either, they continued east to Rhode Island and met with the Narragansett leadership. Actively joining the English cause, they provided reinforcements that enlarged the force to around 400 men. Having seen the English sail past, Sassacus wrongly concluded that they were retreating to Boston. As a result, he departed the area with the bulk of his forces to attack Hartford. Concluding the alliance with the Narragansetts, Masons combined force moved overland to strike from the rear. Not believing they could take Pequot Harbor, the army marched against Missituck. Arriving outside the village on May 26, Mason ordered it surrounded. Protected by a palisade, the village contained between 400 to 700 Pequots, many of them women and children. Believing his was conducting a holy war, Mason ordered the village set on fire and anyone trying to escape over the palisade shot. By the end of the fighting only seven Pequots remained to be taken prisoner. Though Sassacus retained the bulk of his warriors, the massive loss of life at Missituck crippled Pequot morale and demonstrated the vulnerability of his villages. Defeated, he sought sanctuary for his people on Long Island but was refused. As a result, Sassacus began leading his people west along the coast in the hope that they could settle near their Dutch allies. Final Actions: In June 1637, Captain Israel Stoughton landed at Pequot Harbor and found the village abandoned. Moving west in pursuit, he was joined by Mason at Fort Saybrook. Aided by Uncas Mohegans, the English force caught up to Sassacus near the Mattabesic village of Sasqua (near present-day Fairfield, CT). Negotiations ensued on July 13 and resulted in the peaceful capture of the Pequot women, children, and elderly. Having taken refuge in a swamp, Sassacus elected to fight with around 100 of his men. In the resulting Great Swamp Fight, the English and Mohegans killed around 20 though Sassacus escaped. Aftermath of the Pequot War: Seeking aid from the Mohawks, Sassacus and his remaining warriors were immediately killed upon arriving. Desiring to bolster goodwill with the English, the Mohawks sent Sassacus scalp to Hartford as an offering of peace and friendship. With the elimination of the Pequots, the English, Narragansetts, and Mohegans met at Hartford in September 1638 to distribute the captured lands and prisoners. The resulting Treaty of Hartford, signed on September 21, 1638, ended the conflict and resolved its issues. The English victory in the Pequot War effectively removed Native American opposition to the further settlement of Connecticut. Scared by the European total war approach to military conflicts, no Native American tribes sought to challenge English expansion until the outbreak of King Philips War in 1675. The conflict also laid the foundation for the perception of future conflicts with the Native Americans as battles between civilization/light and savagery/darkness. This historical myth, which persisted for centuries, first found its full expression in the years after the Pequot War. Selected Sources Society of Colonial Wars: The Pequot War Mystic Voices: The Story of the Pequot War

Marketing Planning and Strategy (Global Exchange Rate Effects)1 Assignment

Marketing Planning and Strategy (Global Exchange Rate Effects)1 - Assignment Example For exporting companies the most favorable conditions are when a national currency is week. Gali and Monacelli (2005) demonstrate the case which implies that in countries with weak currencies, what seems good for the exporters, the exchange rates fluctuations are usually high, what decreases the favorability of the situation. Currencies often have inflations at those times, and it implies additional difficulties, as to prognosing that inflation, planning pricing policy, and making urgent decisions when situation changes abruptly. In the example by Taylor (2009) the financial crisis in August of 2007-2008, which touched the whole world, especially South America and Asia – important strategic US trading partners, the exchange rate sharp changes caused the change in the structure of trading in general. For example, the exporting companies in countries with weakened currency have got the

Movie crash Essay Example | Topics and Well Written Essays - 1000 words

Movie crash - Essay Example Racist families inculcate racial believes in their children too and thus throughout their growing period they are trained to become racist however this believe is rejected in the Movie crash where Dillon who was extremely close to his father, whereas his father was not racist at all. Dillon became racist due to the negative experiences he had with his father along with him being a member of LAPD which actually gave birth to his negativity against blacks. There is another scene in the movie depicting the general behavior of US people where a Persian family went to purchase a gun, and the person selling the gun made some racist comments and also spoke about the twin towers and 9/11 incident blaming the Middle Eastern people for that and calling all of them racist. Generally people use such events like 9/11 in order to show their own personal anger and frustration towards different ethnic groups. Sandra Bullock’s character also spoke about the relationship which is shared between the white and black people, where she says that generally if women see black men coming, they will change their way and be called racist however when Sandra did not do that she was caught up with a gun in his head. It is the general concept which is in the heads of US people where all the black men are suppose to be criminals, drug dealers and also thugs. This stereotyping has affected many innocent African Americans as well. Another important black character in the movie was of Ludacris who use to steal cars from white people. Movie also reveals that the stereotyping is not restricted to skin tones only , it is also an integral part of the social class of the people of the US. Cameron is another black character who achieved a lot of success and he was a hardworking man however he was also badly treated by his wife and also his white producer. Cameron was earning a lot of money but for that he was suppose to live a life like a black man but still he always remembered this in

Effective Leadership Styles of School Principles

Effective Leadership Styles of School Principles In order to be effective, schools require skilled leaders. The role of the principal is the key to a schools ability to meet the needs of the teacher it serves. However, the impact and the influence a principal has on teacher commitment is not a simple relationship. Principals in todays schools require the person in the position to carry out a countless number of functions as well act in a variety of different roles. As DeLucca, et al. (1997) found, the literature on educational leadership clearly emphasizes that the principal is a highly complex and demanding role (p. 105). Fullan (1991) described the changing role of the principals over the past two decades as becoming dramatically more complex (p. 144). The study of transformational leadership in the context of principals school leadership is relatively new. Building upon the work of Burns (1978), Bass (1985), and Bass and Avolio (1994), Leithwood (1994) developed a transformational model of school leadership. Leithwood states that transformational leadership skills are necessary skills for principals if they are to meet the challenges of the 21st century. Recent studies completed by various scholars in the field have indicated that administrators who demonstrate a transformational leadership style have teaching staff with increased job satisfaction, a greater sense of teaching efficacy, demonstrate higher levels of organizational commitment, and have less staff turnover (Griffith, 2004; Yu, et al., 2002; Ross Gray, 2006). However, strategic leadership is the main role of the principal while pedagogical leadership is the responsibility of the teachers (Crowther et al., 2000 and, 2002; Smylie-Hart, 1999). Their relationships have been described by Crowther et al. (2000) as parallel leadership. Teacher leaders and administrator leaders work in parallel and develop new roles and relationships within the school. Strategic leadership theory suggested that strategic leaders are individuals who have the ability to think strategically by envisioning, anticipating, innovating, maintaining flexibility, and mobilizing others to adopt changes which provide the organization with a competitive advantage (Elenkov, et al, 2005; Ireland Hitt, 2005). Strategic leaders enable organizational staff to exploit diverse opportunities to adapt and respond to environmental uncertainty. According to Ireland and Hitt, strategic leadership theory advocates that, companies are a reflection of their top managers, and, in particular , of the chief executive officers (p. 65). Hence, Davies (2004) had identified nine factors associated with the strategic leadership styles of school heads. In his terms, Davies classified these nine factors into two parts: firstly, the ability of a school head to undertake organizational activity (strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction), and secondly, his or her individual characteristics (restless, absorptive, adaptive, wise). Teacher commitment is crucial to effective schools, teacher satisfaction and retention. There has been increasing interest among scholars in the concept of commitment and the study of the commitment of several professionals such as students (Staw, 1976; Meyer Allen, 1987). Educational researchers have focused on commitment to the organization in this case, teachers (Firestone, 1990; Tyree, 1996; Nais, 1981). They call this phenomenon teacher commitment, denoting commitment to the school (Ryes, 1989). Commitment is part of a teachers affective or emotional reaction to their experience in a school setting (Ebmeire Nicklaus, 1999). According to the related literature, in these circumstances employees can develop affective commitment: in a more decentralized organizational structure (Robbins, 1997), in an organizational structure having an open and honest communication network (Zangaro, 2001), in an organizational culture encouraging participation (Parnell Crandall, 2003), when they h ave the opportunity to participate in decision-making (Somech Bogler, 2002), especially in strategically important decisions (Lines, 2004; Celep, 2000), and when they are affected by the outcomes of these decisions (Torka, 2004), when they have the opportunity to participate in the strategic planning process (Oswald et al., 1994), when they are provided with autonomy (Firestone Pennell, 1993), when they have the opportunity to acquire knowledge and other resources in the organization (McDermott et al., 1996), when strategic objectives (Enriquez et al., 2001), expectations (OCreevy et al., 1997) and the vision (Oswald et al., 1994) of the organization are communicated to them, when they are treated fairly and justly (Martin Bennett, 1996; Naumann et al., 1998), when they have adequate payment (Abdulla Shaw, 1999), when there is a congruence of ethical values between employee and organization (and/or manager or supervisor) (Schwepker, 1999; Peterson, 2003; Janssen, 2004), when the y have a supportive, facilitative and hearty leader (Kidd Smewing, 2001; Hui et al., 2004) and when they find their leader (or supervisor) trustworthy (Perry, 2004). STATEMENT OF PROBLEM Many researchers have pointed out that in order to be effective in the current context of school improvement, principals need to conform to the role as transformational leaders who have the potential for building high levels of commitment to the complex and uncertain nature of the restructuring agenda (Caldwell, 1992;, Hallinger, 1992;, Leithwood Jantzi, 1997;, Murphy Hallinger, 1992). There are differences in what these roles might include, that is, what the dimensions of principal leadership style are. Building the dimensional measure of principal leadership style, thus, motivated the researcher to conduct this study in the hope that it will contribute to our understanding of the principals transformational leadership style which is considered a foundation of school effectiveness. Another important issue that has not been adequately examined by previous research is the underlying model of the strategic leadership styles of principals. Waldman and Javidan (2002) indicated that little research exists on strategic leadership and its influence on organizational performance. The general problem is that contextual factors influence leadership behaviors across all levels of the organization, thus constraining leaders to adopt behaviors driven by external and internal demands. (Antonakis House, 2002;, Carroll, 2002;, Waldman, et al, 2001;, Waldman Javidan, 2002). It has been widely recognized that many discouraged school behaviours are, to an important extent, due to the low commitment of teachers. Teachers who experience this deficiency would engage in a variety of work behaviours that only reinforce their task failure (Rosenholtz, 1989). In an effort to overcome this, teacher commitment becomes necessary. Leithwood et al. (1994) suggest that committed teachers are less likely to leave the organization and have a desire to improve practices in an effort to realize the schools mission. Therefore, teacher commitment should be examined because it leads to greater job effort and involvement. (Porter, et al, 1974;, Rosenholtz, 1989). Since there is no specific style that is best for all situations, developing skills in selection of appropriate transformational and strategic leadership styles need to be emphasized because if these skills are poor, the consequence can be quite negative. Ubben and Hughes (1992) postulate that effective leadership depends on understanding the condition of a problem situation and assessing correctly how much participation is required to be successful and the form that this participation should take. An incorrect response to the demand of a situation may have a negative impact on-teachers personal satisfaction and may consequently affect their enthusiasm and commitment. Many times staff or teachers are dissatisfied with principals, not because of the nature of their decision, but because of the leadership style used (Leadership Management Development Center, 1997). Moreover, the Ministry of Education in Thailand enforces school principals to obtain quality assurance certification once every five years, where the schools need to ensure the system is developed in accordance with the standards, criteria, principles and guidelines as stipulated in the educational Act. In recent years, the average points obtained in the national test shows that, Islamic private schools in three provinces of southern Thailand ranked bottom compared to other schools in national ranking as far as academic achievement is concerned. (Secretary Board of Educational Office, 2007). In addition, Sermsak and his colleagues (2004) noted, the Islamic private secondary school principals lack of skills especially in educational management. As a member of an educational organization, the researcher considers that it is important to conduct this study. In this study, the researcher focuses on the principals in Islamic private secondary schools in southern Thailand. As mentioned abo ve, principals are educational leaders and teachers are practical instruments in achieving the schools goals. Conducting a study to identify which is the most effective principal leadership style (transformational leadership or strategic leadership) and its effect on teacher commitment is believed to be a worthwhile study. THEORETICAL FRAMEWORK The theory that this study has tried to build was based on the foundations of several existing theories in the literature. Firstly, the study reviewed various dimensions of leadership styles from previous studies by Barnett et al. (2001), Chui et al. (1996), Janzi and Leithwood, (1996), and Leithwood et al. (1996) considering-the present school context in southern Thailand. Five relevant dimensions of leadership styles are specifically proposed to be used in this study (Liethwood, 1996). The five dimensions of transformational leadership styles are visionary leadership, individual orientation, structural leadership, empowering leadership and role modelling Secondly, the study reviewed the strategic leadership styles (Davies, 2004; Davies Davies, 2004). There are nine categories of strategic leadership characteristics. In his terms, Davies classified these nine factors into two categories; individual characteristics (restlessness, absorption, adaptiveness/adaptibility and wisdom) and organizational capability (strategic competence, strategic orientation, strategic translation, strategic alignment and strategic interaction. Thirdly, the study reviewed a theory from perspective of the affective approach on commitment. Commitment is defined as the relative strength of a persons identification with and involvement in an organization (Mowday et al., 1982). According to Buchanan (1974), commitment is a partisan or affective attachment to the aims and values of an organization, to ones role in relation with these aims and values and to an organization for its own sake, Further, according to the cost-benefit approach, commitment is a result of the perception of benefit associated with staying in and the perception of cost associated with leaving from an organization (Kanter, 1968). From the normative approach, commitment is the aggregate internalized normative pressures to conduct in a manner which meets organizational objectives and interests (Wiener, 1982). It extensively examines the influences of transformational leadership and strategic leadership on teacher identification, involvement, and loyalty to the commitment (Abdulhakam, 2005). The three factors of teacher commitment are identification, involvement and loyalty. RESEARCH OBJECTIVES Based on the statement of research problem and the theoretical model as seen in Figure 1, the objectives of the study are as follows: To examine the factors underlying the transformational leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the strategic leadership styles of school principals in Islamic private secondary schools in Southern Thailand. To examine the factors underlying the teacher commitment of school teachers in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals in Islamic private secondary schools in Southern Thailand. To examine the effect of transformational leadership of school principals on teacher commitment through strategic leadership style in Islamic private secondary schools in Southern Thailand. To examine the effect of strategic leadership style of school principals on teacher commitment through transformational leadership style in Islamic private secondary schools in Southern Thailand. RESEARCH HYPOTHESES As stated earlier, the objectives of the study are to examine the factors underlying the transformational leadership and strategic leadership styles on teacher-commitment and to examine which leadership style which is dominant among the Islamic private secondary school principals. Thus, the hypotheses of the study are as follows: H1: Transformational leadership styles of school principals are represented by visionary, individual orientation, structural leadership, empowering leadership, and role modelling. H2: Strategic leadership styles of school principals are represented by restlessness, absorption, adaptiveness/adaptability, wisdom, strategic competence, strategic orientation, strategic translation, and strategic alignment. H3: Teacher commitment factors are represented by identification, involvement, and  loyalty. H4: The transformational leadership style of school principals directly and significantly affects teacher commitment. H5: The strategic leadership style of school principals directly and significantly affects teacher commitment. H6: The transformational leadership style of school principals positively and significantly affects teacher commitment through strategic leadership style. H7: The strategic leadership style of school principals positively and significantly affects teacher commitment through transformational leadership style. RESEARCH DESIGN This research adopted a quantitative approach as described by Creswell (2003), by emphasizing the utilization of quantitative surveys to determine if the effects existed between the variables, strategic leadership and transformational leadership styles, and teacher commitment as perceived by Islamic private secondary school teachers in three provinces in Southern Thailand. Structural Equation Modeling (SEM) is used to determine to what extent the model of hypothesized effects is supported, and how well a hypothesized conceptual model fits the associated data. The Structural Equation Modeling (SEM) is preferred because many previous studies supported the employment of SEM in this kind of research (see e.g. Clegg et al. 1997, Neilson 1997). SEM is also selected because of its ability to define and test a comprehensive System Contingency Approach (Hiltz, 1994) type of theoretical models. For instance Chin (1998, vii) has mentioned that, when applied correctly, SEM-based procedures have substantial advantages over first-generation techniques such as principal component analysis, factors analysis, discriminant analysis, or multiple regression because of the greater flexibility that researcher has for the interplay between theory and data. Compared to these first generation techniques often used in these types of analysis, some of the advantages of the SEM include the ability to: (1) estimate the direct, indirect, and total effects of variables; (2) define and investigate relationships among latent constructs; (3) estimate the variance accounte d for in each latent construct by other variables in the model; and (4) estimate error terms associated with each observed and latent variable (Heck and Wolcott 1997; Li, Harmer Duncan, Acock and Boles 1998). Research methods of the study consist of two steps; firstly, a hypothesized model will be developed by reviewing related literatures. The model will be assessed by educational experts. Secondly, the developed learning process reform model will be validated using the SEM to analyze the data collected from the Islamic private secondary school teachers in three provinces in Southern Thailand (Narathiwat, Yala, and Pattani,) Instrumentation In addition, at the end of the questionnaire there is an open space, where respondents have the opportunity to write about their experiences on commitment or comment on the questionnaire or the study in general. The Thai language questionnaire is filled out anonymously and it took about 20 minutes to complete. Validity and Reliability Content validity The validity of the measurement-items will be assessed in order to determine if a measure adequately reflects the real meaning of the construct under consideration. Two types of validity checks were performed in the initial stages of scale development: (1) Content Validity and (2) Construct Validity (Hair et al., 2006). Construct validity Construct validity or factorial validity, describes the logic of items which comprise measures of social concepts; this refers to the extent to which the empirical definition of the construct corresponds to the conceptual definition of the construct (Hair et al., 2006). Two types of validity were used to assess Construct Validity: (i) Convergent Validity and (ii) Discriminant Validity. Reliability The Cronbachs Alpha value is used to assess the reliability parameters. It provides a summary of the intercorrelations that exist among the set of items. Any suspect measurement-items will be removed. For this research study, the expected Cronbachs Alpha value is above than 0.7 as suggested by Hair et al. (2006), implying a statistically acceptable internal consistency reliability. Population and Sample The population in this study is Islamic private secondary school teachers in three provinces in Southern Thailand who teach in the school that are generally based on the Western Educational model. A simple random sampling is used to select the participants. The expected margin of error (accuracy) should  ± 4 % and confidence interval of 95% (Ferguson, 1981; Vockell Asher, 1995). All survey instrument will mailed to and administered by the Principal and Manager for administration for the respective schools. All completed survey instruments will return to researcher using enclosed envelopes. Data analysis method and Statistical technique This study will employed Structural Equation Modeling (SEM) techniques to determine the extent to which the model of the hypothesized effects is supported. All the statistical procedures are performed using SPSS 11.5 and AMOS 16.0. SEM evaluates how well a hypothesized conceptual model fits the associated data. Sometimes SEM is called a latent variable causal modeling because it is used to test causal models and theories, and because it involves the measurement of latent variables. The SEM is usually viewed as a confirmatory rather than as an exploratory procedure. It can also be seen as a family of statistical techniques which incorporates and integrates path analysis and factor analysis. The model consists of two parts, the measurement model and the structural model. The measurement model specifies how latent variables or hypothetical constructs depend upon or are indicated by the observed variables. It describes the measurement properties (reliabilities and validities) of the observed variables. The structural model instead specifies the causal relationships among the latent variables. By causal what is meant is the assumption that, everything else being constant, a change in the variable at the tail of the arrow will result in a change in the variable at the head of the arrow (Loehlin,1987, p.4). SIGNIFICANCE OF THE STUDY Result of this study are pictured to provide empirical data on factors of effective leadership styles among Islamic private secondary school principals in Southern Thailand that have not been fully studied. Therefore, this study will fill this research need. Thus, the results of this study are expected to help in the understanding of teachers and principals which is in accordance with effective leadership styles. The findings are extremely important to understand or determine the effect or failure of factors affecting the implementation of principal leadership styles both in terms of on transformational leadership and strategic leadership styles as perceived by the teachers. Such information can help to improve the strategy in order to accomplish school success. Finally, this study will aid teacher educators, administrators, professional development coordinators, and government officials to adequately prepare, train, and support principals so they may become effective Islamic principals in line with the current educational reform endeavour as intended by the Ministry of Education in Thailand. These considerations make this study worthwhile. DEFINITION OF TERMS Principal Leadership Behaviour The behaviour on the part of principals that transforms change in their followers through visionary leadership, individual orientation, structural leadership, empowering leadership, and role modelling. Strategic Leadership It is defined as educational executives who adopt a new way of thinking and acting. More than ever before, strategic educational leadership depends upon a restlessness, absorption, adaption, wisdom, strategic competence, strategic orientation, strategic translation, strategic alignment, and strategic interaction Teacher commitment It is defined as the relative strength of teachers identification with, involvement with, and loyalty in a school organization. In this study, teacher commitment is measured primarily by the Organizational Commitment Questionnaire (OCQ) developed by Mowday and his colleagues (1979) and also by selected items from other scale developers (e.g., Allen Meyer, 1990; Buchanan, 1974; Blau, 1985; Cook Wall, 1980). Islamic Private School (IPS) The schools, which are established by private individuals, offering both religion and secular subjects are fully subsidized or partly subsidized, or not subsidized at all. Those schools that are not subsidized enjoy a certain degree of freedom in educational operation and organizing educational activities (e.g. manpower, finance, and material resources). The present study deals with the first category of schools (fully subsidized) whose educational activities are under the governments supervision.