The Retributivist and Utilitarian Theories for Justification of Essay

The Retributivist and Utilitarian Theories for Justification of Criminal Punishment - Essay Example The matter of penal sanctions, therefore, became an issue among legal theorists; apparently, there comes a point when the penalty is too harsh as to itself be disruptive of the social peace, or that the penalty is too inconsequential that offenders do not think twice about transgressing the law. In order to create effective penal laws, the philosophy and purpose behind the punishment should be examined and their merits and shortcomings understood. Of all frameworks that have been proposed, two stand out in particular in penal theory, namely the retributivist and the utilitarian theories. Retributivism and Utilitarianism There are four fundamental justifications behind criminal punishment: retribution, deterrence (including incapacitation), rehabilitation, and protection of society (Hagan, 2010:103). Deterrence means that punishment serves to warn possible future offenders and inhibit them from committing crimes. Rehabilitation aims to reform or resocialize the criminal into law-abidi ng and compliant members of society. Protection and upholding of social solidarity is simply what it expresses – the protection of society and reaffirmation of social solidarity and values. These three justifications fall under utilitarian theory, because they deal with the effect of the criminal deed on society and to maximize the good such punishment can provide for the greater number, the community (Yacoubian, 1998). Retribution, on the other hand,â€Å"is a moral motive for punishment, not simply a utilitarian one† (Hagan, 2010:103). In this purpose of punishment, the fundamental aim is to restore justice to those who had suffered as well as to society as a whole. In retributivism, neither the future conduct of the offender nor the future impact on society are significant in determining punishment (Yacoubian, 1998) Hagan describes it quite appropriately as society’s equivalent for the individual’s revenge. In the pre-modern age, a person wronged by a crime is entitled to seek vengeance to right the wrong done to him. Modern legal theory assumes this role for the individual, and takes the crime to be an offense not only against the individual but against society itself. Victims of the crime may not pursue their own revenge, but allow the state to pursue, on its behalf and theirs, the penal act that restores the balance of justice. An example of retributive justice is the hunt for and punishment of Nazi war criminals. Such punishment may not significantly serve such purposes as deterrence, protection of society, least of all rehabilitation. However, there remains the public outrage throughout the years that such criminals had gotten away with their war crimes (Hagan, 2010). There is a need to inflict some suffering on the criminal commensurate to the crime done, for the simple reason that justice must be restored. This is the crux behind retributive justice (Haist, 2009). Virtually ignored during the first three quarters of the tw entieth century, retributivism again assumed dominance as the underlying theory of the criminal justice system (Ackerman, 2011:220). What had prevailed for the greater part of the 20th century was Utilitarianism as the overriding theory in criminal punishment. According to Mills (1938), â€Å"Utilitarianism is the ethical doctrine that the moral worth of an action is solely determined by its contribution to overall utility.† Utility here is understood to mean the good (also called â€Å"happiness†

The Influence of Media on Perception of Beauty Essay Example for Free

The Influence of Media on Perception of Beauty Essay Defining beauty is not without its challenges: look up the definition of beauty in any english dictionary and one will be met with an ambiguous description similar to this: A combination of qualities that pleases the intellect or moral sense (Newman 2010) acknowledges the dilemma in asking what beauty is. She maintains we grope around the edges of the question as if trying to get a toe-hold on a cloud. We know it when we see it, or so we think. Philosophers construct beauty as a moral equation (Newman 2010). Plato once said that what is beautiful is good. Poets reach for the lofty, according to (Newman 2010). Jean Pullman wrote true beauty is how she acts, true beauty is inside. Others are more definite in their definition. When people approach plastic surgeons and announce make me beautiful what they are asking for are high cheekbones and a stronger jawline (Davis 2011). Scientifically beauty is seen as health. According to (Newman 2010): Its a billboard saying I am healthy and fertile, and I can pass on your genes. Our personal perceptual process plays a large part in what we deem to be beautiful. Perception refers to the ability to see, hear, or become aware of something through the senses (Merriam-Webster 2010). The sensory receptors that are involved are skin, mouth, ears, nose and eyes and they inform our sense of touch, taste, hearing, smell and sight. The media has brought with it wonderful advantages in certain aspects of peoples lives but it has also brought with it a very alarming detriment, and this is a change and influence in societys perception of beauty. Through the media unrealistic images of western ideals of beauty are transmitted out all over the world. Advertisements, magazine articles and modern hollywood are the driving force behind the influence of the publics perception of ideal beauty (Hoffman 2004). From magazines and billboards to film and television advertisements, it is fair to say that images of unattainable body ideals are everywhere for all to see. The age of technology has meant that there is more access and exposure to these images. According to (Tornambe 2010) movie icons in the 1950s and 1960s that appeared on the silver screen were admired and adored, but never copied like today. Because it was understood that they lived a life far different from the average person. Fast forward to the present, where people are bombarded by images of the daily life of celebrities thanks to online social media websites like twitter and facebook, blogs and online magazines. This has created an intimate relationship between celebrities and the public (Tornambe 2010). This relationship has changed societys view on beauty because now that celebrities are on our level, doesnt that mean we can be like them? Women in particular experience the brunt of media pressure. From reading magazine articles and advertisements that feature women that are models who are underweight and beautiful, they feel that they need to look like that to be happy and successful (Hoffmann 2004). This can create an unhealthy body image for women. Body image is the perception that one has about oneself (Martin 2009). This perception can be either positive or negative.The average height of a female fashion model is 5 ft 10 inches and weighs 110lbs (Waltz 2004). The average woman is 5 ft 4 inches in height and weighs a healthy 145lbs, yet the media glorifies the former as ideal. The perception that to look like a model will make one happier and confident has led to an increase in eating disorders like anorexia nervosa and bulimia, as women starve themselves or make themselves sick to aid in faster weight loss (Waltz 2004). Unsurprisingly, eating disorders are a growing epidemic and since 1970, the number of those with eating disorders has increased by a staggering 400% (National Eating Disorder Organisation 2011). Eating disorders account for more fatalities than any other psychological illness (National Eating Disorder Organisation 2011). Genetically some women are not meant to be very thin. The death of American singer Karen Carpenter shocked the world in 1983 when it was found that her death was caused by complications due to anorexia. Her death essentially opened the eyes of the world to this disease, because many had not heard of it as it was rarely talked about (Schmidt 2010). Karen became the first celebrity victim of anorexia. As one half of the band The Carpenters she was a regular in the spotlight and felt the pressures from the media to be thinner. Naturally curvaceous and weighing a healthy 140lbs, she began extreme dieting and starvation in 1967. Her body suffered from the lack of food and many doses of laxatives and thyroid pills and she had fainted many times on and off stage. Her heart, weakened from the stress she placed on her body, eventually gave up and she died from cardiac arrest.The dark side of beauty is apparent. But according to (Newman 2010), studies suggest that beauty is regarded as more than a confidence booster: attractive people make more money, get called on more often in class, receive lighter sentences, and are perceived as friendlier Evidently beauty is so highly regarded that there is an immense expectation for women to conform to impossible standards. According to (Chapman 2011) women are made to feel ugly and ashamed if these standards are not met. For years the ideal beauty in women was considered to be white skin, light eyes and blonde hair, as dictated by the media. Superior race is the most oppressive of beauty ideals which continues to dominate the media (Stephens, Hill and Hanson 1994). According to (Kite 2011) images of white women dominate the media, which creates a negative impact on women who are not of a white ethnicity. Celebrities such as Beyonce Knowles and Aiswarya Rai who are successful actresses in their own right, have experienced what is known as the whitewashing of the media (Beauty Redefined 2011). In advertisements and magazine features these women have been subjected to this harmful media representation where their dark skin has been noticeably whitened before publication. See Figure 1 and 2 where you will see two photographs of both women, one of before each were whitewashed and one afterwards.The media digitally lighten both the skin and hair colour. The transformation of both women is very disturbing. The actresses are considered beautiful women but when they are respresented as beauty icons in the media, they fit the white ideal – light skin, light-colored hair and lightened eyes (Beauty Redefined 2011). In Killing Us Softly, a documentary made by Jean Killbourne in 2010, Jean confirms this. In it she says that women of colour are considered beautiful only if they fullfill the white ideal that is light skin, hair, eyes and caucasian features (Kilbourne 2010). In Asia beauty is often equated with white skin. In fact it has spawned a lucrative and dangerous industry of skin-bleaching products (Hwang Lynch 2011). According to (Hwang Lynch 2011) the preference for pale skin is equivalent to the American obsession with tan skin. 70% of the Asian cosmetic and skin care market is made up of bleaching and whitening products aimed at women who want to artificially lighten their skin(Hwang Lynch 2011).Whilst most products perform safely, they have been linked to the death of a 23 year old Cambodian woman in 2010 (The Guardian 2010). The coined phrase dying to be pale rings true. The search and pursuit of ideal beauty spans centuries and countries. Cleopatra famously wore black kohl made from minerals around her eyes to accentuate them. In the court of Louis XVI, women drew blue veins on their necks to emphasise their noble blood (Newman 2010). In the 18th century women used vermilion rouge that was made of a dangerous chemical compund made up of sulfur and mercury. So dangerous, it caused women to lose their teeth and some to lose their life from being poisoned. The pursuit of ideal beauty is also very costly. According to (Kilbourne 2010) what is most important to women is how we look and that we make the effort to look good: The media surround us with images of the ideal female beauty and we learn from an early age that we must spend enormous amounts of time and money striving to achieve this look and feeling ashamed when we fail. Failure is inevitable because it is impossible to attain this ideal (Kilbourne 2010). Advertisments for cosmetic and skincare products contain models that have been made to look flawless via digital enhancement. The advertisments base their ideal on complete perfection. There are never any natural lines or wrinkles on the models that would be clearly visible without artificial enhancement. The flawlessness advertised by these cosmetic companies simply cannot be achieved (Kilbourne 2010). Nobody looks like these models, not even the models themselves. Kilbourne (2010) discusses female sexuality in her documentary. She says that from an early age girls learn that appearance and sexualised behaviour are rewarded by society. Whilst she claims there is nothing wrong with wanting to be sexy, she believes it is wrong that this is emphasised for women to the omission of other important attributes, such as having a genuine personality. (Wolf 1991) summed up the insecurities felt by young girls: Their [girls] sexual energy, their evaluation of adolescent boys and other girls goes thwarted, deflected back upon the girls, unspoken, and their searching hungry gazed returned to their own bodies. The questions, Whom do I desire? Why? What will I do about it? are turned around: Would I desire myself? Why not? What can I do about it?. Defining beauty is not without its challenges but according to (Englis, Solomon and Ashmore 1994) people actively look for it based on what is thrusted to them by the media. Female consumers are on the lookout for the latest products that will help them look beautiful. Marketers capitalise on this with advertisments depicting unattainable beauty that tricks consumers into buying their product. In the USA in 2011 six billion dollars was spent on fragrance and another six billion on makeup (Newman 2010). Hair and skincare products amounted to eight billion dollars each. 20 billion dollars was spent on diet products and services, and this is in addition to the billions spent on health club memberships and not forgetting cosmetic surgery. Conclusion It is clear that we live in a society and culture that values appearance, and the media bombards us with an array of images of ideal appearances for both men and women on a daily basis. This isnt helped by the fact that we live in the digital age and images are thrusted in our purview through more mediums. The media is such a consistant member of our lives and is so dominant that we consciously do not understand the strong influence and control it holds over our perceptions of beauty. With every passing year and decade our perception of what is ideally beautiful changes as a result of what we are being fed by the media (Salome 2009) No doubt many women will continue to suffer because of it and strive to try and achieve it. Of course there are many of us who will sooth ourselves with cliches like its only skin deep and beauty is in the eye of the beholder but for better or worse beauty matters and has always mattered. The media need to completely change their input in influencing our perceptions. They need to advertise women with realistic and healthy bodies that are beautiful. They must stop featuring unhealthy, underweight models in advertisements – they are not beautiful, they need help and it is wrong. Yes, beauty will always matter. But lets appreciate and embrace being different and renounce any ideal. The media sends out messages to women that beauty is a central aspect to their identity and their sex (Salome 2009). It is extremely damaging for young impressionable women that attach easily to this notion. A genuine personality does not sell a product it seems and instead sex sells. The notion that in advertising and also in the film industry that sex sells, is a powerful force that keeps us trapped in crippling defintions of femininity and masculinity (Kilbourne 2010). According to Jean Kilbourne (2010) what is at stake in this debacle is a womans ability to have an authenthic and fr eely chosen life.

Leadership Models and Competency Frameworks

Leadership Models and Competency Frameworks This assignment mainly focus on a review of leadership theory and competency frameworks based on the debate leaders are born not made.after that I have tried to relate these argument with Leadership Models and Competency Frameworks, which are currently being used in organisations. These all things will help to understand that in which qualities required of people in leadership positions and will help to improve the leadership development process. Also some private sector, some public sector are discussed and web links to the full models included where available. Introduction: Are leaders born or made? this is a long debatable question from long times ago that whether leaders are born or made. But many researchers trying to find out this question answer for decades. The decades are going on and now we know the answer. Finally it has decided that leaders are sort of born and theyre always made. Early theories mainly focused on the difference between leaders and followers but theories in now-a-days are focused on situational factors and leadership skills. Now I am going to discuss this topic through eight leadership theories, models and leadership frameworks and with comparing and contrasting the theories in below: 1. Great man theories: This theory assume that leadership capacity is inherent -and it also assume that great leaders are born, not made. These theories assume that these leaders have come when the country has needed to them. So its totally destined to leadership when needed. These theories also portray leaders as heroic, mythical. And most leaders were male in this theory. For example: Gandhi, Sheikh Mujibur Rahman, Eisenhower, Churchill were great leader. 2. Trait Theories: Like Great Man theories, trait theories assume that people will have inherited main qualities and traits that will help them to do their lead. It assumes that leaders must have to follow some particular behaviour which will help them to be a great leader.This theories also assume that people are born with inherited traits. Stogdill (1974) identified the following traits and skills as critical to leaders. Traits: Adaptable to situations Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organised (administrative ability) Persuasive Socially skilled Skills: Alert to social environment Ambitious and achievement-orientated Assertive Cooperative Decisive Dependable Dominant (desire to influence others) Energetic (high activity level) Persistent Self-confident Tolerant of stress Willing to assume responsibility Behavioral Theories: Behavioural theories assume that great leaders are made, not born. According to this theory, that great leaders are made, not born and through teaching and observation people can learn to become leaders. Furthermore, they follow that what leaders actually do. Contingency Theories: Contingency theories of leadership mainly based on some special variable which actually find out that particular style of leadership will be fitted for the environment of organization. This theory assume that there is no best leadership style which will be fitted in all situation.. Participative leadership: Organization will be developed when people are more committed to their relevant action and this action will happen on that time when company will involve all employees with their relevant goals and decision. People are less competitive and more collaborative when they are working on joint goals. When all people in company take decision together , the social commitment become higher and their commitment to decision will increase. Situational theories: Situational theories are best for taking certain types of decision making and here leaders choose their best course of action based on many situational variables . Transactional Leadership:    It assumes that people are motivated by reward and punishment. Here total system activated by a clear chain of command. It means people will agree to do a job and authority will be given by a manager. Here subordinate will do their job to get a decision of manager, they are fully responsible for that job. In case of any failure subordinate will get punishment. . Transformational Leadership : It assumes that people will follow a person who inspires them. Here a leader must have a vision and passion to achieve great thing and he or she must have to work hard through enthusiasm and full energy. Now I m going to comparing and contrasting those above theory in briefly: Great Man Theories Here leaders are exceptional people, born with innate qualities, destined to lead. Trait Theories It describes about leaders qualities Behaviourist Theories These assume that what leaders actually do rather than on their qualities. Here different patterns of behaviour are observed and categorised as styles of leadership. Situational Leadership This is an approach where leadership is very specific to the situation. It also assumes that different required leadership styles may be required in different levels in the same organization. Contingency Theory This theory find out the situational variable which best predict that which leadership style will be followed. Transactional Theory This theory mainly focuses on the relation ship between leaders and followers and here leader give the reward based on loyalty of the followers. Transformational Theory Here main concept is change and envisioning and implementing is a main thing to get better performance. LEADERSHIP MODELS AND COMPETENCY FRAMEWORKS : In his section I m going to explain about different leadership models and frameworks which is used in practice across the public and private sector organisations. Private sector frameworks: BAE performance centered leadership: For improving the business, Performance Centred Leadership competencies provide a set of related behaviours. Thats why they have been developed from 360 degree feedback information, benchmarked against the competencies of high performing organisations, each with related behaviours there are five core competences. Try to achieve High Performance à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, focusing on the Customer à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, developing Others à ¢Ã¢â€š ¬Ã‚ ¢fourth, Continuously Improving à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, Working Together FEDERAL EXPRESS LEADERSHIP QUALITIES : They mainly follow a system where they have selected 9 attributes for rating motivated leaders: à ¢Ã¢â€š ¬Ã‚ ¢ Appeal or allure à ¢Ã¢â€š ¬Ã‚ ¢ personal consideration à ¢Ã¢â€š ¬Ã‚ ¢ Intellectual incentive à ¢Ã¢â€š ¬Ã‚ ¢ Determination or braveness à ¢Ã¢â€š ¬Ã‚ ¢ Constancy à ¢Ã¢â€š ¬Ã‚ ¢ Flexibilty à ¢Ã¢â€š ¬Ã‚ ¢ candour or honest ness à ¢Ã¢â€š ¬Ã‚ ¢ Apprehension à ¢Ã¢â€š ¬Ã‚ ¢ Respect for others Lufthansa Leadership Compass Lufthansa school of business is following a framework for their leadership development education which is made by Lufthansa leadership compass. It includes the following six key categories, which set out a range of skills and behaviours including: perception, determination, concern for people, self-reflection and professional know-how: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Entrepreneurial leadership à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, problem solving ability à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, Win to others à ¢Ã¢â€š ¬Ã‚ ¢ Fourth, Lead to people à ¢Ã¢â€š ¬Ã‚ ¢ Fifth, Attitude and drive à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, International business competencies Philips Leadership Competencies Philips has set some leadership competencies which will define the behaviour for achieving the business success. There are Six Leadership Competencies they has set out. These competencies are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, leader needs to Show determination to achieve excellent results à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, they need to focuses on the market à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, need to find better ways à ¢Ã¢â€š ¬Ã‚ ¢ Fourthly, focus on top performance à ¢Ã¢â€š ¬Ã‚ ¢ motivating commitment à ¢Ã¢â€š ¬Ã‚ ¢ Develops self and others For more information please visit: http://ad.chinahr.com/jobads/philips/leadership.asp Shell Leadership Framework: Shell has also used the Leadership Framework and it includes nine elements as indicated below used by Shell includes nine key elements as indicated below: à ¢Ã¢â€š ¬Ã‚ ¢ They need to build shared vision à ¢Ã¢â€š ¬Ã‚ ¢ Focusing on customer à ¢Ã¢â€š ¬Ã‚ ¢ Increases business Opportunities à ¢Ã¢â€š ¬Ã‚ ¢ Indicate professional mastery à ¢Ã¢â€š ¬Ã‚ ¢ Shows individual effectiveness à ¢Ã¢â€š ¬Ã‚ ¢ show courage à ¢Ã¢â€š ¬Ã‚ ¢ Motivating, Coaching Developing à ¢Ã¢â€š ¬Ã‚ ¢ Need to give value differences à ¢Ã¢â€š ¬Ã‚ ¢ Produce the Results Vodafone Global Leadership Competencies: The Global Leadership Programme of Vodafone are underlying by Vodafone leadership competencies. Those are divided into five categories: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Value the communication à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, develops the International team à ¢Ã¢â€š ¬Ã‚ ¢ Make Strategic vision à ¢Ã¢â€š ¬Ã‚ ¢ Need to increase organisational capability à ¢Ã¢â€š ¬Ã‚ ¢ drives commercially For the full framework please visit: www.glp.vodafone.com/global.htm Public industry Framework: Senior Civil Service Ability Framework: Civil Service Corporate Management has recognized few certain characteristics what is essential for the Senior Civil Service (SCS). They have established six types of competencies those are associated with behaviours. The competencies are: à ¢Ã¢â€š ¬Ã‚ ¢ Providing goal and correct way to resolve à ¢Ã¢â€š ¬Ã‚ ¢ Building an distinct impact à ¢Ã¢â€š ¬Ã‚ ¢ Working towards creative strategy à ¢Ã¢â€š ¬Ã‚ ¢ Inspiring the employees to develop best outcome à ¢Ã¢â€š ¬Ã‚ ¢ Study and progress à ¢Ã¢â€š ¬Ã‚ ¢ Emphasis on responding For more information please visit: http://www.cabinet-office.gov.uk/civilservice/scs/competences.htm Scottish Executive Framework Scottish parliament recognizes seven types of standards and to clarify this, they recommend what leaders should do and how to do. They also mentioned when the leaders need to learn more to work effectively. The leadership characteristics of the framework are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Realising à ¢Ã¢â€š ¬Ã‚ ¢ Self-organization à ¢Ã¢â€š ¬Ã‚ ¢ Examination and exploration à ¢Ã¢â€š ¬Ã‚ ¢ External attention à ¢Ã¢â€š ¬Ã‚ ¢ Communication à ¢Ã¢â€š ¬Ã‚ ¢ Handling people à ¢Ã¢â€š ¬Ã‚ ¢ Team building Management Education Training Organisation (METO) management Standards METO has developed seven key roles for leadership, which are given: à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Events à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Assets à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Employees à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Statistics à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Spirit of the company à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Excellence à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Plans Institute of Chartered Management Chartered Management Skills Chartered Manager Candidates need to demonstrate (and provide evidence of) learning, development and impact in the workplace against two of these six categories. à ¢Ã¢â€š ¬Ã‚ ¢ Leading People à ¢Ã¢â€š ¬Ã‚ ¢ Meeting Customer Needs à ¢Ã¢â€š ¬Ã‚ ¢ Managing Change à ¢Ã¢â€š ¬Ã‚ ¢ Managing Information and Knowledge à ¢Ã¢â€š ¬Ã‚ ¢ Managing Activities and Resources à ¢Ã¢â€š ¬Ã‚ ¢ Managing yourself A SELECTION OF LEADERSHIP DEVELOPMENT INITIATIVES NHS Chief Executives Programmes The NHS manage a wide range of programmes through their Leadership Centre, including a suite of programmes for Chief Executives. These comprise a number of initiatives based upon the NHS Leadership Qualities Framework, including: National and International Learning Experiences: à ¢Ã¢â€š ¬Ã‚ ¢ Development Assignments (Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Transformational Thinking (Manchester University) à ¢Ã¢â€š ¬Ã‚ ¢ Study Tour to Canada (Kings Fund) à ¢Ã¢â€š ¬Ã‚ ¢ Duality Leadership Programme (University of Birmingham) à ¢Ã¢â€š ¬Ã‚ ¢ Action Learning Sets (Nelson and Pedler) Modular Programmes: à ¢Ã¢â€š ¬Ã‚ ¢ Experienced Chief Executives Development Programme (Kings Fund and Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Drive for Results (Manchester University) Of interest here, is the range of learning opportunities being offered, from action learning sets, study tours and exchanges to modular programmes. The participants are free to choose their preferred modes of learning yet the thinking behind the programme implies that each will contribute towards developing qualities from the Leadership Qualities Framework. For further information please visit: http://www.nhs-leaders.org NCSL Leadership Development Framework The National College for School Leadership is one of the leading organisations in relation to their awareness of the importance of distributed leadership. Recent years have seen an increasing move from the competency-based approach of the Hay McBer Model to the development of a Leadership Development Framework. The outcomes of a Think Tank report lead to 10 propositions about school leadership. School leadership must: à ¢Ã¢â€š ¬Ã‚ ¢ be purposeful, inclusive and values driven à ¢Ã¢â€š ¬Ã‚ ¢ embrace the distinctive and inclusive context of the school à ¢Ã¢â€š ¬Ã‚ ¢ promote an active view of learning à ¢Ã¢â€š ¬Ã‚ ¢ be instructionally focused à ¢Ã¢â€š ¬Ã‚ ¢ be a function that is distributed throughout the school community à ¢Ã¢â€š ¬Ã‚ ¢ build capacity by developing the school as a learning community à ¢Ã¢â€š ¬Ã‚ ¢ be futures oriented and strategically driven à ¢Ã¢â€š ¬Ã‚ ¢ be developed through experiential and innovative methodologies à ¢Ã¢â€š ¬Ã‚ ¢ be served by a support and policy context that is coherent and implementation driven à ¢Ã¢â€š ¬Ã‚ ¢ be supported by a National College that leads the discourse around leadership for learning Personal Characteristics of Effective Leaders   Personality Early research on leadership sought to identify a list of personal characteristics that set effective leaders apart from other people. No single list has been found to hold true for every leader in every context. As a result leadership research moved on in a different direction focusing instead on what effective leaders do. For decades traits were largely ignored. However, despite lacking 100% generalisability, contemporary leadership scholars have recognised that personal characteristics are important to effective leadership particularly intelligence and aspects of personality such as dominance, extraversion, sociability, self-confidence, high levels of energy and resilience[8]. The concept of intelligence is expanded upon further in the next section, and a more comprehensive list of personality traits associated with effective leadership is shown below:      For those seriously interested in developing leadership, it is important to appreciate the impact of personality. Greek philosopher, Aristotle once said that we are the sum of our behaviours; excellence therefore is not an act but a habit. Personality is a key driver of our day-to-day habitual behaviours and as such can help or hinder our leadership effectiveness. Leaders should: Be aware of how their personality helps and hinders their leadership effectiveness, then Find leadership positions where their strengths are called for, then Offset their weaknesses through a combination of tapping others strengths and their own development    Intelligence Effective leaders typically have higher than average levels of intelligence specifically reasoning and memory. During World War I, the armed forces used IQ tests to select potential officers and they continue to be used as a recruitment tool in many contemporary organisations such as Microsoft. A high IQ does not make you an effective leader. Be accurately aware of themselves their emotions, tendencies, strengths and weaknesses. Use emotions to enhance thinking and decision-making. Consciously regulate emotions and moods in intelligent ways. It has been claimed that emotional intelligence is a better predictor of leadership success than IQ. More recently social intelligence, previously considered a sub-part of emotional intelligence, has been shown to be the single largest factor impacting on leadership effectiveness.   Conclusion: Leaders are Sort of Born It seems like theres only one thing that a person needs to actually be born with in order to be a leader later in life. Thats intelligence. A leader needs to be smart enough. Effective leaders arent necessarily the smartest people in the room or the company or even on the team. But they have to be smart enough to do the job theyre assigned. Whats more important is what kind of person the potential leader is when he or she becomes an adult. The person who emerges from adolescence into young adulthood has the psychological and character traits theyll demonstrate for the rest of their life. Some of those matter for leadership. By the time a person becomes an adult we can tell if they can help other people achieve results. That, after all, is what we expect leaders to do. We expect them to achieve success through a group. We expect them to help their subordinates grow and develop. By the time a person becomes an adult, we can tell if they want to achieve objectives or if they just want to go along and take it easy. We expect leaders to be responsible for achieving results. You can have a marvelous life without a results focus, but if youre going to lead successfully you have to have the drive and willingness to be measured by the results of your leadership. By the time a person becomes an adult, we can tell if they are willing to make decisions or not. Lots of people wake up every day and let the world happen to them. But leaders must be able and willing to make decisions that affect themselves and others. By the time a person becomes an adult we can tell if they have the basic qualities that we expect leaders to have. We can determine if theyre smart enough to do the job. We can tell if they are willing to help others to achieve results as a group. And we can tell if they will make decisions. Those things are essential. People who have them can learn the multiple skills it takes for them to become effective leaders. No matter how they measure up on the key essentials, no one emerges from the womb or from adolescence with all the skills in place to be an effective leader. Everybody has to learn the job. Thats why leaders are always made.

The Character of O-lan in Pearl S. Bucks The Good Earth :: Pearl Buck Good Earth Essays

The Character of O-lan in Pearl S. Buck's The Good Earth    Pearl S. Buck's The Good Earth depicts the journey of a Chinese farmer and his family in the early twentieth century. It begins with the protagonist, Wang Lung, marrying a servant, O-lan, from a neighboring rich house. They start a family in their small country town, and endure grueling times, including droughts, floods, and war. Wang Lung and O-lan work as hard as horses to ensure their family's survival. The family's persistence finally prevails, and the land eventually produces great riches. O-lan plays a considerable role in the success of the family. Buck portrays O-lan as a resourceful and reliable woman.    O-lan is very knowledgeable and draws on past experiences. She is a skilled cook because she worked in the kitchens as slave. When O-lan first arrives at Wang Lung's house, she prepares a deliciously cooked meal. In response to Wang Lung's questions of her dexterity, she blandly replies, I have been kitchen slave since I went into the House of Hwang. There were meats at every meal (22). Wang Lung received many compliments from his family and friends for O-lan's dinner. She is familiar with the preparation many different kinds of food, such as corn cobs, meats, and other varied foods.    O-lan is an experienced beggar. This skill was used in a critical time. The family was forced to face many adversities during the drought. Wang-Lung and O-lan reluctantly decided to move to a southern city to escape starvation. O-lan used her childhood begging talents to assist the family in surviving the dilemmas of the city. She knew who to plead to, where to beg, and most importantly, taught the other children to beg.

Edgar Linton has more right Essay

The word hero conjures an image in one’s head of a valiant, courageous, strong individual; one who puts the needs of others before their own, a being who defies evil with their handsome charm and fearless nature. However, this stereotypical image does not accurately depict the full extent to which the term hero covers, as there are many different types of hero including the Byronic Hero, Classic Hero, Medieval Hero, and Romantic Hero. Classic Heroes are those in Greek and Roman literature; they are often of royal birth or even like the Titan Prometheus; half mortal, half god. Although Edgar Linton is not of royal descent, he is from a family of the highest social class throughout the country which allows him to fall loosely into this category of noble birth. Heathcliff on the other hand, is from a discernible background and is brought into the household at Wuthering Heights as a ‘gipsy brat’ after Mr. Earnshaw saw, ‘it starving, and houseless, and as good as dumb in the streets of Liverpool.’ Another characteristic of a Classic Hero is that they perform extraordinary feats. Throughout the novel Edgar Linton displays no obvious signs of having done anything extraordinary; he is a calm, weak natured individual who avoids conflict and allows himself to be easily overpowered both by Heathcliff and his wife allowing the latter to mock him, ‘I wish Heathcliff may flog you sick, for daring to think an evil thought of me!’ In contrast to this, Heathcliff performs many extraordinary deeds however, few of which are in any way admirable and for the benefit of anyone but himself for example, after being degraded for years at the abusive hands of Hindley, Heathcliff disappeared for three years and that space of time turned himself into an outwardly respectable and wealthy man. In addition to the former points, a classical hero must be a perfectly ideal individual but for one fatal flaw. One’s opinion of Edgar Linton can be altered to allow him to fit into this category as he is a well-mannered character who is obviously fully devoted to both his wife and his daughter; Nelly Dean observes, ‘I don’t believe he ever did speak a harsh word to her.’ However, his gentle, spoiled upbringing may be his flaw as it has made him subservient character that lacks the confidence and passion Heathcliff possesses and thus lacks the ability to keep hold of Catherine and make her happy. Heathcliff again, does not fit the mould of the Classic Hero as he fails to meet this criterion; he is an abusive, evil, sadistic individual who shows no hint of remorse or of possessing any admirable qualities. Although neither Edgar nor Heathcliff perfectly fit the mould of a Classic hero, Edgar has more right to be called a Classic Hero than Heathcliff does. However, Heathcliff does fully reserve the right to be classed as the Byronic Hero within the novel as he possesses all the characteristics of one of these heroes while Edgar has none of them. These heroes are manipulative, violent and unrepentant. Heathcliff shows his manipulative nature when he allows Isabella Linton to fall in love with him, he tells Nelly, ‘she abandoned them under a delusion’, showing he was fully aware of her feelings and used them to his advantage, employing them as a tool in which he could gain control and ownership over both properties; Wuthering Heights and Thrushcross Grange. His displays of violence are prominent throughout the novel, beginning as a young boy and developing into adulthood. As a young child he, ‘seized a tureen of apple sauce’ and threw it over Edgar Linton’s face. As an adult his violence worsens as, ‘he snatched a knife from the table and flung it at’ his wife, Isabella’s head. In addition to this, he comes close to murdering Hindley and even with Catherine, his true love he does not possess the capability to be gentle, ‘so inadequate was his stock of gentleness†¦ I saw four distinct impressions left blue in her colourless skin.’ Heathcliff’s unrepentant nature is evident via the lack of regard he holds toward his victims which stems from his arrogant personality. The height of his arrogance is seen when he tells Catherine in front of Edgar, ‘This lamb of yours threatens like a bull!†¦ It is in danger of splitting its skull against my knuckles. By God, Mr. Linton, I’m’ mortally sorry that you are not worth knocking down.’ Arrogance is also a common trait of Byronic Heroes. Despite the fact that both men can be called heroes in their own right to a certain extent, it is because of his amiability and good nature Edgar Linton has the right to claim the title of the respectable hero within the novel. However, in saying this looking at all the characters within the novel, it may be argued that neither man deserve the title but a woman does as the women in the novel are strong, independent and highly feministic characters.

Plasmodium

Life Cycle of Plasmodium vivax (Malarial Parasite) Systematie Position Kingdom      :      Protista Phylum          :      Protozoa Class               :      Sporozoa Genus             :      Plasmodium Species          :      vivax Habit s and habitat:- Plasmodium is an intracellular sporozoan parasite causing malaria in man. The parasite lives in the RBC’s and liver cells of man and alimentary canal and salivary glands of female Anopheles mosquito. Structure:- Structure of plasmodium is different stages of its life cycle. A fully grown malarial parasite is amoeboid and uninucleated structure known as trophozoite.Trophozoite is surrounded by double layered plasma lemma. Cytoplasm contains Palade’s granules, endoplasmic reticulum, ribosome, mitochondria, vesicles and vacuoles having haemozoin. Cytoplasm contains nucleus having nucleolus and granular nucleoplasm. Life Cycle of  Plasmodium  vivax Hosts:- Plasmodiu m completes its lifecycle in two hosts (digenetic): Man and female Anopheles mosquito. 1. Primary or definitive host: Female Anopheles mosquito is the primary host of Plasmodium in which it completes its sexual life cycle. 2. Secondary or Intermediate host: Man is the secondary host of plasmodium in which it completes its asexual life cycle.The lifecycle of Plasmodium can be divided into three phases: 1. Asexual sehizogony 2. Sexual gamogony 3. Asexual sporogony ASEXUAL CYCLE OF Plasmodium, IN MAN Infective form of Plasmodium is known as sporozoites. Sporozoites are 11-12 µ long slender, uni-nucleated. Sickle-shaped structure present in the salivary glands of infected mosquito. When an infected female Anopheles mosquito bites a healthy man, a large number of sporozoites enter into the blood stream of man. Within half an hour, sporozoites enter the liver cells and undergo asexual multiplication called schizogony. 1. Asexual Schizogony:-Schizogony is the asexual phase of reproductio n of Plasmodium. It takes place in liver cells and RBC’s of man. Schizogony can be divided into following phases: a) Pre-erythrocytic schizogony b) Exo-erythrocytic schizogony c) Erythrocytic schizogony d) Post- erythrocytic schizogony a. Pre-erythrocytic schizogony: In the liver cells, sporozoites grow to form a large and spherical schizont. Schizont divides by multiple fission and forms a large number of cryptozoites. They may either pass into the blood circulation to start erythrocytic schizogony or enter fresh liver cells to start Exo-erythrocytic schizogony.Pre-erythrocytic schizogony takes 8 days to complete. b. Exo-erythrocytic schizogony: After re-entering fresh liver cell each cryptozoites divides to form a large number of metacryptozoites similar to pre-erythrocytic schizogony. Meta-cryptozoites are two types: Smaller micro-metacryptozoites and larger macro-metacryptozoites. The micro-metacryptozoites enter the RBC’s to start erythrocytic schizogony, while th e macro-metacryptozoites invade fresh liver cells to continue exo-erythrocytic schizogony. It takes normally 4 days to complete. c. Erythrocytic schizogony:-As stated above, the erythrocytic schizogony begins when the RBC’s of blood are attacked either by pre-erythrocytic cryptozoites or by exo-erythrocytic micro-metacryptozoites. It takes normally in 8 to 12 days after above 2 phases. Stages of erythrocytic schizogony are: i. Trophozoite Stage:- The merozoites (cryptozoites and micro- metacryptozoites) after entering into the blood stream, feed on erythrocytes, become rounded and modify into trophozoite. ii. Signet Ring Stage:- As the merozoites grow a vacuole appears in the center and the nucleus is pushed to one side.It gives a ring like appearance and known as signet ring stage. The parasite ingests haemoglobin and decomposes it into protein and haematin. Protein is use as food whereas unused haematin forms toxic. Yellowish brown malarial pigment, haemozoin. iii. Amoeboid Stage: – As the signet ring parasite grows, vacuole disappears and the parasite becomes amoeboid in appearance, thrusting out pseudopodial processes. This stage is called amoeboid stage. At this stage RBC develops numerous granules, the Schuffner’s granules. iv. Schizont Stage:- Parasite grows in size, becomes rounded and almost completely fills the RBC called Schizont. . Rosette Stage:- The nucleus of schizont divides by multiple fission to form 6 to 24 daughter nuclei. These nuclei arrange at the periphery, while the toxic haemozoin granules accumulate at the center of RBC. It appears as a flower rose, so called rosette stage. Nuclei of rosette stage are surrounded by a little cytoplasm and are develop into merozoites. With the rupture of the RBC, these merozoites are liberated into the blood plasma along with toxic haemozoin. These normally attack fresh RBC’s to repeat the erythrocytic cycle or may change into gametocytes.One complete erythrocytic cycle take s 48 hours in Plasmodium vivax. d. Post-erythrocytic schizogony:- Sometimes, some merozoites produced in erythrocytic schizogony reach the liver cells and undergo schizogony development in liver cells. This is called post-erythrocytic schizogony. SEXUAL CYCLE OF Plasmodium in MAN 2. Sexual Gamogony:- Formulation of gametocytes: After many generations in about 4-5 is the blood some merozoites increase in size to form two types of gametocytes; larger macro (9-10 µ), less numerous and contain large nucleus.Macro gametocytes are larger (10-12 µ), more numerous and contain smaller nucleus. SEXUAL CYCLE OF Plasmodium IN MOSQUITO When a female Anopheles sucks the blood of a malaria patient, the gametocytes reach the stomach of mosquito and formation of gametes take palace as follows: a. Gametogenesis (gemetogony) : Process of formulation of gametes (male and female gametes). i. Formulation of male gametes: The nucleus of microgametocyte divides to form 6-8 daughter nuclei. The cytoplas m gives out same number of flagella like projections and daughter nuclei enter in each projection.These projections separate from the cytoplasm and form 6-8 haploid microgamete or male gametes. This process of formation of microgamete is called exflagellation. ii. Formation of female gamete:- The mega gametocyte undergoes some reorganization to form a single haploid mega gamete or female gamete which is ready for fertilization. b. Fertilization: The male gamete enters the female gamete through the fertilization cone formed at female gamete and form diploid zygote or synkaryon. Fusion is anisogamous. c. Ookinete stage:The zygote remains inactive for sometimes and then elongates into a worm like Ookinete or vermicule, which is motile. The Ookinete penetrates the stomach wall and comes to lie below its outer epithelial layer. d. Oocyst stage: The Ookinete gets enclosed in a cyst. The encysted zygote is called Oocyst. The Oocyst absorbs nourishment and grows in size. 3. Asexual Sporogon y The nucleus of Oocyst divides repeatedly to form a large number of haploid daughter nuclei. At the same time, the cytoplasm develops vacuoles and gives numerous cytoplasmic masses.The daughter nuclei pass into each cytoplasmic mass and develop into slender sickle-shaped sporozoites are formed in each Oocyst. This phase of asexual multiplication is known as sporogony. Lastly, the Oocyet brusts and sporozoites are liberated into the haemolymph of the mosquito. They spread throughout the haemolymph and eventually reach the salivary glands and enter the duct of the hypopharyx. The mosquito is now becomes infective and sporozoites get inoculated or injected the human blood when the mosquito bites. The cycle is repeated. In mosquito whole sexual cycle is completed in 10-12 days.Incubation period: The period between infection and the appearance of first symptoms is called incubation period. It is about 10-14 days in Plasmodium vivax. Pre-patent period: The duration between the initial sp orozoites infection and the first appearance of parasites in the blood is called as pre-patent period. It takes about 8 days in Plasmodium vivax. Symptoms of malaria †¢ Mouth becomes dry, nausea and loss of appetite †¢ Headache, muscular pain and joint pain †¢ Chill, fever (106 ° F) and sweating all every 48 hours. †¢ Chill to sweating lasts for 8-10 hours. Liver and spleen become enlarged. †¢ Due to loss of RBC’s anaemia is caused. Control of malaria Malaria can be controlled by three ways 1. Destruction of vector 2. Prevention of infection(prophylaxis) 3. Treatment of patient 4. Public awareness 1. Destruction of vector (Anopheles mosquito) †¢ Mosquito can be killed by spraying DDT, BHC, Dieldrin, Malathion etc. †¢ Filling up ditches, gutters and pits where the mosquito breeds. †¢ Water surface can be poisoned by spreading kerosene oil, petroleum etc. †¢ A speedly flow of water prevents the mosquito larva and pupa flourishing. Biological control: Certain fishes (trouts, minnows, stickle back), ducks, dragon flies etc feed on larva and pupa of mosquito. 2. Prevention of infection (Prophylaxis) †¢ Use of mosquito nets. †¢ Screening doors, windows and ventilators. †¢ Using mosquito repellent creams (e. g. odomus), anti mosquito mat (e. g. Supermat) etc. 3. Treatment of patient: There are several drugs that kill different stages of parasite in patient. The oldest drug is Quinine; Paludrine kills almost all stages of parasite. Daraprism (single dose of 25 mg) is the most effective drug.Write short note on Plasmodium falciparum Plasmodium falciparum causes malignant tertian type of malaria. Fever reccurs every second or third day, that is, after 36 to 48 hours. Death rate is very high because the infected red blood corpuscles tend to clump into masses, thus blocking up small blood vessels of internal organs, such as brain, spleen, lungs, etc. It is also known as the tropical epidemic malaria of m an. Exo-erythrocytic schizogony is absent in P. falciparum. Read more:  http://www. hsebguides. com/2012/04/plasmodium-vivax-malarial-parasite. html#ixzz2G57xlaK6