Essay the Matrix Essay

Plato believed that the world as we see it, is not real but a more illusion, a copy of the real world to be more precise. Take for example if you look at rose or at a woman and you think they are both beautiful, that’s manifesting herself in those object, so the idea in this case pure beauty. So according to plato we are not really living in the real world, when we look at a rose or at a woman we are only seeing at a copy of real beauty. So when plato wrote about the cave, he said that man is chained in such a manner that they face only the shadows of anything that is passing by outside the cave. Because the man has only seen these shadows, he will take it as the real things. So if the man sees the shadow of a tree, because that’s the only thing he has seen he will think it’s a real tree. The only way to become unchained Plato thought, was to begin to see the real nature of things through the mind’s eye. But Plato belived that no one could be taught, they had to see reality for themselves, at most they could only be directed by people who had already been there. Plato continues that when someone sees the real world for the first time, it will be to bright for the person and will be confused, but only after spending some time his mind like the eyes will adjust to the light. In the movie this is more or less what happens to Neo, he is trapped in an illusion, he thinks it’s real because that’s the only thing he has seen. He cannot be told what the matrix is he has to see it for himself, when he first sees it he cannot believe it, but eventually accepts it, and so forth. Both Plato’s Cave and the Matrix play with the question are we awake? Both contend that humanity is asleep. Both Plato and the Matrix contend that given everyday world is illusionary. Plato because for him the real world are the form beyond the senses and everyday experience are just shadows on the cave wall. The Matrix presents an substratum a real world open rationing underground. And The prisoner who lives the cave, comes into the sun and their eyes are blinded by the light. The same can be seen when neo first came out of the matrix and said my eyes. I can’t see. Another of the similitaries is that in the Cave is some Light, the fire which cast the shadows of the puppets on the walls. This Light can be seen as an small aspect of the sun, small aspect of the Truth. It can be said, that there is Truth beyond the illusion, as its source is the Light. The same in the Matrix, the source of the Matrix is in the real world, only difference is that people are the Light of the matrix since they created it. And was told that’s because you have never used them before. Another similitaries is that in the Cave the prisoners never used their eyes truly, they were always in the darkness where they could not see behind themselves to see what was the source of the shadows, in fact their eyes were only adjusted/conditioned to the dimness of the Cave to the degree that when one of the prisoners left the cave and saw the outside their eyes were blinded, having never seen it before, or in the matrix having never used their eyes before. The other diference are that Matrix is more political than mystical as in Plato vision. The philosophical view of the nature of reality as seen in the matrix and the allegory of the cave are the Artificial Intelligence machines are the puppeteers, tricking the humans into believing the Matrix is actual reality. The humans that are imprisoned in the Matrix are like the prisoners in the cave. Neo is the prisoner that is freed from the cave into the true reality of the world. The Matrix is the cave, the real world is existence outside the cave. If i compare these views Descartes poses the question of how he can know with certainty that the world he experiences is not an illusion being forced upon him by an evil demon. He reasons since he believes in what he sees and feels while dreaming, he cannot trust his senses to tell him that he is not still dreaming. His senses cannot provide him with proof that the world even exists. Descartes’ evil demon is vividly realized in the Matrix films as the artificial intelligence that forces a virtual reality on humans. Just as Descartes realized that the sensations in his dreams were vivid enough to convince him the dreams were real, the humans who are plugged into the Matrix have no idea that their sensations are false, created artificially instead of arising from actual experiences. Until Neo is yanked from the Matrix, he, too, has no idea that his life is a virtual reality. Like Descartes, Neo eventually knows to take nothing at face value, and to question the existence of even those things, such as chairs, that seem most real. I think that the scenario that is shown in The matrix Could’t happen. because there cant be transported from one world to another through the phone, and cant be alive in two equal bodies in two places are just illucions that in real life can not pass never.

British decolonisation in Africa Essay

Within the context of 1880-1980, to what extent did British actions accelerate British decolonisation in Africa? In the later years of the 19th century the scramble for the African continent by Western imperialist powers was reaching its climax. It appeared that the â€Å"dark continent† was to be no longer â€Å"dark†, but to be the product of Western colonial expansion with several European countries dividing up the land. No where was this more apparent than with Britain whose Empire was at its height at the turn of the century. Egypt, for instance, was a colony for 40 years (1882-1922) with its pinnacle at the turn of the century; however the decolonisation of the country as early as this is an anomaly in itself as only South Africa had previously been granted independence by the British, albeit as a self-governing dominion. In a bizarre turn of events which historians still debate today, the Empire crumbled and by the 1970s only two African states remained British colonies: Rhodesia and South West Africa. The Empire had taken the best part of a century to amalgamate, yet was mostly swept away in just over a decade. Many reasons have been proposed for the vast acceleration of decolonisation including economic difficulties at the metropole (Cain and Hopkins)1 and the rise of local nationalist movements (Hodgkin)2. More recently the actions of the British have been cited as a possible factor for the acceleration of decolonisation in Africa, marking a change in the historiography of the period. Turner3 and Lapping4 are promoters of this theory, which is gaining credence in the academic world. The 1945 election of the Labour party is a watershed in decolonisation acceleration. WW2 had recently ended which marked a shift in British culture and society, including a changed attitude to Empire. Interestingly, whilst many of the new Cabinet were anti-imperialists, the new government did not have a direct plan to fully decolonise. It was more a case of the Empire having to take a â€Å"backseat† to far more pressing matters: imperialism, in effect, slipped through the cracks of government. The party was elected on the mandate of and closely focused upon British welfare; the African colonies were working and therefore the government’s attention was deviated, however it was one of the actions directed at the metropole which accelerated independence for many colonies. The introduction of the Welfare State in 1948 led many Britons to consider the priority and indeed the importance of the Empire when compared to home-grown issues. WW2 brought increased globalisation and it is possible that through this many British citizens saw their needs ahead of the colonies: an archaic and out-of-date segment of British foreign policy. If the colonies had representation in the British Parliament and were a province of, rather than simply a colony of Great Britain, this attitude may have been different: French Algeria, for instance, was certainly more respected at the metropole then any of Britain’s African colonies. There is a debate however, as to whether the British public had undergone a liberal revolution or were simply acting with self-interest. White has theorised that the latter is true, citing that the reason as to why â€Å"the colonies were ditched was to release resources for domestic welfare spending†5. Moreover, the fact National Service was revoked in 1960 reduced Britain’s ability to defend its colonies against uprising nationalist movements: conscription was ended through self-interest, as the majority of British youths didn’t want to have to fight in the far off terrains of Sub-Saharan Africa. This further implies that the average British citizen was becoming disinterested by the Empire or, at the very least, impartial to its future. I will cover nationalism in greater depth below, but with such a lack of metropole interest, the Empire could not be expected to last long. The British action of electing a Labour government effectively, in an indirect form, acc elerated decolonisation for many of the African colonies. WW1 expanded the Empire both geographically and as a world power, with Britain gaining several new mandates from the Ottoman Empire. The geographical expansion of the Empire post-WW1 and the reluctance of the metropole to grant these new mandates independence6, imply that attitudes had not changed and many (both in government and in society) saw the Empire as a credible and useful segment of British politics: therefore, with the exception of the more economically advanced Egypt, African decolonisation by the British did not occur between the wars. Rather, many African colonies developed and became more stable societies. Take the Gold Coast for instance: between the wars its economy, communications and education became, to a certain extent, â€Å"Westernised† and the country flourished. Admittedly this led to the acceleration of nationalist movements in the area which, in turn, accelerated decolonisation, but the country was undeniably prospering due to the British-led government of the time.7 Many citizens of the African colonies (including Egypt and the Gold Coast) fought alongside British soldiers in WW1 and the respect and prestige for the peoples increased because of it. Indeed, the 1914-1939 era can be seen as one of the strongest periods of the British African Empire. This implies that a post-1945 factor (e.g. the Suez Crisis, see below) accelerated decolonisation. In comparison, World War 2 accelerated decolonisation at a far greater rate than many could have imagined just a few years prior. Effectively, the war established rather paradoxically that imperialism (both British and otherwise) was both positive and negative. Ferguson has noted that the British Empire sacrificed itself to stop the spread of the evil empire of Nazi Germany: indeed, the British Empire had â€Å"never had a finer hour†8 than when it was self-sacrificing. During the war it was inevitable that Britain would have to, to a certain extent, neglect the colonies to focus on defeating the enemy. Through this the colonies became more independent having to, for example, source resources and engage in trade without the aid of the metropole. Moreover, the colonial peoples had a greater influence on the running of their societies; in effect, many became informal dominions. This, combined with the policies of the 1945 Labour government, further fuelled nationalism which accelerated decolonisation; in a way similar to how the two World Wars improved women’s rights in Britain, the wars seemed to suggest that many colonies could govern effectively on their own. Previously, only the more economically and politically stable societies had been granted independence (e.g. South Africa, 1910) and several colonies (e.g. the Gold Coast) seemed to show similar traits during the war. The Second World War didn’t lead directly to decolonisation, but it is this British action which occurred because of the conflict that accelerated decolonisation in British Africa. The end of WW2 bought increased globalisation and a new world order, where the enemy didn’t appear to be Nazism or Fascism, but rather the expansion of the Soviet Bloc and the spread of communism: the Cold War was just beginning to ignite. Along with the notion of changed attitudes of the British people, there is also the argument that the Empire really didn’t fit into the new world. Now, the split between East and West had never been more apparent and British Africa looked like an oddity: along with the passing of new welfare legislation at the metropole and the changing attitudes of the British people, Britain needed to abolish the Empire for two reasons directly related to the Cold War: to concentrate efforts on halting the spread of communism and to appease the anti-imperialist US, who Britain now required as an ally more than ever before. Moreover, the world order was now unclear and Britain had far greater problems to worry about than what their small African colo nies were up to: put bluntly, the new threat of nuclear inhalation seemed more important than the political shortcomings of, say, Somalia. While WW2 does spell out more crucial factors for the acceleration of decolonisation, the Cold War is another smaller factor which just added to the need to decolonise. The post-WW2 economy is a further crucial factor in the acceleration of decolonisation. Britain was no longer able to withstand the fiscal costs of Empire; this was coupled with a lack of substantial profit coming into the metropole from the African colonies. Economically, WW2 was a great strain on Britain with the country coming out of the war in great debt; she required a loan of à ¯Ã‚ ¿Ã‚ ½145million from the US alone9. Britain was exhausted and worn down, both figuratively and physically. Many cities required money to rebuild, some from scratch, plus food badly needed to be imported following years of intense rationing. Moreover, the introduction of the welfare state (see above) required significant funding. As said, attitudes to Empire were changing which, combined with the need for intense spending on the homeland, led to many seeing the African colonies simply as a drain on Britain’s already scarce resources. Britain made the situation worse: during the war she had und erstandably concentrated on producing munitions for her troops, resulting in fewer exports to the colonies. Many turned away from the metropole and looked to alternate suppliers, including their own land which inevitably fuelled nationalism further. Moreover, two acts (The Colonial Development and Welfare Acts of 1940 and 1945) were passed during wartime which forced the British government to further invest in the colonial economies10, therefore making an already problematic economic situation worse. It is possible that the government felt it was â€Å"backed into a corner† and simply did not have the patience or money to rebuild the colonies and the metropole: they had become, or at least had the potential to become, a major rupture on the British economy – a rupture Britain could not afford to fix, but only to cut out completely. In the early 20th century when British imperialism was at its height, Hobson11 saw the expansion of Britain in Africa as purely economic and an underhand method to help capitalists at the metropole – this opinion was endorsed by Lenin in 191 612 and, in an albeit modified form, by the historian Darwin in 1984: â€Å"more completely than ever before, economics and empire had come together†13. More recently, Cain and Hopkins14 have suggested that imperialism in Africa was established by â€Å"gentleman capitalists†15 who were simply aiming to make profit out of the African land. Of course, if this is the case, then with the post-war debt experienced in 1945 it would have been difficult to make money from these colonies, leading to decolonisation. The decolonisation of African colonies would effectively make Britain a richer country, therefore agreeing with the views expressed by Cain and Hopkins and others: the Empire had served its purpose of aiding Britain’s wealth but now it was draining it and, as such, it was time for it to go. The Suez Crisis of 1956 was one of the most decisive British actions in the 20th century to accelerate decolonisation in Africa. Former Prime Minister Harold MacMillan once remarked that it is â€Å"events, dear boy, events†16 which determine the success of a premiership. The term â€Å"event† is almost too light of a phrase to use when considering the Suez Crisis: not only did it annihilate Anthony Eden’s administration, but it was also the launching pad for many factors which saw British decolonisation vastly accelerated. There are two key elements of the crisis which paved the way to said factors: the deception employed by the imperialist powers of Britain and France, plus the apparent overreaction to a simple act of nationalisation by a head of state. Both these factors led to the reputations of the countries involved and international relations been damaged, as well as a decrease in trade. Britain was the driving force behind the attack hence she was particu larly wounded with the political and economic fallout: for one, the special relationship with the United States was harmed (Secretary of State John Foster Dulles claimed the British government had explicitly â€Å"lied to [him]†17) and, more critically for this inquiry, her reputation within the African continent was damaged. Britain looked small and corrupt, a mere shadow of her former colonial self; she was attempting to throw her imperialist weight around in a world which it didn’t seem to fit. Nasser had successfully stood up to the Western powers and won, thus undermining Britain and France, plus providing inspiration to the many oppressed colonies. However, it is possible that the reaction did not provoke the level of international condemnation that is contemporarily considered, showing a difference in historiography. To the African colonies, former British dominions that had experienced colonialism and anti-imperialist powers such as the USA, then yes, it is likely that Britain’s reputation was damaged. However, to other imperialists it is possible that the government simply appeared to be standing firm with a tyrant. World War 2 had been won only 11 years prior, hence the memory of what tyrannical dictators can achieve was still fresh in most leaders’ minds. Eden may have appeared noble and selfless, â€Å"destroying not just his own political career but a carefully-crafted reputation built up over more than 20 years†18 for the greater good of a safer world, or at least a more economically stable Great Britain. White has proposed that â€Å"there [were] a number of lacklustre continuities, rather than dramatic discontinuities†19 in imperialist policy following Eden’s departure: a government memorandum circulated in the immediate aftermath of the crisis, for instance, made no mention of impending decolonisation20. Suez was not so much a watershed, but a temporary setback in Britain’s imperial decline, indicating other factors are responsible. Economically, the Egyptian nationalisation of the canal posed a significant danger to Britain as 2/3 of the country’s oil utilised the waterway. The chief reason as to why Britain intervened in the first place (and, indeed, retained the Canal Zone in 1922) was that the government simply did not trust the Egyptians to efficiently control â€Å"the windpipe†21 of the British economy. Post-crisis, Britain’s humiliation resulted in a trade decrease and a â€Å"catastrophic†22 run on the pound, resulting in her appearing not only politically and militarily weak but also financially weak. This situation, which was caused by the Suez Crisis, meant that Britain could no longer afford to support the African colonies, implying that the British action of invading the Suez Canal Zone led to one of the factors which brought about the Empire’s collapse. Combined, these factors inspired nationalist movements within the colonies and general condemnation of imperial ism, which also accelerated decolonisation. The crisis is unique as not only did it, to a certain extent accelerate decolonisation, but it is also one of the very few examples of where a British action greatly damages the standing of the Empire. Prior to Suez, Britain was surprisingly cautious with decolonisation (with regard to Africa, only 4 of her 24 colonies had been decolonised at this point); arguably this was to retain an Empire, but also to ensure that the new societies were ready to govern. It was only following the Suez debacle that decolonisation accelerated, implying that previously Britain had took great care over the handovers of power. South Africa was a stable society when decolonised in 1910 and, looking further afield, so were Australia, Canada and India. To many other countries and colonies, Britain appeared now unable to continue to be the metropole of a successful Empire. After all, if the dictator of a former colony could cause a country such ridicule, how could they be expected to carry on maintaining a successful Empire? Comparatively with White23, Turner has called the crisis a â€Å"military failure and political disaster†24, whilst Lapping has referred to it as the â€Å"imperial cataclysm†25 in decolonisation acceleration. The crisis was highly influential in the eventual collapse of the British Empire in Africa but it did not lead directly to decolonisation, rather greatly accelerated it. The rise of nationalism within the African colonies inevitably accelerated decolonisation; advocates of this theory argue that for decolonisation to occur there needs to be an opposition force to the â€Å"status quo† government (in this case, colonial British rule), thereby giving the people a choice. Looking throughout history at the Empire as a whole gives this theory credibility: look at the violent independence battles of the 13 North American colonies in 1783 or India in 1947, and compare that to the peaceful colony of the Falkland Islands which still exists today. The previous decolonisation record of the British government, plus the 1947 granting of independence to India, no doubt sent the message that it â€Å"was only a matter of time† before the African colonies were decolonised. India specifically was the â€Å"jewel in the crown† of the British Empire and as such its decolonisation will have led many, both in the colonies and abroad, to see the Empir e as deteriorating. This accelerated nationalist movements within the African colonies, with India referencing the beginning of the end. After all, if India could be granted independence through a powerful and violent nationalist movement, then why couldn’t the other far less prestigious colonies? Indian independence inspired others to rise up and attempt to take back control of their lands, accelerating the decolonisation process for British Africa. Similarly, plus to reiterate an earlier point, the Suez Crisis accelerated nationalism: Nasser appeared to be the â€Å"David† who had managed to annihilate the imperialist â€Å"Goliath†. This inspired nationalism in other colonies to grow and attempt to take back control of their lands: after all, if Nasser could manage it then why couldn’t they? Harold MacMillan’s â€Å"Winds of Change† speech four years later further inspired this nationalism as, for the first time, the government officially acknowledged the ine vitability of decolonisation. The speech sent the message to many colonial peoples that nationalism was acceptable: for the first time in almost 100 hundred years, power was given to the Africans. MacMillan was acknowledging that the British government could no longer afford to sustain an Empire and would be willing to pass power to the local peoples if they should so wish. The speech had a great effect as over the next ten years 88% of Britain’s remaining African colonies were granted independence; by 1968, only two remained. Nationalism was suddenly acceptable which encouraged those who may have been content to be a colony to rise up against imperialism. This speech, combined with Britain’s poor economic situation and damaged credibility following Suez, vastly accelerated decolonisation. Moreover, the vast majority of British colonies were underdeveloped both economically and socially which further advanced nationalism. Take Nigeria for instance: the peoples were so against colonial oppression many began to â€Å"strike† from work – a surprisingly Western phenomenon implying the people were more integrated than they may have wished to believe. It is estimated that from 1945-50, over 100,000 working days were lost in Nigeria to strike action against colonial rule26. Even the Gold Coast (the â€Å"very model†27 of a colony) was not free of such demonstrations against imperialism: February 1948 witnessed a violent protest, resulting in the deaths of two British servicemen28. One only has to look at Kenya and the Mau Mau rebellions to see further evidence of increasing dissent with British imperialism. It had, to use the words of one modern historian, turned into a â€Å"rapid scuttle†29 of local nationalism. The Gold Coast was decolonized in 1957 but had been allowed to gradually master the art of modern government over many years, leading to a much more stable society post-independence, making it the â€Å"very model of decolonisation†30. In comparison, when Nigeria was swiftly decolonised in 1960 the government was a weak coalition with limited power – two army coups followed in 1964 and 1966. Britain’s damaged reputation in the continent prevented stable governments from being created, resulting in far more fragile states today. French Algeria (despite been a province of the metropole) saw terrible violence between the FLN and colons: to use a term of warfare, the Algerian nationalists utilised violent guerrilla tactics to spread their cause, resulting in a great amount of destruction and loss of life. Algeria bullied itself into independence in 1962 further showing that imperial metropoles were not as powerful as they once were. It is an exaggeration perhaps, but it can be said that the Suez Crisis was the first instance which led to these new states’ political and economic troubles which still exist today. Look at Egypt and South Africa today or, from a more international perspective, India and Australia, all of which were granted independence pre-1956 and compare them to the troubled states of Nigeria, Kenya (1963) and Somalia (1960). The acceleration of British decolonisation in the latter half of the 20th century is the opposite of what the government and imperialists like the legendary Cecil Rhodes would have imagined just 60-70 years previously. They had fought sometimes bloody battles for the expansion of the British Empire into the â€Å"less civilised† areas of the world, yet now the government was seemingly trying to get rid of the Empire in as rapid and inefficient way as possible. Multiple factors account for the sudden acceleration of decolonisation, but most come back to the actions of the British: if Britain had, for instance, provided more support and direct governance in a Westernised style (as seen in the Gold Coast), her colonies would have developed at a greater rate leading to a greater level of content from the colonial peoples. However her neglect and exploitation of her own people led to dissent within the colonies, leading many to â€Å"want out† before they were politically ready. The most pivotal British action which is continually referred back to is the 1956 Suez Crisis: for the first time in the Empire’s history, the British appeared militarily, politically and economically weak, causing many in the African colonies to quite fairly believe they could run their countries better. Nationalism was inevitable, and the international conflicts of the Cold War and the two World Wars couldn’t be stopped, implying that Britain herself was responsible for the downfall of her own Empire. If the crisis hadn’t occurred then the Empire would have faded away through gradual decolonisation as each territory became more economically, politically and socially developed; instead, the Crisis turned decolonisation of Africa into a â€Å"rapid scuttle†31, with Britain almost retreating into a corner trying to distance herself as far as possible from the embarrassment of 1956. Today, it is easy to see that decolonisation was inevitable; the Suez Crisis just accelerated that inevitability. One of the world’s greatest Empires was established by one of the most powerful countries in the world, so it is only fitting that it was destroyed by one of the most disgraced – it is just unfortunate they were both Great Britain. 1 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism: Crisis and Deconstruction, 1914-1990 2 Hodgkin, T., 1956, Nationalism in Colonial Africa 3 Turner, B., 2006, Suez 1956: The Inside Story of the First Oil War 4 Lapping, B., 1985, End of Empire 5 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 32 6 Thorn, G., 2008, End of Empires: European Decolonisation 1919-80, Pg 16 7 McLaughlin, J. L., 1994, The Colonial Era: British Rule of the Gold Coast 8 Ferguson, N., 2004, Empire: How Britain Made the Modern World 9 Rohrer, F., 10/05/2006, BBC News [Online] [http://news.bbc.co.uk/1/hi/magazine/4757181.stm] [Accessed 25/04/2010] 10 Chamberlain, M.E., 1985, Decolonisation: The Fall of the European Empires, Pg 35 11 Hobson, J.A., 1902, Imperialism: A Study 12 Lenin, V., 1916, Imperialism: The Highest Stage of Capitalism 13 Darwin, J., 1984, British Decolonization since 1945: A Pattern or a Puzzle?, Pg 197 14 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism: Crisis and Deconstruction, 1914-1990 15 Cain, P. J. & Hopkins, A. J., 1993, British Imperialism: Innovation and Expansion, 1688-1914 16 Beckett, F., 2006, MacMillan, Pg 97 17 Wilby, P., 2006, Eden, Pg 79 18 Wilby, P., 2006, Eden, Pg 128 19 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 85 20 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 128 21 Wilby, P., 2006, Eden, Pg 96 22 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 84 23 White, N. J., 1999, Decolonisation: The British Experience Since 1945 24 Turner, B., 2006, Suez 1956: The Inside Story of the First Oil War 25 Lapping, B., 1985, End of Empire 26 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 48 27 Thorn, G., 2008, End of Empires: European Decolonisation 1919-80, Pg 50 28 White, N. J., 1999, Decolonisation: The British Experience Since 1945, Pg 49 29 Lapping, B., 1985, End of Empire, Pg 227 30 Thorn, G., 2008, End of Empires: European Decolonisation 1919-80, Pg 50 31 Lapping, B., 1985, End of Empire, Pg 227

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Introduction to Consumer Behavior - Assignment Example 2. Search engine companies are responding to the capability of apps to limit or exclude identity of the user by using technology related bias that threatens values such as privacy and favor values related with scrutiny and monitoring. The companies tend to manipulate search results by systematically giving prominence to some sites. Search engine companies have also resorted to offering of personalization and customizing features (Johnson 26-9). Security of users, data and the network has been given first priority by the search engine companies through robust security architecture and rigorous security programs. There are flexibility required for open platform such as protecting user data, system resources and offering application isolation. There is secure inter-process communication, application signing and application defined and user defined permissions. 3. Tagging apps users is helpful in grouping customers and the usefulness is evident when searching on a tag. Tagging further assists in identifying users deemed significant for categorizing app users. New methods of tagging app users also play a significant role in driving repeated usage where new products and services can be built. The new tagging capabilities may further help to expand app landscape and making mobile marketing more competitive (Johnson 29-30). The new methods may also help in optimizing strategies for ranking and maintenance of a user-base in the social media and even change the way users discover apps. 4. Facebook’s challenges of transferring its targeted ad to mobile platforms may play reach a huge number of mobile phone users worldwide. Consumers will be able to learn about different ads at their convenience. Many companies will be able to offer their ads information to the targeted customers globally and provide them with variety of products and services. In this case, consumers will enjoy variety of

The Economy, Global Finance, and Inequality Research Paper

The Economy, Global Finance, and Inequality - Research Paper Example The Economy, Global Finance, and Inequality Introduction After the 9/11 attacks, America realized that it could not trust anyone entering her borders. In response to the terrorist attacks, U.S. immediately began to develop an aggressive foreign policy. Resulting from the attacks, George Bush increased spending on defense and focused on protecting the country against future attacks (Wright, 2007). Changes in strategies, which focused on cracking down terrorists, were established; for example, the Department of Homeland Security was developed. This ensured safety of citizens and promoted domestic peace. The country also began investigations of illegal immigrants entering its borders. In addition, America also strengthened ties with Japan, Pakistan, and India. Change in the U.S. foreign policy was directed towards protecting businesses and citizens and defeating terrorist groups. The 9/11 attacks refer to a sequence of four suicide attacks which were committed in the U.S. on 11th Septem ber, 2001. The attacks were coordinated to strike Washington D.C. and New York City (Gow, 2002). The attacks were done by 19 terrorists from the terrorist group known as al-Qaeda, which is an Islamist militant group. During the attacks, the terrorists hijacked four jets carrying passengers. The group intentionally piloted two of the planes into the Twin Towers, making the towers collapse. This destroyed the World Trade Center complex located in the New York City. The group also directed American Airlines Flight 77 to the Pentagon in Virginia. However, the group’s intention to direct the fourth plane to a target in Washington failed after the plane crashed near Shanksville when its passengers tried to take control of the plane (Wyndham, 2011). The attacks led to deaths of approximately 3000 people: all the passengers boarding the four planes died together with all the 19 hijackers, and 227 civilians died from the attacks. Osama, the leader of the terrorist group, admitted resp onsibility for the attacks after several investigations. Osama and his group gave the United States reasons for establishing the 9/11 attacks. Some of the reasons for the attacks include support of Israel by the U.S, the existence of U.S. army in Saudi Arabia, and U.S. sanctions against Iraq (Bodden, 2007). The United States responded to the 9/11 attacks through initiating the war on terror policy and invading Afghanistan with a mission of disposing the Taliban, who had harbored al-Qaeda. The attacks made most countries strengthen their antiterrorism laws and develop law enforcement powers (Scott, 2007). Political and Non-State Actors Both political and non-state actors were involved in one way or another during the event of 9/11. The political actors involved include the president and the Congress. The president during the event was George Bush, who reacted to the event with a lot of aggressiveness. The president played a role during the event through acting swiftly in addressing t he issue of rescue and recovery. The president addressed the issue through setting up relief funds which assisted the victims of the attacks (Wyndham, 2011). The relief funds provided financial assistance to several survivors of the attacks and to the different families of the victims. The president also played a role in guiding the Congress in amending changes,

Why the government should not cut schools budget Research Paper

Why the government should not cut schools budget - Research Paper Example Education makes a person perfect. The differences between an educated person and an uneducated person can be witnessed in the behaviors. The educated person may get better social acceptance because of his better behavior and superior abilities in tackling life problems The main purpose of education is to develop good citizens. In other words, lack of education may result in the development of antisocial elements of unhealthy citizens. Moreover, education is one of the essential requirements for achieving a better profession. In the current world, only the educated person will be capable of meeting the professional challenges. A person who does not have ideas about the changing trends in the world may not be a success in his profession. In short, the importance of education in human life cannot be underestimated at any circumstances. However, there are tendencies to cut down the educational budgets by the governments. Government often cites lack of funds for cutting down the education al budgets. In a heavily globalized current world, governments are trying to cut down their expenses in public services or stay away from public utility services. Privatization of educational sector may result in increased educational costs which may prevent people from attending schools and colleges.This paper argues that the government should never cut down the educational budget or stay away from executing their basic responsibilities of giving proper education to its citizens. One of the toughest blows and most shocking hypocrisies of the Bush education budget is his plan to entirely end the Perkins Loan Program, which historically has forgiven student loans for qualified teachers as inducement for them to teach in schools serving students from low-income families, students with disabilities, or in the fields of mathematics, science, foreign languages, or bilingual education (White) It should be noted that Bush had no hesitation in spending trillions of dollars for wars. He unde restimated the values of education and the social changes education can bring to the society. Education drives a person from a known to unknown world. Current world is a mysterious one and our knowledge about the current world is limited when we consider the hidden things in this world. Better knowledge about the world is essential for better living. This knowledge can be provided to the children only through education. Cutting down of educational budgets may increase the chances of intrusion of private institutions in educational sector. Intrusion of private people in educational sector may further commercialize the educational world. Education should be considered as a divine process and commercialization of education should be prevented as much as possible. Cutting down of educational budgets will prevent proper interference of government in the educational sector and the private business people may exploit the possibilities. Knowledge is exploding from all corners and the advanc ements in science and technology are immense. However, educationalists all over the world have strong doubts about how well the governments able to deliver this knowledge explosion to the students. In other words, the quality or standards of education at present is questionable. Some people believe that the standards of the education improved a lot with the introduction of new curriculum strategies like problem solving methods rather than lecture based methods.

Study of Religion Learning Journal Essay Example | Topics and Well Written Essays - 5000 words

Study of Religion Learning Journal - Essay Example In my own opinion, I don’t think it’s possible for a person to suspend his or her own background, socialization and beliefs just because they are studying religious data. This is because sometimes, whether people are aware or not, sometimes it’s likely for their subconscious to sway them towards a particular direction even if they want to think and belief they are unbiased. Although sometimes there may be a possibility of persons thought being in line with the issue at hand, it happens to be a very rare occurrence. My opinion is strengthened after reviewing the behavior of individuals who are covered in Randall Studstill Journal of eliade, Phenomenology and the Sacred, which mainly looks at those who were after presenting religion as being false (Amstrong, 2004). Phenomenology refers to the internal structures of consciousness. As the author suggests, the relationship between people to a sacred being will be based upon the person’s existential condition, t he qualities of the sacred being he believes in, his openness to the environment around him and the mediation of experience through specific religious symbols. On this perspective therefore, scholars and religious learners will not be left out and although they may focus on proving that there is no God, they may be still connected to a particular sacred being which will affect their interpretation of religious data (Cox, 2010). Eliade looks at religion as a concept that engages the sacred and the supernatural. According to him, the reductionist theories are not sensible and this makes him refer to the timeless forms of ideas which are present in all parts of the world without a regard to their history. According to the author, there is causal relationship between the most basic elements of the human condition and their basic experiences. Since our religious attitudes arise out of our knowledge of the universe, even religious scholars will respond to situations in accordance with the ir knowledge of the universe, which is defined by their socialization, background and beliefs. Even though scholars who are atheists may not identify themselves to God, they certainly have a religious symbol within which they identify themselves with and that defines their interpretation of the society and the universal problems that face humility. Humanity will always identify them with a particular religious symbol which helps them to have a better inner interpretation of the environment around them and to appreciate the mysteries of nature. Separating oneself from your background, socialization and beliefs when interpreting religion is therefore impossible, since through their religious symbols, they become part of a normal society (Studstill, 2000). 2. Newer Anthropologies Related To Culture: Clifford Geertz and Evans-Pritchard According to Geetz, religion is simply a system of symbols which acts towards establishing powerful and pervasive motivations and moods in men that are l ong lasting. Religion is able to achieve this through formulating and redefining conceptions with factuality, which makes the moods and motivations to appear realistic (Asad, 1993). According to Geetz, the concept of a symbol is critical because it aids in knowing the essence of religion. On this note, he defines a symbol as an act, event, quality or relation whose purpose is to give meanings, and therefore results to systems of symbols that lie outside a particular being. Pritchard and Geertz bring out a religious theory that resolves on religious beliefs as being subject to a person’

Jesus Christ and Miracles Essay Example for Free

Jesus Christ and Miracles Essay A miracle is basically an event that cannot be fully explained by science and sometimes defies logic and reasoning. Generally, miracles are attributed to positive things such as a person suddenly being cured from devastating or a person waking from a deep coma after a lot of years. However, miracles are also attributed to persons and possibly the best person whom miracles are associated with is Jesus Christ. According to Wikipedia, Jesus Christ performed many miracles which include curing the sick, exorcising demons from people, controlling nature, and raising dead people, among others. Moreover, possibly the most popular miracles that Jesus performed based on Wikipedia are the turning of water into wine, the exorcism of seven evil spirits from Mary Magdalene, the healing of the mute, the blind, the deaf, and the leper, walking on water, the multiplication of small amounts of fish and bread, the raising of Lazarus from the dead, the transubstantiation of bread and wine, and his own resurrection from the dead, among many others. Basically, according to Wikipedia, Jesus performed miracles in order to show everyone that the divine power of God, His Father is real. In addition, the general view of the Catholic Church according to Wikipedia is that Jesus mainly performed miracles not only to help those who are in need but to convert non-believers into believers. However, according to Wikipedia, modern analysts of the Bible claim that miracles that Jesus performed were merely symbols and metaphors. For example, healing the blind served as a symbol for people who could not see the truth even though it is presented clear on their faces and healing the dead was a metaphor for people who could not or refused to listen to the truth. Nevertheless, the prevailing perception still is that miracles are the good, yet improbable things that happen in a person’s life and that Jesus Christ is the main performer of these miracles Works Cited Wikipedia. org. 2008. â€Å"Jesus. † 12 April 2008 http://en. wikipedia. org/wiki/Jesus.

Book Review on Fat Girl Essay Example for Free

Book Review on Fat Girl Essay Book Review Obesity is an upcoming and extremely prevalent phenomenon in America today. Author, Judith Moore of the book â€Å"Fat Girl† discusses some of the issues fat girls face. Her book is less about every stereo-typed fat girl and more about her story individually. Judith Moore chooses to take a different route, instead of complaining continuously about being fat, she explains in depth why she believes she is fat. She is not lazy; she expresses her knowledge of diets and her experiences of strenuous work outs but ends with little to no results. My flesh resists loss. My fat holds on for dear life, holds on under my bratwurst arms and between my clabber thighs. Food is a fuel, but to some food may be a pain reliever. For Judith, she had to face an unhappy family life early on. Judith had always been a fat girl and her father a fat man weighing close to 300 pounds. Her family was secluded and each individual only cared for themselves. Clearly her family was an unhappy one; they used food as source of pleasure and hoped it would cure the pain. At the age of four, Judith’s parents divorced. After the divorce, Judith was shipped back and forth between her mom’s mother’s farm and her mom’s apartment in Brooklyn. These trips back and forth only created more emotional scaring for Judith. Her Grandmother had a strong hatred for her father, and being that Judith was a spitting image of him, she received the backlash. Grandma fed Judiths needs literally and figuratively speaking. Each time she visited her Grandmothers farm she was fed extremely fattening comfort foods, and with that she grew larger. Her Grandmother would make comments over how large she was and how she was growing, breaking her down each time. This led to Judith’s reach for food to fill the hole created by her dysfunctional family. The love of food steamed from her unloving family. Her continuous pattern of eating to fulfill an emotional need led to Judith’s weight gain. Judith proceeds to explain more emotional traumatizing events in her life that are male influenced. She discloses information that a man once told her she was too fat to get in bed with, and her experience of being manipulated into giving oral head to a man who she thought was a kind person, while his friends watched and laughed. Not once throughout her book did Judith play the victim for being fat. Because Judith proceeds to tell the readers events in her life and why they make her who she is today, this book consider would be considered an autobiography. The book gives another perspective on another persons’ life. Judith’s obvious intention for this book was not to complain about being fat, but to state the events of her life that made her who she is. She did not stereo-type every fat girl, she simply told her story and ways other fat girls could relate. This autobiography presents an issue of correlation with our society and obesity. It suggests that obesity can come from emotional pain or distress. I would suggest this book to my friends, it explains that everyone has a story of why they are the way they are.

Rumination Disorder: Causes, Epidemiology and Treatment

Rumination Disorder: Causes, Epidemiology and Treatment Rumination disorder is an eating disorder whereby an infant or toddler brings back up and re-chews food that was already swallowed and digested. This is known as regurgitation. In most cases, the re-chewed food is then swallowed again; but occasionally, the child will spit it out. For this to be considered a disorder, the behaviour must have occurred to a child who had been eating normally previously, and it must occur frequently for atleast a month. The behaviour may occur during feeding or right after eating. What Are the Symptoms of Rumination Disorder in Babies and Kids? Symptoms of rumination disorder in infants and toddlers may include (1) repeated regurgitation of food (2) repeated re-chewing of food (3) weight loss (4) repeated stomach aches (5) raw and chapped lips. Infants, in addition, may make unusual movements such as straining and arching the back, holding the head back, tightening abdominal muscles and making sucking movements with the mouth. These movements could suggest that the infant is trying to bring back up the partially digested food. What Causes Rumination Disorder? The exact cause of rumination disorder is unknown although there several speculation. According to () some factors that may contribute to this disorder are those that are physical. Physical illness or stress may trigger the behaviour. It may be a way for the child to get attention; it has been found that neglect from the primary care giver may cause the child to engage in self comfort.It has been found that rumination may occur in a state of self relaxation , self absorption and self pleasure. It appears to have a self soothing or self stimulating function. The infant gets some satisfaction from this. For the first four to six months of an infants life, breast milk or an alternative formula is a baby’s source of energy and nutrients (Santrock, 2011). it has been found that breast fed infants have lower respitory tract infections, they are less likely to develop otitis media (a middle ear infection) and breast fed infants have fewer gastrointestinal infections (Santrock, 2011). According to (Chial, Camilleri, Williams, Litzinger, Perrault, 2003) rumination is a functional gastrointestinal infection. This suggests that there is a possibility that children who develop this disorder may have had a lack of breast feeding as an infant which further elaborates that neglect from the primary caregiver is vital. Rumination is common in disorders such as bulimia nervosa. It is a learned disorder and comes from a manifestation of rejection. http://www.webmd.com/children/guide/eating-disorders-in-children-rumination-disorder?page=3 Epidemiology It is difficult to know exactly how many people are affected by this disorder mainly because most cases are not reported. Children tend to outgrow it and as they grow into the adolescent stages and adulthood, they become embarrassed by it and it often happens in secret. Rumination disorder is generally uncommon. Rumination disorder occurs often in infants between the ages of three and twelve months as well as in children with cognitive impairments. It may occur slightly more often in boys than in girls, but few studies of the disorder exist to confirm this. (webmd) For the purpose of this paper, the South African context will be put into consideration. It is important to remember that reality is socially constructed. South Africa is a diversified country with many cultures. Amongst many of the African cultures, western culture is often overlooked and shunned upon. It is difficult to change the minds of others and it would be unethical for an â€Å"outsider† to come and talk against their belief systems. When there is behaviour that is unusual, it is common for the average traditional African woman or man to put their trust in the customary traditional healer. People tend to keep their parental and ancestral roots, this is quite common more often in the homelands where majority of the financially deprived stay; even though sometimes it happens that those who move to the city to look for jobs may adopt new ways of thinking but still truly remaining to their roots. Because of these strong traditional beliefs, primary caregivers may opt for traditional healers than westernised medical attention. It is also much easier to go to a traditional healer than it is finding a good clinic or good health care facility. The social and economic pressures make it hard for children to get the right kind of medical attention. It is common for these primary caregivers to believe it is witch craft, it is something they learn. When something cannot be explained, it is easier to put blame in witchcraft. —often with grandparents staying in rural areas and the younger people moving to the cities in search of employment, better education, and health care. The effects of disrupted bonds are manifold. In our field, the geographical separation between young mothers and the maternal grandmothers has particularly far reaching consequences. We have called our Service theMdlezana Centre. This is a Xhosa word depicting the early bond between mother and child, when they are still one unit—equivalent to the Winnicottian term of the state of primary maternal preoccupation. Infant Mental Health was a new concept in 1995, but it took root in the city of Cape Town immediately. There are no problems in obtaining referrals to the Rondebosch pillar —in fact, at times we are inundated, and can barely cope with the workload. In Khayelitsha, the situation is different and the population was initially hard to reach. There are various reasons for this: In a community where unemployment is unimaginably high, where families are disrupted, where there is often no food, the emotional life of the infant is not a priority. Mothers, who are the main caregivers (I have only seen fathers on two occasions in the past five years) are often depressed and suffer in silence. They have a helplessness that is real and in a way adaptive in the sense that the great majority of women have no choice, but to cope and make do with what they have. They bear their fate stoically and will not spontaneously open up. Then there are cultural factors in that one does not easily share with strangers one’s intimate family problems. There is a sense of privacy and possibly shame and thus problems are often borne silently. A visit to a Traditional Healer is for many a more familiar option. I shall return to this point shortly. The infants themselves are mostly not a problem— they are generally quiet and seemingly content—this is an observation that all western visitors who come with me to the clinic make. The wait is often long, but the noise level low and there is immense patience, even in the babies and toddlers. It is only the physically obvious, such as delayed milestones, that will readily be seen as a reason for a consultation. On a diagnostic level the infants fall into three broad categories: developmental delay, failure to thrive, and increasingly, depression. When a condition sets in after birth, then the presence of evil spirits or bewitchment is  very much in the foreground. For whatever individual reason, the protection of the  ancestors has been withdrawn and the child has become exposed to forces of evil, the  impundulu. The muthiis said to drive out the evil  spirit or to strengthen and protect the child against it. Mostly these interventions are  harmless from a medical perspective —however, there are some mixtures which, when  ingested, can cause gastrointestinal symptoms. Operations and anesthetics are at times viewed with great fear. This may have to do  with a giving up of the child to be put to sleep —which, in effect, could mean a kind  of death. The father of one ill infant whom we saw and who required surgery spoke  about â€Å"sacrificing† his child. The healer who was involved in this case also said to the  parents that surgery would interfere with the workings of themuthihe was using. The  end result was that the child did not receive the operation in time and died. A working alliance with traditional healers is being established with the recent founding  of the Traditional Healers’ Association. It is hoped that with collaborating with the traditional  healers in diagnosis and treatment gaps can be bridged and unnecessary suffering be prevented. I will end this section by giving a brief case illustration. How Is Rumination Disorder Diagnosed in Infants and Children? The diagnosis of rumination syndrome is based upon the characteristic symptoms and the absence of signs of disease. Although diagnostic criteria (symptombased, Rome II) for childhood functional gastrointestinal disorders have been developed, such criteria for children and adolescents with rumination syndrome have not been defined. The lack of formal criteria for diagnosing rumination syndrome in children and adolescents likely contributes to the lack of awareness of the condition and to the difficulty in making the diagnosis. We anticipate that such criteria will be developed in the future. How Is Rumination Disorder Treated in Children? Rumination disorder is a voluntary, learned behaviour which patients are frequently unaware. As infants grow older, clinical features of regurgitation are similar to those of bulimia nervosa. Before one can be diagnosed it has been found that individuals with this disorder undergo several medical interventions and experience prolonged symptoms before a diagnosis is made. (Chial, La Crosse, Camilleri, Bean, 2009) One important aspect in the history is the timing of the regurgitation. Diaphragmatic breathing has been shown to be clinically beneficial in rumination syndrome; although this type of treatment can only take place starting from ages where toddlers can understand. According to (Chiktara, van Tilburg, Whitehead, Tall, 2006) this method is useful to treat children as young as six years of age. Patients should be encouraged to practice diaphragmatic breathing midway through the meal or after meals for three different 5 min periods of inactivity with 10 min in between periods. They should also repeat this plan after each episode of regurgitation. The goal is for diaphragmatic breathing to occur unconsciously during events that may incur regurgitation. Treatment of rumination disorder mainly focuses on changing the childs behaviour. Several approaches may be used, including:Continue reading below Changing the childs posture during and right after eating Encouraging more interaction between mother and child during feeding; giving the child more attention Reducing distractions during feeding Making feeding a more relaxing and pleasurable experience Distracting the child when he or she begins the rumination behavior Aversive conditioning, which involves placing something sour or bad-tasting on the childs tongue when he or she begins to vomit Psychotherapy for the mother and/or family may be helpful to improve communication and address any negative feelings toward the child due to the behavior. There are no medications used to treat rumination disorder. What Complications Are Associated With Rumination Disorder? Among the many potential complications associated with untreated rumination disorder in infants and children are: Malnutrition Lowered resistance to infections and diseases Failure to grow and thrive Weight loss Stomach diseases such as ulcers Dehydration Bad breath and tooth decay Aspiration pneumonia and other respiratory problems (from vomit that is breathed into the lungs) Choking Death What Is the Outlook for Children With Rumination Disorder? In most cases, infants and young children with rumination disorder will outgrow the behavior and return to eating normally. For older children, this disorder can continue for months. Can Rumination Disorder Be Prevented in Infants and Children? There is no known way to prevent rumination disorder in infants and children. However, careful attention to a childs eating habits may help catch the disorder before serious complications can occur. (culture and psychiatry journal) The culture of the patient In addition to individual factors—such as level of education, medical knowledge, and personal life experiences—culture will contribute to the patient’s understanding of illness, perception and presentation of symptoms and problems, and reaction and adjustment to illness. The patient’s expectations of the physician, motivation for treatment, and compliance with treatment recommendations are also influenced by culture.

Graduation Speech -- Graduation Speech, Commencement Address

When we arrived at Douthitt High School as freshmen, the buildings in our school showed the signs of their 40 years of age. It might be hard to think back to that time when there was a landscaped yard in front of the cafeteria instead of a concrete courtyard, and when the grassy knoll our students enjoy on a rare sunny day didn't exist. After a few noisy years of construction, we now have a modern school. In our time here, it has gone through a complete change from old and mature, to fresh and new. We, on the other hand, have gone from being fresh and new high school students, to old, experienced, mature young adults ready to graduate. We've had many great people build us up to what we are. First and foremost, we should thank our parents for their example, wisdom and support. And although they may pretend to be sad that our high school years are over and that many of us will be going off to live on our own for the first time, don't worry. They're already secretly plotting how to redecorate our rooms. Of course, we've had many inspirational and influential teachers touch us, too. From our days of Info Tech and Freshman English to Government and Washington State, our teachers have been there for us, to lead us toward knowledge. We've had teachers who have pushed us to our academic limits with their rigorous curriculums, teachers who made us laugh every day, and teachers who have shown us support and dedication. We've sat in class as drool formed at the corners of our mouths, either because of a jaw-dropping lecture or a sleep-inducing video, but either way, we will greatly benefit from the things we've learned here. We won't forget the events that shaped our high school experience, either. We've rooted on sports teams at sta... ...o experiencing only peaks! I want my life to be one never ending ascension!" He then proceeds to crash his wagon off a high cliff. Of course, valleys and lowlands are unavoidable. Frustration and failures may come and go, but we can always know we are ascending a peak, if we are striving for love and service in life, treating people with kindness and respect. We can be the wise gurus who sit atop a mountain, inspiring others with our actions. There is no limit to what we can accomplish if we use the tools we have acquired in our time at Douthitt. We are mature from our time at this school, but we are also fresh and full of energy, like our school buildings and the people who wander them. In life, we will face many challenges, but if we remember the basics we will ultimately prevail, find success , and leave the world a bit better than when we started. Thank you.

Essay --

The United States civil rights movement was a constant battle for the rights and freedom of African Americans. Martin Luther king Jr., the leader of the civil right movement, was hosting a non-violent protest in Birmingham city. However, the protest did not go as planned and King was arrested for agitating the public. Many fellow white clergymen were angered and upset over the â€Å"Ungodly† act. As a result,the Clergymen wrote a statement that claimed Martin Luther King Jr. to be an extremist. Martin Luther King Jr. responds to the clergymen’s statement while residing in Birmingham jail by writing a letter using the ethical, emotional, and logical appeals to defend his actions. Martin Luther King Jr. uses the emotional appeal most often than any other appeal and using it to his advantage, he makes it extremely effective in persuading the reader. He uses emotional appeal in many ways throughout his â€Å"letter from Birmingham Jail.† In one of the ways, he uses strong words as one of the most effective ways to relate to the reader and make them feel connected to him. He mentions in his letter that â€Å"When you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick and even kill your black brothers and sisters.† Words such as vicious lynch, drown, hate-filled, curse, kick, and kill are all strong words that persuade a negative picture in the readers mind. Such examples he uses to define the evil acts of segregation appeals to the reader as unjust and unfair. King uses most of his emotional appeals from midway through the letter and keeps us ing it until the end. King relates himself to the audience, the clergymen, and shows the similarities ... ...my own hometown, like Paul, I must constantly respond to the Macedonian call for aid† to show how they both were compelled to carry out a message one being the gospel of Jesus Christ and the latter being human equality (p.61). By comparing himself to historical figures he makes numbers of ethical appeals and he builds up the author’s character. His use of great leaders can have a great influence in the reader and have an effect on the emotions of the reader. Martin Luther King Jr. makes excellent use of all three of Aristotle’s appeals to respond to the clergymen’s accusations. However, he took most advantage of the emotional appeal in order to move the reader and to be able to capture the attention of his audience. Dr. King was one of the greatest speakers in history. He was able to move millions of people with his powerful speeches. Once again, he is successful.

Spirit Bound Chapter Four

I DECIDED IT'D BE BEST not to mention my conversation with Adrian's mother to him. I didn't need psychic powers to sense his mixed mood as we walked back to guest housing. His father had annoyed him, but his mother's seeming acceptance had cheered him up. I didn't want to damage that by letting Adrian know she was only okay with our dating because she figured it was a temporary, fun thing. â€Å"So you're going off with Lissa?† he asked when we reached my room. â€Å"Yup, sorry. You know–girl stuff.† And by girl stuff, I meant breaking and entering. Adrian seemed a little disappointed, but I knew he didn't begrudge our friendship. He gave me a small smile and wrapped his arms around my waist, leaning down to kiss me. Our lips met, and that warmth that always surprised me spread through me. After a few sweet moments, we broke apart, but the look in his eyes said it wasn't easy for him. â€Å"See you later,† I said. He gave me one more quick kiss and then headed off to his own room. I immediately sought out Lissa, who was hanging out in her own room. She was staring intently at a silver spoon, and through our bond, I could sense her intent. She was attempting to infuse it with spirit's compulsion, so that whoever held it would cheer up. I wondered if she intended it for herself or was just randomly experimenting. I didn't probe her mind to find out. â€Å"A spoon?† I asked with amusement. She shrugged and set it down. â€Å"Hey, it's not easy to keep getting a hold of silver. I have to take what I can get.† â€Å"Well, it'd make for happy dinner parties.† She smiled and put her feet upon the ebony coffee table that sat in the middle of her little suite's living room. Each time I saw it, I couldn't help but be reminded of the glossy black furniture that had been in my own prison suite back in Russia. I had fought Dimitri with a stake made from a chair's leg of similar style. â€Å"Speaking of which†¦ how was your dinner party?† â€Å"Not as bad as I thought,† I admitted. â€Å"I never realized what an asshole Adrian's dad was, though. His mom was actually pretty cool. She didn't have a problem with us dating.† â€Å"Yeah, I've met her. She is nice†¦ though I never thought she was nice enough to be okay with scandalous dating. I don't suppose Her Royal Majesty showed up?† Lissa was joking, so my response floored her. â€Å"She did, and†¦ it wasn't awful.† â€Å"What? Did you say ‘wasn't'?† â€Å"I know, I know. It was so crazy. It was this really quick visit to see Adrian, and she acted like me being there was no big deal.† I didn't bother delving into the politics of Tatiana's views on Moroi training for battle. â€Å"Of course, who knows what would have happened if she stayed? Maybe she would have turned into her old self. I would have needed a whole set of magic silverware then–to stop me from pulling a knife on her.† Lissa groaned. â€Å"Rose, you cannot make those kinds of jokes.† I grinned. â€Å"I say the things you're too afraid to.† This made her smile in return. â€Å"It's been a long time since I've heard that,† she said softly. My trip to Russia had fractured our friendship–which had ended up showing me just how much it really meant to me. We spent the rest of the time hanging out, talking about Adrian and other gossip. I was relieved to see she'd gotten over her earlier mood about Christian, but as the day progressed, her anxiety grew about our pending mission with Mia. â€Å"It's going to be okay,† I told her when the time came. We were heading back across the Court grounds, dressed in comfortable jeans and T-shirts. It was nice to be free of school curfew, but again, being out in the bright sunlight didn't make me feel very covert. â€Å"This'll be easy.† Lissa cut me a look but said nothing. The guardians were the security force in our world, and this was their headquarters. Breaking in was going to be anything but easy. Mia looked determined when we reached her, though, and I felt encouraged by her attitude–and that she was wearing all black. True, it wouldn't do much in sunlight, but it made this all feel more legitimate. I was dying to know what had happened with Christian, and Lissa was too. Again, it was one of those topics best left unexplained. Mia did, however, explain her plan to us, and I honestly felt it had about a 65 percent chance of working. Lissa was uneasy about her role since it involved compulsion, but she was a trooper and agreed to do it. We went over everything in detail a few more times and then set out to the building that housed guardian operations. I'd been there once before, when Dimitri had taken me to see Victor in the holding cells adjacent to the guardians' HQ. I'd never spent much time in the main offices before, and as Mia had predicted, they were lightly staffed this time of the day. When we walked in, we were immediately met by a reception area like you'd find in any other administrative office. A stern guardian sat at a desk with a computer, filing cabinets and tables all around him. He probably didn't have much to do at this time of night, but he was still clearly on high alert. Beyond him was a door, and it held my attention. Mia had explained that it was a gateway to all the guardian secrets, to their records and main offices–and surveillance areas that monitored high-risk regions of the Court. Stern or not, the guy had a small smile for Mia. â€Å"Isn't it a little late for you? You aren't here for lessons, are you?† She grinned back. He must have been one of the guardians she'd grown friendly with during her time at Court. â€Å"Nah, just up with some friends and wanted to show them around.† He arched an eyebrow as he took in me and Lissa. He gave a slight nod of acknowledgment. â€Å"Princess Dragomir. Guardian Hathaway.† Apparently our reputations preceded us. It was the first time I'd been addressed by my new title. It startled me–and made me feel slightly guilty about betraying the group I'd just become a member of. â€Å"This is Don,† explained Mia. â€Å"Don, the princess has a favor to ask.† She looked meaningfully at Lissa. Lissa took a deep breath, and I felt the burnings of compulsion magic through our bond as she focused her gaze upon him. â€Å"Don,† she said firmly, â€Å"give us the keys and codes to the records archives downstairs. And then make sure the cameras in those areas are turned off.† He frowned. â€Å"Why would I–† But as her eyes continued to hold his, I could see the compulsion seize him. The lines on his face smoothed into compliance, and I breathed a sigh of relief. Plenty of people were strong enough to resist compulsion–particularly that of ordinary Moroi. Lissa's was much stronger because of spirit, though you never knew if someone might break through. â€Å"Of course,† he said, standing up. He opened a desk drawer and handed Mia a set of keys that she promptly gave to me. â€Å"The code is 4312578.† I committed it to memory, and he beckoned us through the all-powerful door. Beyond it, corridors spread in all directions. He pointed to one on our right. â€Å"Down there. Take a left at the end, go downstairs two flights, and it's the door on the right.† Mia glanced at me to make sure I understood. I nodded, and she turned back to him. â€Å"Now make sure the surveillance is off.† â€Å"Take us there,† said Lissa firmly. Don couldn't resist her command, and she and Mia followed him, leaving me on my own. This part of the plan was all on me, and I hurried down the hall. The facility might be lightly staffed, but I could still run into someone–and would have no compulsion to help me talk my way out of trouble. Don's directions were spot-on, but I still wasn't prepared when I punched in the code and entered the vault. Rows and rows of filing cabinets stretched down a huge hall. I couldn't see the end of it. Drawers were stacked five high, and the faint fluorescent lighting and eerie silence gave it all a spooky, almost haunted feel. All the guardians' information from before the digital age. God only knew how far back these records went. To medieval days in Europe? I suddenly felt daunted and wondered if I could pull this off. I walked to the first cabinet on my left, relieved to see it was labeled. AA1 it read. Below it was AA2 and so forth. Oh dear. It was going to take me several cabinets to even get out of the As. I was grateful the organization was as simple as alphabetical order, but I now understood why these cabinets went on forever. I had to go back more than three quarters of the way down the room to get to the Ts. And it wasn't until I got to the TA27 drawer that I found the file for Tarasov Prison. I gasped. The file was thick, filled with all sorts of documents. There were pages on the prison's history and its migration patterns, as well as floor plans for each of its locations. I could hardly believe it. So much information†¦ but what did I need? What would be useful? The answer came quickly: all of it. I shut the drawer and tucked the folder under my arm. Okay. Time to get out of here. I turned around and began heading for the exit at a light jog. Now that I had what I needed, the urgency of escape was pressing on me. I was almost there when I heard a soft click, and the door opened. I froze as a dhampir I didn't recognize stepped through. He froze as well, clearly astonished, and I took it as a small blessing that he didn't immediately pin me against the wall and start interrogating me. â€Å"You're Rose Hathaway,† he said. Good lord. Was there anyone who didn't know who I was? I tensed, unsure what to expect now, but spoke as though us meeting here made perfect sense. â€Å"So it would seem. Who are you?† â€Å"Mikhail Tanner,† he said, still puzzled. â€Å"What are you doing here?† â€Å"Running an errand,† I said breezily. I indicated the file. â€Å"The guardian on duty down here needed something.† â€Å"You're lying,† he said. â€Å"I'm the guardian on archive duty. If someone needed something, they would have sent me.† Oh, shit. Talk about best-laid plans failing. Yet as I stood there, a strange thought came to me. His appearance wasn't familiar at all: curly brown hair, average height, late twenties. Pretty good-looking, really. But his name†¦ something about his name†¦ â€Å"Ms. Karp,† I gasped. â€Å"You're the one†¦ you were involved with Ms. Karp.† He stiffened, blue eyes narrowing warily. â€Å"What do you know about that?† I swallowed. What I'd done–or tried to do for Dimitri–wasn't without precedent. â€Å"You loved her. You went out to kill her after she†¦ after she turned.† Ms. Karp had been a teacher of ours a few years ago. She'd been a spirit user, and as the effects of it began to drive her insane, she'd done the only thing she could to save her mind: become a Strigoi. Mikhail, her lover, had done the only thing he'd known to end that evil state: search for and kill her. It occurred to me that I was standing face-to-face with the hero of a love story nearly as dramatic as my own. â€Å"But you never found her,† I said softly. â€Å"Did you?† He took a long time in answering, his eyes weighing me heavily. I wondered what he was thinking about. Her? His own pain? Or was he analyzing me? â€Å"No,† he said finally. â€Å"I had to stop. The guardians needed me more.† He spoke in that calm, controlled way that guardians excelled at, but in his eyes, I saw grief–a grief I more than understood. I hesitated before taking a shot at the only chance I had to not get busted and end up in a jail cell. â€Å"I know†¦ I know you have every reason to drag me out of here and turn me in. You should. It's what you're supposed to do–what I'd do too. But the thing is, this†¦Ã¢â‚¬  I again nodded at the folder. â€Å"Well, I'm kind of trying to do what you did. I'm trying to save someone.† He remained quiet. He could probably guess who I meant and assumed â€Å"save† meant â€Å"kill.† If he knew who I was, he'd know who my mentor had been. Few knew about my romantic relationship with Dimitri, but me caring about him would have been a foregone conclusion. â€Å"It's futile, you know,† Mikhail said at last. This time, his voice cracked a little. â€Å"I tried†¦ I tried so hard to find her. But when they disappear†¦ when they don't want to be found†¦Ã¢â‚¬  He shook his head. â€Å"There's nothing we can do. I understand why you want to do it. Believe me, I do. But it's impossible. You'll never find him if he doesn't want you to.† I wondered how much I could tell Mikhail–how much I should. It occurred to me then that if there was anyone else in this world who understood what I was going through, it would be this man. Besides, I didn't have a lot of options here. â€Å"The thing is, I think I can find him,† I said slowly. â€Å"He's looking for me.† â€Å"What?† Mikhail's eyebrows rose. â€Å"How do you know?† â€Å"Because he, um, sends me letters about it.† That fierce warrior look immediately returned. â€Å"If you know this, if you can find him†¦ you should get backup to kill him.† I flinched at those last words and again feared what I had to say next. â€Å"Would you believe me if I said there was a way to save him?† â€Å"You mean by destroying him.† I shook my head. â€Å"No†¦ I mean really save. A way to restore him to his original state.† â€Å"No,† Mikhail said swiftly. â€Å"That's impossible.† â€Å"It might not be. I know someone who did it–who turned a Strigoi back.† Okay, that was a small lie. I didn't actually know the person, but I wasn't going to get into the string of knowing-someone-who-knew-someone†¦ â€Å"That's impossible,† Mikhail repeated. â€Å"Strigoi are dead. Undead. Same difference.† â€Å"What if there was a chance?† I said. â€Å"What if it could be done? What if Ms. Karp–if Sonya–could become Moroi again? What if you could be together again?† It'd also mean she'd be crazy again, but that was a technicality for later. It felt like an eternity before he answered, and my anxiety grew. Lissa couldn't compel forever, and I'd told Mia I would be fast. This plan would fall apart if I didn't get out soon. Yet, watching him deliberate, I could see his mask falter. After all this time, he still loved his Sonya. â€Å"If what you're saying is true–and I don't believe it–then I'm coming with you.† Whoa, no. Not in the plan. â€Å"You can't,† I said swiftly. â€Å"I've already got people in place.† Another small lie. â€Å"Adding more might ruin things. I'm not doing it alone,† I said, cutting off what I figured would be his next argument. â€Å"If you really want to help me–really want to take a chance on bringing her back–you need to let me go.† â€Å"There's no way it can be true,† he repeated. But there was doubt in his voice, and I played on it. â€Å"Can you take that chance?† More silence. I was starting to sweat now. Mikhail closed his eyes for a moment and took a deep breath. Then he stepped aside and gestured to the door. â€Å"Go.† I nearly sagged in relief and immediately grabbed the door handle. â€Å"Thank you. Thank you so much.† â€Å"I could get in a lot of trouble for this,† he said wearily. â€Å"And I still don't believe it's possible.† â€Å"But you hope it is.† I didn't need a response from him to know I was right. I opened the door, but before going through, I paused and glanced at him. This time, he no longer hid the grief and pain in his face. â€Å"If you mean it†¦ if you want to help†¦ there might be a way you can.† Another piece of the puzzle had unraveled itself for me, another way we might pull this off. I explained what I needed from him and was surprised at how quickly he agreed. He really was like me, I realized. We both knew the idea of bringing back Strigoi was impossible†¦ and yet we so, so wanted to believe it could be done I slipped back upstairs alone after that. Don wasn't at his desk, and I wondered what Mia had done with him. I didn't wait to find out and instead headed outside, off to a small courtyard that we'd established as our rendezvous point. Mia and Lissa were both waiting there, pacing. No longer distracted with anxiety, I opened myself to the bond and felt Lissa's agitation. â€Å"Thank God,† she said when she saw me. â€Å"We thought you'd been caught.† â€Å"Well†¦ it's a long story.† One I didn't bother with. â€Å"I got what I needed. And†¦ I actually got a whole lot more. I think we can do this.† Mia gave me a look that was both wry and wistful. â€Å"I sure do wish I knew what you guys were doing.† I shook my head as the three of us walked away. â€Å"No,† I replied. â€Å"I'm not sure that you do.†

Leadership Taxonomy

Introduction There a numerous leadership theories that help manage a successful business. These theories include techniques that have been developed and constantly improving since 1888. Theorists such as Thomas Carlyle, Kurt Lewin, and James Kouze, have developed characteristics they believe will shape the leaders of tomorrow. These characteristics are structured together to create theories based on personality, relationships, and developmental styles. The following will provided an organized overview of ten theorists and the characteristics they believe to develop successful leaders. Theorist |Theory Title |Theory Characteristics |Year | |Thomas Carlyle |Great Man |â€Å"According to this theory, you're either a natural born leader or |c. 1888 | | | |you're not. The term â€Å"Great Man† was used because, at the time, | | | | |leadership was thought of primarily as a male quality, especially in | | | | |terms of military leadership. (About, 2011) | | | | | | | | | |The Great Man leadership theory became more prevalent during the 19th| | | | |century and was developed from the success of several famous leaders. | | | |A famous quote that sums up this theory is â€Å"great leaders are born, | | | | |not Made. † (Changing Minds, 2011) | | Cherry, K. (2011). The Great Man Theory of Leadership. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/a/great-man-theory-of-leadership. htm Straker, D. (2011). Great Man Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/great_man_theory. htm |Gordon Allport |Personality Trait Theory |â€Å"The trait approach to personality is one of the major theoretical |c. 1936 | | | |areas in the study of personality. The trait theory suggests that | | | | |individual personalities are composed broad dispositions. (About, | | | | |2011) | | | | | | | | | |Allport discovered that there are more then 4,000 words to describe | | | | |personality traits. Allport categorized those traits into three | | | | |different levels, Cardinal, Central and Secondary traits. | | | | | | | | | |Cardinal traits were characterized as traits that dominate an | | | | |individual’s whole life. Central traits are general characteristics | | | | |of an individual personality that would affect their leadership | | | | |quality. â€Å"Terms such as intelligent, honest, shy and anxious are | | | | |considered central traits. (About, 2011) Secondary traits reefers | | | | |to attitudes or preferences that appear in certain situations or from| | | | |the result of a specific circumstance. | | Cherry, K. (2011). Trait Theory of Personality. In About. Retrieved October 2, 2011, from http://psychology. about. om/od/theoriesofpersonality/a/trait-theory. htm Cherry, K. (2011). Leadership Theories – 8 Major Leadership Theories. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/p/leadtheories. htm |Kurt Lewin |Lewin's leadership styles |Lewin’s developed three leadership styles, autocratic, democratic |c. 1939 | | | |style and Laissez-Faire style. | | | | | | | | |â€Å"In the autocratic style, the leader takes decisions without | | | | |consulting with others. The decision is made without any form of | | | | |consultation. In Lewin's experiments, he found that this caused the | | | | |most level of discontent. † (Changing Minds, 2011) | | | | | | | | | |The autocratic style is used when the result from a decision would | | | | |not change if it had the input from others. | | | | | | | | |â€Å"In the democratic style, the leader involves the people in the | | | | |decision-making, although the process for the final decision may vary| | | | |from the leader having the final say to them facilitating consensus | | | | |in the group. (Changing Minds, 2011) | | | | | | | | | |The democratic style is a group decision making process. This style | | | | |usually opens it up for individuals to voice their opinions and can | | | | |create adversity and problems. | | | | | | | | |â€Å"The laissez-faire style is to minimize the leader's involvement in | | | | |decision-making, and hence allowing people to make their own | | | | |decisions, although they may still be responsible for the outcome. | | | | |( Changing Minds, 2011) | | | | | | | | | |When individuals are motivated to make their own decisions and there | | | | |is no need for a central coordination, the laissez-faire style would | | | | |be best suited for that situation. | | | | | | | | | | | | Straker, D. (2011). Lewin's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/lewin_style. htm |F. E. Fiedler |Least Preferred Co-worker |â€Å"Leaders prioritize between task-focus and people-focus. |c. 1964 | | |(LPC) Theory |Relationships, power and task structure are the three key factors | | | | |that drive effective styles. † ( Changing Minds, 2011) | | | | | | | | | |Fiedler used a scoring system to be able to determine if that leader | | | | |would work with that person again. | | | | | | | | |â€Å"High LPC leaders tend to have close and positive relationships and | | | | |act in a supportive way, even prioritizing the relationship before | | | | |the task. Low LPC leaders put the task first and will turn to | | | | |relationships only when they are satisfied with how the work is | | | | |going. (Changing Minds, 2011) | | | | | | | | | |Three identifying factors | | | | | | | | | |Leader-Member Relations | | | | |Task structure | | | | |Leader’s Position-power | | Straker, D. (2011). . In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/fiedler_lpc. htm Rensis Likert |Likerts leadership styles |Likerts four style of leadership were developed around decision |c. 1967 | | | |making and how much people are involved in the decision making | | | | |process. | | | | | | | | | |Likerts four styles are exploitive authoritative, benevolent | | | | |authoritative, consultative, and participative. | | | | | | | | |The Exploitive authoritative style is a style where the leader has | | | | |low- no concern on how their actions will psychologically affect | | | | |people. This style is based off of fear and threats in order to | | | | |accomplish the task at hand. | | | | | | | | | |The Benevolent authoritative style is a complete opposite of the | | | | |Exploitive authoritative style. This style involves higher ranked | | | | |leaders in an organization listening to the concerns of individuals | | | | |lower in the organization. | | | | | | | | | |The consultative theory is focused on still listening to the upward | | | | |flow of information, but generally decisions are still centrally | | | | |made. | | | | | | | | |The participative theory’s where leaders maximize methods to engage | | | | |with people lower down in the organization in the decision-making | | | | |process. | | | | | | | | | | | | Straker, D. (2011). Likert's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/likert_style. htm |D. J. Hickson |Strategic Contingencies |The strategic contingencies theory states that if a person does|c. 1971 | | |Theory |no they charisma but that person possesses the ability to solve| | | | |problems they still can be a effective leader. | | | | | | | | | |â€Å"The theory helps to objectify leadership techniques, as | | | | |opposed to relying on personalities. (Leadership-Central, | | | | |2011) | | | | | | | | | | | | Strategic Contingencies Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/strategic-contingencies-theory. html#axzz1ZeSf2sGc |Dr. Paul Hersey, |Situational Leadership |Hersey and Blanchard leadership model was developed into four styles|c. 972 | |Ken Blanchard |Model |(S1 to S4) to match the employee development level (D1 to D4). | | | | | | | | | |â€Å"Leaders should adapt their style to follower development style (or | | | | |'maturity'), based on how ready and willing the follower is to | | | | |perfo rm required tasks (that is, their competence and motivation). | | | | |(Straker, 2011) | | | | | | | | | | | | | | |Style one is Telling/Directing which is designed for an employee at | | | | |a D1 level. This employee is a t a low competence, low commitment | | | | |level to the company. | | | | | | | | |Style two is Selling/ Coaching which is designed for a employee at a| | | | |D 2 level. This employee has some competence and a variable | | | | |commitment to his/her position. | | | | | | | | | |Style three is Participating/ Supporting which is designed for an | | | | |employee at a D3 level. This employee has high competence but still | | | | |a variable commitment to his/her position and the company. | | | | | | | | | |Style four is Delegating/ Observing which is designed for a employee| | | | |at D 4. This employee with have a high competence and a high | | | | |commitment to the company. | | | | | | | | | | | | | |At level S1 the leader is high task focus and not real focus on the | | | | |relationship. As you reach a S4 the leader has a low task focus and | | | | |a low relationship focus. At S3 that is where the leader builds a | | | | |strong relationship to develop that employee into a D4. | | | | | | Straker, D. (2011). Hersey and Blanchard's Situational Leadership. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/situational_leadership_hersey_blanchard. htm Situational Leadership- About us (2011). In Situational Leadership. Retrieved October 2, 2011, from http://www. situational. com/about-us/ |Danser eau, Graen, |Leader-member Exchange (LMX)|â€Å"How a leader maintains leadership through working with her or |c. 1975 | |and Haga |his supporters, those entrusted with responsibility and advisers | | | | |defines the Leader-member Exchange theory as a method for | | | | |exerting and maintaining leadership. † (Leadership-Central, 2011) | | | | | | | | | |LMX is a intuitive theory and would be more expected from a | | | | |leader-group structure. LMX uses three stages of development. | | | | | | | | |Organizational Stage | | | | |Role Development | | | | |Leader-led relationship | | | | | | | | | |Leaders in this theory can range from a person leading a small | | | | |discussion group or a supervisor of a work crew to heads of | | | | |countries or empires. â€Å"The more complex the task and | | | | |organization, the more factors enter into the organizational | | | | |dynamics. † (Leadership-Central, 2011) | | | | | | | Leader-Member Exchange Theory – LMX (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. om/leader-member-exchange. html#axzz1ZeSf2sGc |James MacGregor |Burns Transformational |â€Å"Burns Transformational leadership Theory, in other words, |c. 1978 | |Burns |Leadership Theory |Burns focuses upon motivations and values in assessing how a | | | | |leader approaches power. This aspect of having that basic | | | | |ethical system sets leaders apart from those merely aspiring to| | | | |power. (Leadership-Central, 2011) | | | | | | | | | |Burns theory appeals to those interested in developing social | | | | |values and individual purpose. Burns theory asks a fundamental | | | | |question of what the ultimate goal of leadership is and why one| | | | |should be a leader. | | | | | | Burns Transformational Leadership Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/burns-transformational-leadership-theory. html#axzz1ZeSf2sGc |Bass, B. M. |Transformational Leadership |‘Bass defined transformational leadership in terms of how the |c. 1985 | | |Theory |leader affects followers, who are intended to trust, admire and | | | | |respect the transformational leader. (Straker, 2011) | | | | | | | | | |Bass described three ways which leaders can transform their | | | | |followers. | | | | |Easing their awareness of task importance and value. | | | | |Getting them to focus first on team or organizational goals, rather| | | | |than their own interests. | | | | |Activating their higher-order needs. | | | | | | | | | | | | | | | | | | | | | Bass Transformational Leadership Theory (2011). In Leadership-Centeral. Retrieved October 2, 2011, from http://www. leadership-central. com/bass-transformational-leadership-theory. html#axzz1ZeSf2sGc Straker, D. (2011). Bass' Transformational Leadership Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/bass_transformational. htm |James Kouze and |Leadership Participation |â€Å"Specific factors are listed in a checklist form that |c. 1987 | |Barry Posner |Inventory |organizers can use to assess a group's affinity to a leader. | | | | |While they are subjective, they are better than nothing and can| | | | |help in a focus on organizational problems. † | | | |(Leadership-Central, 2011) | | | | | | | | | |Five characterizes for successful leadership | | | | | | | | | |1. Role Model | | | | |2. Inspiration: | | | | |3. Facing Adversity | | | | |4. Empowerment | | | | |5. Generates Enthusiasm | | | | | | | | | | | | | | | | | | | | | | Leadership Participation Inventory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/leadership-participation-inventory. html#axzz1ZeSf2sGc