Leadership Essay - Free Example (Updated for 2020)

Leadership Essay (Free Example) This essay  describes the meaning of leadership and defines the characteristics and qualities of effective leaders.   It discusses the manner in which leadership skills can be developed and assesses the importance of leadership in organizations seeking to achieve specific aims.   Leadership styles, such as servant leadership and transformational leadership, are analyzed and qualities such as boldness, good judgment and emotional intelligence are examined to show how they support effective leadership.   The paper concludes with a discussion of what leadership means to different people and how leadership styles can reflect an individual’s own subjective take on leadership and how it should be demonstrated. Table of Contents1 Topics2 Titles3 Outline4 Introduction5 Thesis Statement6 Body6.1 What is Leadership?   A Leadership Definition6.2 About Leadership:   Boldness and Good Judgment6.3 Effective Leaders6.4 Styles of Leadership:   Servant Leadership and Transformational Leadership6.5 Starting Early:   Youth Leadership6.6 Leadership for Students6.7 What Does Leadership Mean to Me?6.8 What Does Leadership Mean to You?6.9 Personal Leadership Philosophy7 Conclusion8 Works Cited9 References Topics What is leadership? How can leadership qualities be promoted? How does a bad leadership experience impact a workplace culture? Real-life leaders in the 20th century Titles Influential Leaders in Modern Times Servant Leadership and Youth Programs The Qualities That Define a Good Leader Outline I.   Introduction II.   Body A.   Defining Leadership B.   What is Leadership? C.   About Leadership:   Boldness and Good Judgment D.   Effective Leaders E.   Styles F.   Starting Early:   Youth Leadership G.   Students H.   What Does Leadership Mean to Me? I.   What Does Leadership Mean to You? J.   Personal Leadership Philosophy III.   Conclusion Title:   Effective Leadership Skills and How to Acquire Them This essay  describes the meaning of leadership and defines the characteristics and qualities of effective leaders.   It discusses the manner in which leadership skills can be developed and assesses the importance of leadership in organizations seeking to achieve specific aims.   Leadership styles, such as servant leadership and transformational leadership, are analyzed and qualities such as boldness, good judgment and emotional intelligence are examined to show how they support effective leadership.   The paper concludes with a discussion of what leadership means to different people and how leadership styles can reflect an individual’s own subjective take on leadership and how it should be demonstrated. Introduction As Schyns and Schilling (2013) show, organizations thrive on effective leadership and suffer in numerous ways from bad leadership.   Leaders are responsible for projecting the vision and values of an organization and for making decisions based on good judgment that will ultimately benefit all stakeholders in the long run.   While there are many styles of leadership—from transformational leadership to democratic leadership to servant leadership—there are certain characteristics that are common among all effective leaders. Thesis Statement This paper will examine leadership characteristics and show how they can be developed in tomorrow’s leaders. Figure 1. Leadership Definition http://www.thebluediamondgallery.com/highlighted/images/leadership.jpg Body What is Leadership?   A Leadership Definition Leadership is defined as the ability to â€Å"empower followers† (Conger 17) through guidance, example, and encouragement.   Leaders vary in terms of style:   some are bold and transform their followers by instilling in them a vision of what they can achieve and how to achieve it.   Other leaders are humble and inspire their followers by serving them, identifying their needs and ensuring that those needs are fulfilled.   In either case, the objective is the same:   leaders seek to motivate their followers to reach their maximum potential.   A leader is one whose primary concern is with the positive and progressive direction of the organization of which he is a part:   his concern is not with his own standing or achievements but rather with the success of those around him.   If a leader is not focused on helping his followers succeed, then he is more likely to be a destructive leader than a constructive and effective leader. Leadership is not a new idea.   Civilizations throughout all history have recognized leaders and celebrated good leadership in a variety of forms.   Generals like Julius Caesar, statesman like Solon and Pericles, artists like Wagner and Shakespeare, religious men like Augustine, philosophers like Socrates, social justice advocates like Malcolm X and Martin Luther King, Jr.—all of them have been lauded as possessing the qualities and characteristics of leadership.   What is it that sets them apart?   The â€Å"Great Man† thesis posited that leaders are born—yet as ideas of leadership have evolved over the centuries (especially in the modern era), new theories have formed that raise new questions about leadership and shed light on new aspects of leadership development.   For example, many researchers are now focusing on how leadership skills can be promoted among adolescents (Morton Montgomery, 2013; Larson Tran, 2014; Marshall, Parker, Ciarrochi Heave n, 2014).   Their studies indicate that leadership youth programs can be helpful in providing adolescents the tools and experiences they will need in order to develop leadership traits.   These same studies have shown that family stability and self-esteem also play a large role in helping young people to grow leadership qualities, such as emotional intelligence, good judgment, boldness and creativity.   At the same time, not everyone possesses the same congenital gifts and talents, and some individuals are more predisposed to embracing leadership positions than others.   Thus, even though research shows that leadership styles, skills, and characteristics can be learned, evidence still exists that some leaders are born with a natural talent for leadership. About Leadership:   Boldness and Good Judgment Leaders can perform a number of services for organizations, groups, firms and followers.   Some of what they are expected to do regardless of the environment or context of their role consists of the following criteria, as noted by Zenger and Folkman (2015):   Leaders should: -Challenge -Create -Achieve -Inspire -Energize -Assess -Decide These seven characteristics help to define the concept of the leader.   At the heart of this concept are the elements of boldness and good judgment.   Together, these elements help support a leader’s character and ability to execute the other aspects of leadership.   Boldness helps a leader to challenge the status quo, to turn standard operating procedure on its head and look for new and innovative processes that can more effectively achieve organizational aims.   Boldness helps a leader to be creative, to think outside the box, to collaborate with others and imagine possible solutions to problems.   Boldness helps a leader to achieve success, to keep driving towards the goal despite setbacks and obstacles.   Boldness inspires perseverance, dedication, commitment and creativity in others.   It energizes a group of followers, who can draw emotional, intellectual and social support from a positive leader who is willing to give feedback, advice, guidance and assista nce whenever necessary—but who is also willing to listen, include, consider, and reflect. These latter qualities are part of the good judgment side of an effective leader.   Good judgment stems from one who is reflective, who is thoughtful about what goes on around him, who considers the viewpoint of others, including all stakeholders, and who listens so as to better understand the facts.   Good judgment helps a leader to make an accurate assessment of a situation, to gather all the relevant information and data, and to read the layout.   Good judgment enables a leader to then decide on the right course of action, to try a procedure that makes the most sense given the information presented.   Together, boldness and good judgment form the heart of good and effective leadership. Figure 2.   Bold leadership http://zengerfolkman.com/infographic-bold-leadership/ Effective Leaders Effective leaders are ones who can harness the skills and abilities they possess in order to marshal their followers towards the achievement of the organizational goal.   The goal should be defined by the leader for the followers, with a vision of the process by which the goal may be achieved clearly provided to the followers so that they have a concrete picture of what is expected of them.   For a leader to be followed, he must be clear, concise and comprehensive. A leader must also be one who is trusted by his followers.   This means a leader should possess qualities that support trust in a relationship—such as honesty, integrity and transparency.   A leader should have the ability to communicate well with others:   his body language should be expressive of confidence but also of empathy and interest in what his followers are doing.   Empathy is a major part of emotional intelligence, which has been shown to play a fundamental role in effective leadership (Sanders, 2006; Cacamis El Asmar, 2014).   Emotional intelligence is the tool whereby an individual is able to read another person’s emotional output and respond with the appropriate words, gestures, expressions or ideas that help to support, stabilize, and develop the other person’s emotional state.   Empathy enables an individual to put himself into another person’s shoes, so to speak—to see the world through that person’s eyes and obt ain a feeling for what that person is likely experiencing at the moment.   In nursing, empathy is important in providing optimal quality care.   In management, empathy is important because workers need to know that they are appreciated, respected, supported, and understood—otherwise conditions for resentment, ill will, and neglect can be fostered.   A leader who demonstrates emotional intelligence is a leader who will work to create positive organizational culture that is based on mutual respect, appreciation, and consideration. Styles of Leadership:   Servant Leadership and Transformational Leadership Servant leadership is a style of leadership that enables a leader to put the needs of followers before his.   The concept of servant leadership may seem incongruous at first (how can a leader be a servant?) but it is actually reflective of the fundamental reality of what it takes to be an effective leader:   a leader truly must serve—either a higher vision or purpose (such as an organizational aim) or the needs of his followers (i.e., the leader helps the followers by supporting them as they develop their own skills and grow into the type of worker that will achieve goals and overcome obstacles).   As Hunter, Neubert, Perry et al. (2013) note, a servant leader is one who acts as a role model, who inspires by his humble example, and whose agreeableness allows him to help others and serve them by fulfilling whatever needs they may have, whether personal or work-related.   The servant leader is one who demonstrates true and observable care and concern for his employees or followers and whose main concern is to make sure that they have everything they need to get the job done.   A servant leader dedicates himself to his followers and leads essentially from behind, and Jesus Christ is often identified as a prototypical example of the servant leader. Transformational leadership is a style of leadership that focuses on leading from the front:   the leader targets specific developmental goals for his workers and trains them in the method and manner of growth by which those goals may be achieved.   The transformational leader, like the servant leader, is focused on building followers into highly effective and self-sufficient workers—but the approach is oriented more towards setting goals and then giving followers the tools needed to achieve the objectives.   Emotional intelligence is particularly important for transformational leaders because it provides the leader with a sense of how to communicate most effectively to his followers in order to elicit the necessary responses.   An example of a transformational leader in the 20th century is General George S. Patton, whose methods of inspiring and motivating his soldiers to achieve objectives were rooted in the transformational style of leadership—i.e., identifyi ng clearly obtainable goals and then motivating and training individuals to achieve their objectives. Confrontational leadership is another leadership style that has been used by leaders in the past.   One of the most notable examples of a confrontational leader is Malcolm X, who took up the issue of social justice and confronted numerous authority figures around the nation as he sought to establish principles of truth and justice among his followers.   Eubanks, Antes, Friedrich et al. (2010) define the confrontational style of leadership as one in which the leader puts forward a policy and challenges others to conform to it.   This type of leadership is very bold and is only supported so long as the policy put forward by the leader is based in good and true principles. Starting Early:   Youth Leadership Recent research has uncovered a need for organizations to develop â€Å"effective leaders and leadership behavior† (Day, Fleenor, Atwater, Sturm McKee, 2014, p. 63).   The development of leadership behaviors is something that organizations are finding is necessary in the 21st century because many firms, groups, and businesses require a firm hand at the helm in order to steer the many parts of the ship.   Without the necessary leadership characteristics firmly possessed, the individual tasked with leading his followers will be ill-equipped to provide any actual help.   He will, in short, be a bad leader whose effect is corrosive on the organization (Schyns Schilling, 2013).   To prevent a negative influence on a company’s culture, businesses see the need to develop leadership skills in individuals. Youths are receiving more and more attention as discussion grows of where tomorrow’s leaders will come from.   Training young people to embrace the challenges, responsibilities, duties, and ethics of effective leadership is now seen as an essential part of the overall grooming of the next generation of leaders. Leadership for Students Students can develop leadership skills by applying to and taking part in youth programs that focus on acquiring leadership techniques, ideas, and qualities.   These programs are often spearheaded by organizations, after-school program administrators, church groups, organizational development teams, clubs, and other activities-related enterprises.   Students can participate in these programs beginning at a very early age:   Boy Scouts of America, for instance, teaches leadership skills to children and educates and trains them well into adolescence.   Students can also grow their leadership skills in school by taking part in student government and other extra-curricular activities, such as athletics, drama, music, debate, etc.   The research indicates that students are open to new experiences because they are defining their own identity and their own principles as they mature and apply themselves to the real world (Larson Tran, 2014).   There is, however, a great deal of c omplexity involved in the development of leadership skills in youths, and much of that complexity stems from the social system in which a youth is situated:   factors such as family life and structure, education, personal ideals, personal traits, and behavioral and mental health all play a part in the extent to which leadership skills are acquired in adolescence. What Does Leadership Mean to Me? For many people, leadership is something that they define for themselves based on their own experiences.   They see examples of leadership everywhere—in school, in films, in politics, in their families, in society, in sports, in their churches, etc.   Their sense of what it means to be an effective leader is formed in part by the leaders they come into contact with and in part by the principles that are instilled in them as they mature.   Thus, while theories of leadership and leadership styles may provide some guidance in how we think about leadership, the reality is that many people view leadership uniquely and compose a picture of a good leader that is based on several different reference points that are unique to their own experience. For me, my sense of leadership is based on the principles that I have taken to heart over the years and the examples of leadership that I have seen from individuals I admire.   In many cases, the best examples of leadership I have received have come from my own mother and father.   They have demonstrated numerous times how to lead, guide, instruct, assist, teach, inspire, motivate, and nurture and I feel that I would not be the person I am today without them.   Their leadership has given me important values and taught me to set goals for myself so that my life has direction, purpose and meaning. What Does Leadership Mean to You? Not everyone, however, will use my example of effective leaders to define their own concept of leadership.   Some will turn to characters in books or in films; others will look to real life—to popular figures in the public realm who have demonstrated leadership abilities that can be emulated by others.   Leadership does not have to mean or be the same thing for all people.   What matters most is that we think about leading, think about what would effectively help others, what would induce a positive change or support in the lives of others, and then take the ideas obtained through that reflection and apply them in practice.   This is ultimately all it takes to be a leader—to be thoughtful, mindful of others, thankful for one’s abilities, and desirous of seeing everyone obtain a good goal in the future.   Even if one does not take on a leadership role in an organization, at some point everyone is responsible for leading their own lives.   The responsib ility inherent in leading one’s life is truly no different from the responsibility inherent in the leading of a company:   in order to achieve positive returns, one has to invest in oneself and in one’s peers or community. Defining experiences will come to individuals over time and help them to refine the way in which they view themselves and the world around them.   The key to growth is to continue aspiring to learn.   In many industries, the concept of continuing education is important because it enables one to stay abreast of what is happening in the industry and how members of that industry can apply those lessons.   In nursing, for example, nurse practitioners promote the concept of continuing education because it helps them to provide the latest in critical and quality care to patients.   In real estate, agents are expected to complete so many hours of continuing education every year so that they stay abreast of the ethical, practical and legal requirements of their profession.   For anyone in any walk of life, continuing education is a way to maintain a posture of integrity.   This integrity can serve to cultivate an awareness of how integrated and interconnected all of life is, and how much the various elements of society depend upon one another.   Stakeholders in communities, schools, businesses and organizations all play a part, either directly or indirectly, in the growth and movement of the individual members of these groups.   Therefore, an individual who is open and awake to the way in which people impact one another is already capable of leading.   Leading is about being aware, and building on that awareness will be the fruits of experience.   These experiences will define for you, just as they do for all people, what it means to be a leader and how you can best effect leadership in your own surroundings. Personal Leadership Philosophy My personal leadership philosophy is based on the principles of servant leadership:   I believe that in order to lead one should be able to set the right example for others.   A leader must, therefore, possess the attributes that he expects and desires of others.   A leader should also be willing to devote himself to his followers so that they can obtain their goals.   Servant leadership places the leader at the service of his followers and promotes empathy, selflessness and devotion, which are characteristics of leadership that I find admirable. One’s personal leadership philosophy does not have to conform to another’s principles but rather should be an extension of the values that the individual himself holds dear and attempts to uphold in his own life.   A personal leadership philosophy is much like a manifesto that helps characterize an individual and show others what it is important to them.   An organization will typically consider a person’s leadership philosophy and how well it fits with its own culture before hiring the individual.   And just because one’s personal leadership philosophy does not fit well with one organization does not mean that the individual will not be better suited with another group.   Indeed, there are many different organizations around that world that have many differing views on leadership and values.   As one grows and comes into contact with these different groups, he can decide upon a course of action that will place him with a firm that values and uph olds the principles and ideas he himself deems important. Defining one’s values is a major step in becoming a true leader, as everything that one does will stem from the principles that serve as an individual’s moral and behavioral foundations.   A person who has defined his values for himself cannot be a leader of others, because he will not have a sense of what it means to be committed to an ideal, a principle, or an objective.   Definition is critically important to organizational success and thus crucially important to leadership.   A leader must be able to define both for himself and for his followers the values of the organization. Conclusion In conclusion, leadership is an integral part of human life.   Leaders are evident in families, in schools, in workplaces, in churches, in social groups, and in one’s own life.   Indeed, everyone must be a leader of his own life as he matures into an adult and makes decisions for himself.   What makes a person successful in this regard is his ability to Challenge create, achieve, inspire, energize, assess and ultimately decide what is best for both himself and for his followers if he is in a position to have them. Leaders must be bold but they must also have good judgment.   They must be able to communicate effectively and they must be capable of empathy.   They must demonstrate emotional intelligence skills and be reflective so that they can consider multiple points of view and see how both they and their followers can benefit from objective criticism.   Leaders must be focused on growth according to principles that inspire and motivate others to achieve clearly defined aims and objectives.   For these reasons, leaders are essential to organizations and can help to transform an organizational culture that is depressed and dysfunctional into one that is positive, rewarding, inclusive, and successful. Leadership skills can be developed from an early age and are impacted both by natural talents and abilities and by personal experiences.   Schools and youth programs can help train children and adolescents in acquiring leadership skills.   Families and peers offer a social structure in which youth can practice and demonstrate leadership qualities and grow into a responsible adult capable of gathering information and making a good judgment.                  Works Cited Larson, R., Tran, S.   â€Å"Invited Commentary:   Positive Youth Development and Human Complexity.†Ã‚   Journal of Youth Adolescence, vol. 43 (2014):   1012-1017. Sanders, Tim.   The Likeability Factor.   NY:   Three Rivers Press, 2006.   Print. Schyns, B., Schilling, J.   â€Å"How Bad are the Effects of Bad Leaders?   A Meta-Analysis of Destructive Leadership and Its Outcomes.†Ã‚   The Leadership Quarterly, vol. 24 (2013):   138-158. References Cacamis, M. E., El Asmar, M. (2014). Improving project performance through partnering and emotional intelligence. Practice Periodical on Structural Design Construction, 19(1), 50-56. Day, D., Fleenor, J., Atwater, L., Sturm, R., McKee, R.   (2014).   Advances in leader and leadership development:   A review of 25 years of research and theory.   The Leadership Quarterly, 25:   63-82. Eubanks, D. L., Antes, A L., Friedrich, T. L., Caughron, J. J., Blackwell, L. V., Bedell-Avers, K. E., Mumford, M. D. (2010). Criticism and outstanding leadership: An evaluation of leader reactions and critical outcomes. The Leadership Quarterly, 21(3) 365-388. Hunter, E. M., Neubert, M. J., Perry, S. J., Witt, L. A., Penney, L. M., Weinberger, E. (2013). Servant leaders inspire servant leaders: Antecedents and outcomes for employees and the organization. The Leadership Quarterly, 24(2), 316–331. Marshall, S., Parker, P., Ciarrochi, J., Heaven, P.   (2014).   Is self-esteem a cause or .   Child Development, 85(3):   1275-1291. Morton, M., Montgomery, P.   (2013).   Youth empowerment programs for improving adolescents’ self-efficacy and self-esteem:   A systematic review.   Research on Social Work Practice, 23(1):   22-33. Zenger Folkman.   (2015).   Infographic:   Bold leadership.   Zenger Folkman.   Retrieved from http://zengerfolkman.com/infographic-bold-leadership/ View or Download this full document in (.docx) format. --> Open Full Document Open full document and source list OR Order A Custom Written Essay Order a one-of-a-kind custom essay on this topic

Relationship Between Friends With Benefits - 1223 Words

Friends with benefits relationships are relatively new, but an increasingly popular phenomenon in our society. Defining this type of relationship can be complicated as there is no unique definition. For the most part, friends with benefits relationships adds a sexual component into a pre-existing friendship. However, every person has their own views about how they would define this kind of engagement. Despite the absence of a clear definition, friends with benefits is a controversial issue that often sparks strong emotions. There are so many factors that can dictate how these relationships start and end. The label â€Å"friends with benefits† is a commonly used label by the younger generation and it has become popular among older folks nowadays. So, shouldn’t any friendship have its own benefits? However, the phrase is used in a different context, one more convenient and less conventional. 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Poverty Of The United States - 1607 Words

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Any family with less income than that establishedRead MoreThe Poverty Of The United States1531 Words   |  7 Pagessuch dialog, topics on the increasing and rather consistent levels of poverty in some regions in America are touched on as well. Poverty is defined as a condition where one’s basics needs for food, clothing, and shelter are not being met (What Is Poverty? â€Å"). From sea to shining sea, more than 15 percent of the American population live in poverty, a total of people over 46 million. Many who live in poverty within the United States live in areas that were once thriving from the country’s economic growthRead MoreThe Poverty Of The United States Essay1385 Words   |  6 Pages The Character of Poverty in America Poverty has always been a key factor in United States History. Ever sense Americas birth there have been groups affected by poverty, but the forms of the poverty that affected these groups have changed as well as the nature of poverty itself in the USA. The abolition of slavery, the forced assimilation of native Americans, and mass immigration changed character of poverty within the united states change due to an evolution from agriculture to industry and a changeRead MoreThe Poverty Of The United States1746 Words   |  7 PagesWhat is poverty? A question most Americans will not have to think twice before answering. Poverty is, of course, simply a lack of money. The views of a specific person will defer when politics or morals are introduced, however, the idea stays the same. Those in poverty are there because they have less money than what has been decided to be livable. Poverty has changed significantly over the last two hundred years in the United States, and yet, the measuremen t has hardly changed since it was createdRead MorePoverty in the United States1061 Words   |  5 PagesThe Background of Poverty in America In the United States, there are about more than forty-six million people living in impoverished conditions today. Poverty is a major conflict issue in this country amongst people who are part of the lower class because American families always had a hard time making ends meet, even before the Great Recession began. Living in poverty puts them at a disadvantage because they have to choose between necessitates like health care, child care, and food in order toRead MorePoverty Of The United States1475 Words   |  6 Pages â€Æ' Poverty in the United States is defined as a social problem. As outlined in the text, a social problem is â€Å"a condition that undermines the well-being of some or all members of a society and is usually a matter of public controversy†. It is easy to see that there is a large economic divide in the United States, but with only a small percentage of people in the highest income stratification and the vast majority struggling to get by, the majority of United States citizens agree that there is too

Fahrenheit 451 Symbolism Essay Example For Students

Fahrenheit 451 Symbolism Essay Fahrenheit 451 SymbolismSymbolism in Fahrenheit 451Ray Bradbury, perhaps one of the best-known science fiction, wrote the amazing novel Fahrenheit 451. The novel is about Guy Montag, a fireman who produces fires instead of eliminating them in order to burn books (Watt 2).One night while he is walking home from work he meets a young girl who stirs up his thoughts and curiosities like no one has before.She tells him of a world where fireman put out fires instead of starting them and where people read books and think for themselves (Allen 1). At a bookhouse, a woman chooses to burn and die with her books and afterwards Montag begins to believe that there is something truly amazing in books, something so amazing that a woman would kill herself for (Allen 1).At this point in the story Guy begins to read and steal books to rebel against society (Watt 2). Montag meets a professor named Faber and they conspire together to steal books.Montag soon turns against the authorities and flees their deadly hunting party in a hasty, unpremeditated act of homicide, and escapes the country (Watt 2).The novel ends as Montag joins a group in the county where each person becomes and narrates a book but for some strange reason refuses to interpret it (Slusser 63). Symbolism is involved in many aspects of the story.In Fahrenheit 451Ray Bradbury employs various significant symbols through his distinct writing style. First, burning is an important symbol in the novel.The beginning of Fahrenheit 451 begins with, it was a pleasure to burn.It was a pleasure to see things blackened and changed (3).Burning rouses the consequences of unharnessed technology and contemporary mans contented refusal to acknowledge these consequences (Watt 1).In these first two sentences he creates a sense of curiosity and irony because in the story change is something controlled and unwanted by the government and society, so it is very unlikely that anything in Guy Montags society could be changed.The burning described at this point represents the constructive energy that later leads to apocalyptic catastrophe which are the polls of the novel (Watt 1).At one instance, after Montag rebels, he tells Beatty something very important, we never burned right (119).In his personal thoughts, Montag reminds himself, burn them or theyll burn youRight now its as simple as that(123).What, whether, and how to burn are the issues in the novel (Watt 1).In an interesting thought Montag comes upon an idea about burning that states the sun burnt every day.It burnt timeSo if he burnt things with the firemen and the sun burnt Time, that meant that everything burnt! One of them had to stop burning (141). Secondly, Fire is a greatly important element of symbolism in Fahrenheit 451.Fire consumes minds, spirits, men, ideas, and books (McNelly 3).Fires importance is put at the beginning of the book when a clear picture of firemen is first seen and the narrator says, With his symbolic helmet numbered 451 on his stolid head, and his eyes all orange flame with the thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black (3). Fahrenheit 451 is the temperature at which books burn and is symbolically written on the firemens helmets, tanks, and in the firestation.Faber represents the quiet, nourishing flame of the imaginative spirit while in contrast, Beatty symbolizes the destroying function of fire (Watt 2).Fire, Montags reality and world, refines and purifies his mind and also gives unity and depth to the story (McNelly 3).Montag interprets his experiences in terms of fire (Watt 2).In Montags society the firemans torch has become a flame of reason (Slusser 63).Scientists also consider fire a mystery in the novel (115).Fire is a consequential symbol in the story. Thirdly, the Mechanical Hound is a meaningful symbol.The narrator describes the hound as follows, the Mechanica..l Hound slept but did not sleep, lived but did not liveit was like a great bee come home from some field where the honey is full of poison wildness, of insanity and nightmare, its body crammed with that overrich nectar, and now it was sleeping the evil out of itself (24).At the beginning of the novel, Montag greatly fears the hound and says, it doesnt like me(26), but towards the end of the novel he overcomes his fear and kills it.The Mechanical Hound represents the fear of government that the state has instilled upon the people of their futuristic society.The hound has no emotions and its purpose in being is to make one afraid or to kill someone.The Mechanical Hound is Bradburys chief image of technology (Wolfe 7 0). .ud8be723fad3620e74ceee5ae0171958e , .ud8be723fad3620e74ceee5ae0171958e .postImageUrl , .ud8be723fad3620e74ceee5ae0171958e .centered-text-area { min-height: 80px; position: relative; } .ud8be723fad3620e74ceee5ae0171958e , .ud8be723fad3620e74ceee5ae0171958e:hover , .ud8be723fad3620e74ceee5ae0171958e:visited , .ud8be723fad3620e74ceee5ae0171958e:active { border:0!important; } .ud8be723fad3620e74ceee5ae0171958e .clearfix:after { content: ""; display: table; clear: both; } .ud8be723fad3620e74ceee5ae0171958e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8be723fad3620e74ceee5ae0171958e:active , .ud8be723fad3620e74ceee5ae0171958e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8be723fad3620e74ceee5ae0171958e .centered-text-area { width: 100%; position: relative ; } .ud8be723fad3620e74ceee5ae0171958e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8be723fad3620e74ceee5ae0171958e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8be723fad3620e74ceee5ae0171958e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8be723fad3620e74ceee5ae0171958e:hover .ctaButton { background-color: #34495E!important; } .ud8be723fad3620e74ceee5ae0171958e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8be723fad3620e74ceee5ae0171958e .ud8be723fad3620e74ceee5ae0171958e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8be723fad3620e74ceee5ae0171958e:after { content: ""; display: block; clear: both; } READ: The Under Ground Railroad EssayIn addition to fire, burning, and the hound, Montags hands become another consequential and reoccurring symbol in the novel.At the beginning of the novel, Montags self-aggrandizing hands are a reflection of his emptiness (McGiveron 1).When Montag steals two books the narrator describes what has happened as, Montag had done nothing.His hand had done it all, his hand, with a brain of its own, with a conscience and a curiosity in each trembling finger, had turned thief (37).Montag reflects his conscience and curiosity through his hands and now his hands reflect his nervousness at his new possible discovery (McGiveron 1-2).When Montag shows Faber the Bible and then his hands by themselves, like two men working together, began to rip the pages from the book.The hands tore the fly-leaf and then the first and then the second page (88).Montags hands are expressing his conscience; he does not wish to damage the Bible, but his sub-conscience understands that Fabers help is more important (McGiveron 1).Montags sub-conscience drives his hands into action before his conscious mind has reasoned what is going on (McGiveron 2). Later, the symbolism of hands is shown again when Montag first steals a book and In Beattys sight, Montag felt the guilt of his hands.His fingers were like ferrets that had done some evil and now never restedthese were the hands that had acted on their own, no part of him, here was where the conscience first manifested itself to snatch booksthese hands seemed gloved with blood (105).Here, Bradbury significantly uses the word conscience to show that Montag is still having trouble taking responsibility for his actions (McGiveron 2).When Beatty gives Montag the option to burn down his house and they begin arguing, Montag twitched the safety catch on the flamethrowerBeattys reaction to the hands gave him the final push toward murder (119).Again, Montags conscience goes through the act with his hands before his mind has figured out what is going on (McGiveron 2).Montags first image of the group he later joins shows many hands held to its (the campfires) warmth, hands without arms, hidden with darkness (145).In this group each person becomes a book and each narrates his book, but out of some unusual apprehension of the fatal intellect, refuses to interpret it (Slusser 63).Montag realizes a part of the future that somedayitll come out of our hands and mouths (161).This quotation means that one day good will come out of thinking, talking, and especially doing (McGiveron 3).Through Bradburys imagery and symbolism of hands he seems to recommend that actions do in fact speak louder than words (McGiveron 3). In conclusion, symbolism is a greatly significant element in the novel.A symbol is something that stands for or represents something else.Fahrenheit 451 probes in symbolic terms the puzzling, divisive nature of man as a creative/destructive creature (Watt 1).A large number of symbols arising from fire emit various illuminations on future and contemporary man (Watt 2). The symbols in the novel add much insight and depth to the storyline.Ray Bradbury uses various consequential symbols such as fire, burning, the Mechanical Hound, and hands in Fahrenheit 451.

The Yanomamo and the Fierce Anthropologist free essay sample

The controversy revolving the tribe of the Yanomamo and the professionals linked to anthropology has caught the world’s attention. Rapid and unforeseeable events have set the tone for the controversy. The study of these Amazonian Indians, who live in regions of the Venezuela and Brazil border, has turned in western exploitation. Accusations about of unethical anthropologist are abundant, but little facts about such accusations are evident. The grand attention that these events have attained has turned into a focus on larger issues in anthropological practices. By comparing the approach and relationships of other research projects, we can identify just ethical standards. Most of the controversy stems from the publications about the Yanomamo tribe by anthropologist Napoleon Chagnon. His 1968 volume Yanomamo: The Fierce People made the tribe famous due to good writing and extensive interaction with one of the most isolated people on the planet. But ultimately, the way that he portrayed them–violent and fierce–is what attracted wide audiences. We will write a custom essay sample on The Yanomamo and the Fierce Anthropologist or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Much of his books and his video productions are centralized around the theme that the Yanomamo have an immutable trait of violence. According to Chagnon, he collected data, interacted with opposing Yanomamo villages, and received testimony to arrive to his findings. His researched was very lucrative; his book sold more than 4 million copies, which is well beyond the average of other ethnographies. He not only gained financial benefits, he began to be praised and attacked by people around the globe. People accused Chagnon of exaggerating the fact that violence is a part of their culture. For instance, French anthropologist Jacques Lizot, who lived with the Yanomamo for more than twenty years, said that violence is periodic; it does not govern their social life for long periods of time. It is worth noting that Lizot was accused of homosexual acts with young Yanomamo and distributing guns. Others, like Kenneth Good, accused Chagnon of sensationalizing violence, which he elaborated in his book, New Yorkers: The Mugging and Murdering People. He explains that just because violence occurs within the Yanomamo, does not mean they should all be generalized as violent. Good also received backlash for his research because he married a young Yanomamo girl, whom he now has three children with. Another compelling argument came from the studies of Brian Ferguson. He identified Chagnon’s representation of violence as a historical situation. He states that there is a spike in violence during contact with Westerners. As it relates to Chagnon, because he brought western manufactured goods, such as steel and iron tools, he disrupted trading relationships, which lead to inter-village violence for the unequal access of those scarce and desired tools. Among all the accusers, journalist Patrick Tierney gave the controversy the most attention. Tierney’s book, Darkness in El Dorado: How Scientist and Journalist Devastated the Amazon, explored the affects of Yanomamo’s exposure to the outside world. Published in 2000, the book accuses Chagnon of misrepresenting the Yanomamo as fierce people, being responsible for warfare by interrupting trading relationships, staging film scenes, fabricating data, giving unsupported claims of being the first to contact with the Yanomamo, violating Venezuelan law, and overall unethical practices. The next set of accusations involves geneticist James Neel, who joined Chagnon in the fieldwork of the Yanomamo in 1968. He accuses Neel of helping the measles epidemic worsen because he provided outdated vaccines and misadvised the Yanomamo, which resulted in the deaths of thousands. Many of these accusations were prevalent since Chagnon’s work in the 1960’s, but Tierney’s publication brought them together for mainstream audiences. Subsequently, the American Anthropological Association (AAA) was compelled to launch an investigation on the controversy. After investigating the abundant accusations, the AAA exonerated Neel from worsening or causing the measles epidemic, found insufficient evidence to charge Chagnon with all of Tierney’s accusation, but did find that he did not have the Yanomamo’s best interest in mind. It is undisputed that this controversy is repelling. Even if all of the accusations were false, the mere accusations show that ethical standards were broken. Surprisingly, the controversy does reap some positive consequences; it encourages personnel–within and outside the field–to consider the appropriate standards that anthropologist should be held to. Ethical questions arise, such as: how an anthropologist explains and gains consent from the targeted group, what is just compensation, or the dynamics and limits of ‘doing no harm’ to the subjects. The unbalance of power between the anthropologist from developed societies and their isolated subjects is a relationship that needs to be treated with delicacy to avoid exploitation. We can compare the relationship that researcher and filmmaker John Marshall had with the Juhoansi people of the Kalahari Desert for ethical analysis. John Marshall first went to the Kalahari in 1950 and researched the Juhoansi for fifty years thereafter. His relationship with the Juhoansi was one of friendships. He, alike other anthropologist, compensated the Juhoansi for their cooperation with western goods, but he did not stop there. During one of Marshall’s visits, he found the Juhoansi living in government settlements, which provided food relief and low wage jobs, but also inflicted alcohol abuse, domestic violence, and the lack of independence. In the late 1970’s, Marshall began to advocate for more water access and agricultural opportunity from the government. Because there was such a significant interruption to the traditional way of Juhoansi life, desired changes beset different challenges. Marshall justly compensated the Juhoansi and kept their best interest in mind to avoid causing harm to them. The latter characteristic is one that is of greatest importance because harm can come in direct and indirect ways that are temporary or permanent. The American Anthropological Association standard, labeled the ‘do no harm’ rule, is one that anthropologist often have little ability to prevent. At bare minimum, anthropologists almost always interrupt a group’s way of life when doing research and compensating with goods that are scarce to their environments. Interruptions in general, require adjustment and adaption, and when dealing with groups that have customs and traditions that have not changed for possibly hundreds of years, those adjustments are problematic and often prove to be vitally harmful. For instance, Chagnon’s and other Yanomamo researchers brought western goods and weapons into their community, which created an interruption in trading and likely contributed to their state of warfare. Further, John Marshall also unintentionally created a significant interruption when his tire tracks that he created during his visits facilitated the contact with government entities, which ultimately changed most of the Juhoansi traditional ways of life. The difference between the two examples is that Marshall actually returned and improved their situation by advocating to their interests. Chagnon not only used more coercive techniques in gaining cooperation, there is also no trace of tangible efforts made to improve the harm he contributed to in the Yanomamo community. If the AAA standards were altered to ‘do not harm only while researching’ or compensate for cooperation, little ethical analysis would be needed, but that is not the case. Doing no harm to the group is indefinite and needs to be examined even after research is complete. Additionally, a â€Å"just† amount of compensation means that it needs to be fair, not just in the context of the region researched, but also that of the western entities benefiting from it; i. e. ten machetes given to the Yanomamo for an ethnography research is not equivalent $500k and advancement in the anthropologist respective career. Alike the Yanomamo, the Juhoansi continue to face challenges due to outside interference. However, their interference mostly comes form governmental entities, and the Juhoansi have been assisted by Marshall and treated ethically by other anthropologists, like Richard Lee. On the other hand, the Yanomamo face problems from miners camping in their territories, destruction of the environment by mining and other outside forces, along with other governmental issues, but it is also clear that the Yanomamo have been significantly exploited by the western world. This could be because of the lack of oversight and/or due to little ethical standards. In any case, these unfortunate chain of events should serve a greater purpose to the ethical standards of practicing anthropologist and aspiring students.

How to Write a Personal Narrative

How to Write a Personal Narrative The personal narrative essay can be the most enjoyable type of assignment to write because it  provides you with  an opportunity  to share a meaningful event from your life.  After all, how often do you get to tell funny stories or brag about a great experience and receive school credit for it? Think of a Memorable Event   A personal narrative can focus on any event, whether it is one that lasted  a few seconds or spanned  a few years. Your topic can reflect your personality, or it can reveal an event that shaped your outlook and opinions. Your story should have a clear point. If nothing comes to mind, try one of these examples:   A learning experience that challenged and changed you;A new discovery that came about in an interesting way;Something funny that happened to you  or your family;A lesson you learned the hard way. Planning Your Narrative Start this process with a brainstorming session,  taking a few moments to scribble  down several memorable events from your life. Remember, this doesn’t have to be high drama: Your event could be anything from blowing your first bubble gum bubble to getting lost in the woods. If you think your life doesnt have that many interesting events, try to come up with one or more examples for  each of the following: Times you laughed the hardestTimes you felt sorry for your actionsPainful memoriesTimes you were surprisedScariest moments Next, look over your  list of events and narrow your choices by selecting those that have a clear chronological pattern, and those that would enable you to use colorful, entertaining, or interesting details and descriptions.   Finally, decide if your topic has a point. A funny story might represent irony in life or a lesson learned in a comical way; a scary story might demonstrate how you learned from a mistake.  Decide on the point of your final topic and keep it in mind as you write. Show, Don’t Tell   Your story should be written in the first-person point of view. In a narrative, the writer is the storyteller, so you can write this through your own eyes and ears. Make the reader experience what you experienced- not just  read what you experienced. Do this by imagining that you are reliving your event. As you think about your story, describe on paper what you see, hear, smell, and feel, as follows: Describing Actions Dont say: My sister ran off. Instead, say: My sister jumped a foot in the air and disappeared behind the closest tree. Describing Moods Dont say: Everyone felt on edge. Instead, say: We were all afraid to breathe. Nobody made a sound. Elements to Include Write your story in chronological order. Make a brief outline showing the sequence of events before you begin to write the narrative. This will keep you on track. Your story should include the following: Characters: Who are the people involved in your story? What are their significant character traits? Tense: Your story already happened, so, generally, write in the past tense. Some writers are effective in telling stories in the present tense- but that usually isnt a good idea. Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of your 5-year-old self? Conflict: Any good story should have a conflict, which can come in many forms. Conflict can be between you and your neighbor’s dog, or it can be two feelings you are experiencing at one time, like guilt versus the need to be popular. Descriptive language: Make an effort to broaden your vocabulary and use expressions, techniques, and words that you don’t normally use. This will make your paper more entertaining and interesting, and it will make you a better writer. Your main point: The story you write should come to a satisfying or interesting end. Do not attempt to describe an obvious lesson  directly- it should come from observations and discoveries. Dont say: I learned not to make judgments about people based on their appearances. Instead, say: Maybe the next time I bump into an elderly lady  with greenish skin and a large, crooked nose, Ill greet her with a smile. Even if she is clutching  a warped and twisted  broomstick.

Approaches to Combating Terrorism

Approaches to Combating Terrorism Discuss intelligence approaches to combating terrorism? In 2011, DOJ and FBI operate 104 Joint Terrorism Task Force (JTTF) in the United States of America. Both the agencies includes 4,000 law interpreting officers and agents whose duty is to inquire the terrorism related events taking place in USA. To investigate terrorist plots their operations are highly tactual and focused on the investigation. Through investigation intelligence got constituted to restrict and defeat terrorist acts. JTTFs develop an important system to share intelligence news with FBI who further conveys it to other agencies to overpower terrorism. The other major work of these task forces is to develop harmony between low interpreting sources and the state with United States of America on intelligence related matters. The threat of homegrown jihadists occurred and the several top most security clearance issued to local police working with JTTF. A significant dilemma for law enforcement and intelligence offi cials who straddle the public realm of ideas and the secretive realm of terrorist operations is how to sift the law-abiding, nonviolent radical attracted to jihadist rhetoric from the would-be terrorist who merits targeting. The vast amount of terrorist-related material available on the Internet in a relatively anonymous setting attracts homegrown individuals open to radicalization. Many of these individuals may show great interest in radical content, engage in radical discourse, but not become terrorists. A growing pool of those who view jihadist as â€Å"cool† and engage in online â€Å"talk† may make it harder for police to identify actual terrorists. After 9/11 attacks law interpreting got more focused and prioritized factor of intelligence got highlighted in the inquiry process. Deputy Attorney General, Paul McNulty, while working described the law abiding sector focused, proactive and intelligence attitude towards terrorist acts and to prevent it for the security of the nation. Intelligence gathering is one of the basics in inquiring and get rid of any other emergence of terrorist attack in future. Investigations require some level of factual predication, while an assessment does not.206 However; assessments are to follow a specifically articulated purpose. The guidelines have established six authorized purposes: Check leads on individuals or activities, Check leads on groups or organizations, Collect information to analyze potential threats and vulnerabilities, Gather information for intelligence analysis or planning, Vet and manage the agency’s confidential human sources (informants), and Collect foreign intelligence. The American Civil Liberties Union (ACLU) has criticized the FBI’s amassing of racial and ethnic data based on the new guidelines. It allows for the collection of information about ethnic or racial communities and justifies the gathering of such information for proactive purposes. The guidelines s tate that it should be done if it â€Å"will reasonably aid the analysis of potential threats and vulnerabilities, and, overall, assist domain awareness for the purpose of performing intelligence analysis. One ACLU official has described this as racial profiling of entire communities. Discuss the role of state and local law enforcement? Terrorist attacks take place in United States of America, whether from foreign or homegrown terrorists. The local and homegrown terrorist attacks and their propagation like weapons explosives and participants all take place in local territories. The whole plan of terrorist attack got prepared locally so, to prevent from these kind of attacks responsibility not only lies on central government it also the part of local and tribal government take action against it. On daily basis up to 17,000 officials gather investigation report suspicious individuals and incidents which as crime connect with any possible terrorism activity. The case of Oklahoma C ity bomber Timothy McVeigh. He was arrested after a traffic stop when Oklahoma State Trooper Charles J. Hanger noticed that McVeigh’s yellow 1977 Mercury Marquis had no license plate.233 Using his home state as an example, a former U.S. Attorney maintains that â€Å"evidence of a potential terrorist threat or organized criminal enterprise is far more likely to be found in the incidental contact with the 10,000 police officers in the state of Washington than by the less than 150 FBI agents assigned to the Seattle Field Division. The role of state tribal and local both are very important because any kind of intriguing act take place locally security agencies should be high alert to take action against it as soon as it occurs because it may be connected to any kind of terrorism activity which will harm the nation on high extent further to check and balance locally will help to detect brutal terrorists. The Nationwide Suspicious Activity Report Initiative (NSI) is a program to p ush terrorism-related information generated locally between and among federal, state, local, and tribal levels. Specifically, it is a framework to support the reporting of suspicious activity—from the point of initial observation to the point where the information is available in the information sharing environment.245 It is a standardized, integrated approach to gathering, documenting, processing, analyzing, and sharing information about suspicious activity that is potentially terrorism-related while protecting the privacy and civil liberties of Americans. The intent is for this locally generated suspicious activity reporting to be combined in a systematic way with other sources of intelligence at the federal level to uncover criminal activity, including terrorism.