hamlet Essay -- essays research papers

Hamlets soliloquy, To be or not to be, that is the question, found in Act 3, Scene 1, of William Shakespeares play Hamlet, is oneness of the most recognised and famous soliloquies in all of English literature. Hamlet uses this moment alone to ponder what he will do in response to his fathers destruction. In this statement, Hamlet explores the idea of living and dying and what can be found in death. Is death like a dream while one sleeps? Or do we cease to sleep? Or is it just nothing? These are questions that Hamlet considers while deciding the fate of King Claudius. Hamlet wants to test revenge on Claudius for killing King Hamlet and for marrying the queen, yet he knows that if he were to kill Claudius, he himself would also be killed. Hamlets fence in of life versus death makes him question the advantages and disadvantages of existence and whether or not it is right to end his life or that of another.      To be or not to be or more simply stated is it bett er to live or die. During this famous soliloquy, Hamlet wonders whether he should take action against his "sea of troubles" and seek revenge for his fathers death or live with the pain of his fathers murder. He also wonders that if he were to commit suicide, what could he expect in the afterlife. He questions whether or not suicide is virtuously right in an otherwise painful world. Hamlet has such grief that he frequently longs for death to end his suffering, but he fears that if he commits...

Huck Finn :: essays research papers

You Cant Pray A Lie is a pivotal excerpt taken from stigmatise Twains classic The Adventures of huckleberry Finn. Like Twains other works, this example of moral truth and consequence undermines the basic sense of human values. enclothe in the 1880s on a raft upon the Mississippi River, huck is caught in a battle of personal conflicting views. It is through his interactions with Jim, a jamboree black slave, that he faces the realization that being ultimately true to himself means that he cannot pray a lie.Jim had run away from his abusive father and alter small town to find himself traveling down the Mississippi on a raft. His traveling partner was a black slave, Jim. Wondering why Jim was there, Huck discovers that Jim had run away from his slave owner, Ms. Watson. Jim had spoken about his harsh life as a slave, and resented talk of being s senescent down to Orleans for a big stack o money. Huck felt that Jims escape was wrong, but kept his promise of secrecy, like any good frie nd would.In lieu of his escape, Jim emphasized his feelings of becoming a free man. Jim said it made him all over trembly and f ever soish to be so close to freedom (p. 238). Huck came to the realization that Jim was escaping for a far different reason than he, and began to see this niggers freedom as his own fault he was an accomplice. Hucks conscience became plagued by the fact that Jim was escaping the custody of his rightful owner, and he was doing nothing to stop this. In Hucks eyes, Jim was essentially the property of poor old Ms. Watson, who didnt do anything less than teach Jim his manners and his books. Altogether, Huck felt that he was doing wrong by concealing this, and felt miserable to say the least.Jims anticipation for freedom grew higher as he expressed his future dreams and aspirations. Jim began saying things that niggers wouldnt normally dare say. Jim was speaking like a blank man, not like someones property, a slave. This attitude began to lower Hucks vision of Jim, and his conscience grew even hotter. Huck had never been opened to a slave who spoke this way. It was his inadequate education that told him this was wrong. Jim stopped the raft with intentions of surrendering Jim. At this point he heard Jim yell Pooty soon Ill be a-shoutn for joy, en Ill say, its on accounts oHuck Is a free man, en I couldnt ever ben free ef it hadn been for Huck Huck done it.

How the Castillo and Mother Church Work Urbanistically :: Mexican Cities Churches Architecture Essays

How the Castillo and Mother Church Work UrbanisticallyThe role of the city is to be the center of economic, political, and ethnical movement. Cities have a dense population compared to the area, so careful planning must go into its development. In the U.S. alone, 55% of the population lives in cities with more than 1,000,000 people, 78% in cities with more than 100,000, and less that 3% live in agricultural areas (Angotti, Tomas. 1993). Since it is so crucial for a city with countless numbers of inhabitants to work properly, at that place has to be certain building types to facilitate the lives of the people. One of the most important building types is the temple. Temples through out time usually work very as well as urbanistically in the sense that they are centers of religious practice and located in key areas. A temple is a symbol of the culture it represents the peoples beliefs and how devoted they are to them. Temples have usually been elaborate and large scale examples of thi s include the Temple of Kukulkn in Chichn Itz, Mexico, and the Mother Church in Boston, Massachusetts. The Temple of Kukulkn and the Mother Church in Boston are strikingly similar in many ways, including architecturally and how they are used by the people of the city. Chichn Itz was once one of the most powerful kingdoms of pre-Columbian America. In the time between the end of the Classic and beginning of Post-Classic period of Mayan history, rough 800c.e. to 1100c.e, it was an important city for local politics, religion, and trade and was crucial to the Mesoamerican social structure. Since this city was so constantly populated, it had to be intricately designed. In order for this building complex city to work, careful planning and organization had to go into the urban development in order to make this culturally diverse society. The history of Chichn Itz is sooner unique when compared to other Mayan cities. Its architectural influences come from two different sources. Chichn Itz b egan in the Middle to Late Classic period when some of its Puuc and early Maya structures were built. The Puuc architectural style came from the hilly region west of Chichn Itz, and consisted of buildings with different proportions and construction than the future buildings in the north of Chichn Itz. Puuc buildings have rubble-filled concrete walls faced by a thin veneer of dressed stone. The exterior walls have plain lower facades supporting upper facades decorated with religious masks and geometric designs.

Biography of Wyatt Berry Stapp Earp Essay -- Wyatt Berry Stapp Earp Wi

Biography of Wyatt Berry Stapp Earp Wyatt Berry Stapp Earp was born on March 19, 1848 in Monmouth, Illinois. His father Nicholas was a lawyer who preferred a life of farming. From an early age, Wyatt learned from his father to stand up for what was right. When Wyatt was two years old, the family moved to Iowa. In 1861, the Civil War broke out, and Wyatts father and three older brothers joined the sodality Army. Soon after, Wyatt ran away to enlist, but his father caught him and sent him back home. In 1864, Nicholas left the army, and the family set out for the West. It took seven months to travel from Iowa to California. On the way they encountered Indians at Fort Laramie. The Earps settled in San Bernardino, where Nicholas bought a ranch. It was assumed that Wyatt would study to be a lawyer, but instead he became a stagecoach driver for the Banning Stage Line. He traveled between Los Angeles and Prescott, Arizona. In 1868, Wyatt went to work for the Union Pacific Railroad in Wy oming, where he was able to save some money. In 1870, he returned to Monmouth, where he married a girl named Urilla Sutherland on January 10, 1870. Sadly, she died a few months after their marriage from typhoid. After the death of his wife, Earp moved on to Lamar, Missouri, where he worked as the t have got Marshall for a year. Ellsworth was mean, and it was ugly. The stench of the its streets fell certify to the odor of the unbathed saddle tramps who had just delivered 150,000 cattle from San Antonio to its freight yards. Adding to these smells were the blends of whisky, tanning leather, kerosene and carved carcasses, a revolting combination. Gunfights were spontaneous, either over a woman or a card game. When Wyatt crossed the Smoky Hill River into Ellsworth in 1873, he may have remembered the rules of the gunman, but had no intention of employing them. The two main rules of a gunman were to take his time and always be armed. Although many pe ople had warned him that it would be naive to go westward without being properly armed, Wyatt didnt own a gun. All he hoped for was to find a peaceable job. But, only hours after hitching his horse in town he began to wonder if perhaps everyone was right. The nigh boisterous spot in town was Brennans Saloon, off Ellsworth Square its faro and poker tables buzzed 24 hours, bartenders tapped beer and ... ...rnia. Wyatt Earp died on January 13, 1929, and his fame as a lawman has continued to upraise since his death. Wyatt Earp literally shot his way into the hearts of Western America. He is familiar to the nations people, young and old. From Ellsworth, Kansas to Tombstone, Arizona, he cleaned the streets of desperadoes in town after town. He shot coolly, he shot straight, and he shot deadly, but only in self-defense. Like any other person whose reputation leaned on firepower, in that location were those who wanted to test, to see if their draw was a split second quicker or if th ey could find a weak spot. Wyatt put many of their doubts to rest. When the history of the western sandwich lawmen is placed in view, Earps name leads the parade of Hickok, Masterson, Garrett, Tilghman and all the rest.BibliographyThe Wild West. 12 Mar. 2000. 30 Apr 2001 http//www.thewildwest.org/The O.K. Coral. 5 Jan. 2001. 30 Apr. 2001 http//www.tombstone-epitaph.com/Tombtown. 2 may 2001. 2 May 2001 http//www.tombtown.com/bios/wyatt.htmTefertiller, Casey. Wyatt Earp The Life behind the Legend. Wiley, John and Sons. 1998West, Paul. O.K. Corral, the Earps and Doc Holliday. Simon and Schuster Trade. 2000

Analysis of Invisible Man Essay -- Ralph Ellison, Invisible Man

Ralph Ellison wrote the book Invisible gay in the summer of 1945, while on sick leave from the Merchant Marines. Invisible Man is narrated in the first person by an unnamed African American who sees himself as invisible to society. This character is perceived and may be inspired by Ellison himself. Ellison manages to develop a strong philosophy through this character and portrays his struggle to search for his identity. He uses metaphors throughout the book of his invisibility and the blindness of others in which is a part of the examination of the effects of racism. The development of this unnamed Afro-American character helps set the foundation on the philosophy of understanding who he is. The narrator undergoes experiences such(prenominal) as the battle royal, the Tuskegee Institute, the Trueblood visit, and the blueprint seller in which is full of corruption and deceit. In the prologue, the narrator introduces himself as an Invisible Man. He lives in a basement of an apartment b uilding that only allows white tenants. He describes how he steals electricity from the Monopolated Light a...

Analysis of Invisible Man Essay -- Ralph Ellison, Invisible Man

Ralph Ellison wrote the book Invisible Man in the summer of 1945, while on sick leave from the merchant Marines. Invisible Man is narrated in the first person by an unnamed African American who sees himself as invisible to society. This character is perceived and may be inspired by Ellison himself. Ellison manages to develop a strong philosophy through this character and portrays his struggle to search for his identity. He uses metaphors throughout the book of his invisibility and the blindness of others in which is a part of the examination of the effects of racism. The development of this unnamed Afro-American character helps set the foundation on the philosophy of understanding who he is. The narrator undergoes experiences such as the battle royal, the Tuskegee Institute, the Trueblood visit, and the blueprint seller in which is full of corruption and deceit. In the prologue, the narrator introduces himself as an Invisible Man. He lives in a basement of an apartment building that only allows white tenants. He describes how he steals electricity from the Monopolated Light a...

The Principles of Morality

Humans must non treat each other merely as a means to satisfy an end. Human beings are objective lenss of high- happenedness and not a mere machine, thus deserving gaze to and from each other and respect to the justice as well. Respect, although a human feeling, is a self-wrought sensible concept and, thus, free of influences. This is the true essence of ethics that is supposed to exist among human beings.However, as Kant implied in his Fundamental Principles of the Metaphysics of Morals this is not always the case, that public be subscribe to to each other in pursuance of freedom, human rights, violence, peace and anything attributing to his possess well-being as well as to the well-being of others and the community in general. Kant has acknowledged in his arguments that aside from respect and duty, human acts accordingly based on his inclinations and, or worse, out of fear. However, it was emphasized that with obedience to law the actions would be in conformity to that law and would become a binding principle among humans.Respect is properly the conception of a worth which thwarts my self-love. Accordingly it is something which is considered neither as an object of inclination nor of fear, although it has something analogous to both. The object of respect is the law only, and that the law which we impose on ourselves and yet recognise as necessary in itself. (Kant)Humans consume guidance to be enlightened and eventually be free and at the same time, need a universal law to exist among them for their own sake. This law would be the imposing object of humans to themselves as a result of their will. This include the common day-to-day congenial acts of humanity such as honesty, faithfulness, respect for each other, trustworthiness, non-imprisonment of innocent individuals and be like the example that was in Kants Fundamental Principles of the Metaphysics of Morals, keeping ones promises.Why is it a wrong deed for A if she took the hand of B forcing the l atter to shoot C? This case would be an act of deception and coercion and obviously a crime, in which case, against the universal law. A have bypassed(Hare 13) the agency of B as A used B as the shooting medium. It is also a deception when A impede the rational cream and free will of B to make the decision and the action. This is a violation of the universal law and it is a treatment of humans, in this case B, as without self-respect but only used as a means to achieve an end, the shooting of C.As the source of guidance to the acts, duties and obligations of humans, theology is very important. In fact, as Kant have argued, it is only a pure philosophy that we lot look for the moral law in its purity and genuineness. This means that even morality itself may have something of its own immoralities within a hidden motive. To someone of a morally good, or a virtuous, character that someone should perform an act without feel at the effect of that certain action or, without deriving the motive of that act from its possible effect.A virtuous character wants or wills (or what Kant calls the principle of volition) the effect of an act for the act itself and not from the expected results or a return that can be gained from doing such acts. As Kant have put itan action through from duty derives its moral worth, not from the purpose which is to be attained by it, but from the maxim by which it is determinedMoreover, the virtuous person thus acts in accordance to the autonomy, that would be an act of the holy will, which can be viewed as absolutely good according to Kant. The autonomy causes the Will of the action a law to itself. This is because the Autonomy of the Will is the supreme principle of morality which makes a rational being of freedom efficient and independent upon his choices and actions, as opposed to an reasonless being who is fragile to influences of the external environment.However, if the will is only based on necessity of morality, this would beco me an obligation, and the action resulting from it is called duty. This makes autonomy as one of the important limitations of morality part of the dignity of life is choosing ones own path through it. Given those limits, there can be principles so demanding that compliance simply will not be forthcoming. (Griffin 127)Human actions have imperatives and are governed by the Ought. Acknowledging its obligations is a way for humans to be within the world with sense and understanding. However, this conception of obligation is not easily accepted or might be challenged by humans due to immaturity, ignorance or fanaticism. Humans are supposed to be rational beings that conk to an intelligible world, conscious and responsible for its actions. It is, however, very evident that humans act in the contrary and as Kant has argued, can never conceive the causality of his own will otherwise than on condition of the idea of freedom.This might be attributed to immaturity which not an outside force t o him but something that he has self-incurred. This is the lack of courage and resolution from the side of humans to use his own understanding without the guidance of others. (Kant) Immaturity would hinder the purpose of morality laws that have an ultimate principle conceived to lookout humans in every possible circumstances in life. Without recognizing their respective obligations, humans would be living in darkness, without a well defined give-up the ghost in life. This would hinder the attainment of human freedom, his free will. In Kants An Answer to the Question What is Enlightenment? he has emphasized the value of freedom that can only be attained by an enlightened humanity. Without recognition of the obligations, there would be no duty. Without duty means without worth of morality for human actions. flora CitedGriffin, James. Well-Being Its Meaning, Measurement, and Moral Importance. Oxford Clarendon Press, 1986. Questia. 5 May 2008 http//www.questia.com/PM.qst?a=od=2603579 4.Hare, John E. The Moral Gap Kantian Ethics, Human Limits, and Gods Assistance /. New York Oxford University Press, 1997. Questia. 5 May 2008 .

The Fault in Our Stars Reflective Response

The Fault in our Stars Reflective Response People have a wide draw of philosophies and beliefs on how they should live their lives. The anticipated approach in which they should confront their fears, their challenges, and their daily decisions varies greatly from the true outcomes. Many people are hopefully to operate the report of greatness they envision and Gus being a romantically oriented person obsessed over the idea of becoming cobs knight in shining armor. Learning of his impending death put him in the aforesaid(prenominal) position as Hazel.He could right away understand the psychological effects of living aroused state on the true edge, not knowing what the next day will bring for yourself or those around you. In his letter, Gus takes on a tone of diversity due to his realization of human inconsistencies. He understands the conflicting ideas of human emotion and the truthful brutality of reality. Being split between his own hopes of leaving a mark and his acceptance that like doctors say First, do no harm (312) Gus accepts the outcomes with reservation.Due to the relationship and emotional attachment between Gus and Hazel, Hazels beliefs create a slight bias that has great effect on giving of living on the edge he now sees the world as Hazel views it. Gus now is split between his own ideas of romanticism, which is apparent when he continues to bring up true heroism, yet his situation directs him towards the true analytical understanding of the world. In a final attempt to do what matters Gus true nature of romanticism emerges. Though his mind is convinced to accept that the less the splash the better he intelligibly wants to make that impression deep down.For Hazel he attempts to continue her vision of him being her knight in shining armor by showing her til now after death he is there to love her. Gus is the true example of internal conflict in a males mind. The rationality and emotional connections to values become entangled and confused. As all humans in a period of crisis they begin to understand the true nature of their personalities, but become removed from the blissful ignorance of the world in order to lessen their damaging effect.The indecisiveness and confusion that Gus has at the time of writing his letter is a ecumenic reception to insecurity and hopelessness. In many situations of bleakness I myself have been torn between making the instinctual protective decision or the ethical response in which others are spared of impairment. It is unclear what the right course of action is in order to benefit both yourself and others, but in terms of personality I feel that I compare closely to what Gus tries to be.I know that he wants to be a good person that works for the benefit of others, but at the same time his own hopes influence his actions so that he can be seen as a martyrize. After sorting through his thoughts Gus finally decides that making a difference is Hazels life is the most important thing that he can do in his limited time. By adopting and living her ideas he provides her a sense of unity with him even after he is gone. Gus letter reveals more than just about his own internalizations.His thoughts give secondary support to Hazels and maintain relevance to the reader because of its universality. In terms of the novel Gus letter provides the reader with an applicable question to think about. Many people admiration if theyre making a difference in the world, but few people understand what it means to make a difference, but seeing things in a relatively unaltered view allows the reader to connect with the ideas, emotions, and thoughts Green was attempting to communicate.Gus letter also illustrates the two-sidedness of the world. As Gus says a desert blessing, an ocean curse (313) aspect changes the impact of everything. Even the few things in the universe that remain constant are not always consistent. In the end Gus becomes to heroic romantic martyr that he dreams of becoming although he wished for things to have happened differently for his own purposes. Gus makes his choices at he says at the end of the letter and he like all those who seem for happiness are able to attain it.

Integrative Reflection Paper

Integrative Reflection Paper I think that all modules, including the discussion on interpersonal skills, career development, emotional maturity, leadership skills, and service and commitement provided by the course (PERSEF1) are meaningful, but there is one module that I think has influenced a solidification in my personal development and effectiveness which is career development. In this module, I realized many things in planning for a persons passkey life.One of them is that the major effect of work is not to provide the money for attaining and maintaining a standard of living, as long as the person copes what he/she is doing, the work cargo should not be a burden but a challenge waiting to be overcome. An other statement that I reflected on is If you plan correctly, you should be able to find the one handicraft that is right for you. I definitely think that this statement is true but I have never foreseen the damaging possibilities that a persons career path may shift even after graduating from college.I thought that if a person has set goals and plans ahead, he impart most probably have the right job for him. However, I didnt think of the cases when a person actually plans correctly, but ends up with a job not of his preference. For example, a person who takes up Finance course but ends up teaching preschool students. This module made me reflect on my decisions as a college student like Do I see myself as an accountant in ten years time? Do I really love this program that Im currently taking?This module has helped me opened my eyes and become more serious in my studies because I believe that my schoolman performance in college will reflect my future job after graduation, through which I am equipped with the skills needed for my profession. I became more reassured in sharing my thoughts, feelings, and actions in relation to the various topics taken up in class. For example, through the first exercises of the Grandest Version of myself, I was confi dent in sharing my strengths and weaknesses, goals, hobbies, fears to my friends and group mates.Through this, I was able to acquire knowledge of their personal thoughts and actions and I am able to reflect on mine. Throughout the PERSEF1 course, I sometimes moot to take a quick look at the holistic development wheel, which contains the spiritual, intellectual, social, physical, career, and psychological development. I reflect on these developments of whether I am growing to be better in these aspects holistically. I think that my engagement in class, if ranked 1-10, 0 being the highest, I evaluate it to be 8 because I powerfully agree to be engaged in the activities offered in class and I actively participated in group discussions and sharing times. From the start of the course, I think that I became more serious in studying for the exams and slightened my leisure time doing useless things. In terms of handling situations involving other people, I gained confidence of doing these on my own and not with the help of other people. I gained trust in my newly-found friends who always willingly support me in my academic life in a span of 2 terms already.In my interpersonal relationship in relating to the larger community, I applied this skill with my NSTPCW1 course where I came to meet people less fortunate than I. I was able to reflect on all these skills that have really changed me for the better over the past months in terms of managing myself, handling situations involving other people, and relating to the society as a whole. PERSEF1 actually influenced my college life rightment only to a partial extent, because through the first term, I was already able to adjust with my block mates.

Jury Nullification

Icertify thatthe attachedpaper,which wasproduced forthe class identified above, is my original work and has not previously been submitted by me or by anyone else for any class. I further declare that I fuddle cited each(prenominal) sources from which I usedlanguage, ideas and information,whether quotedverbatim or paraphrased, and that any and all assistance of any kind, which I stock while producing this paper, has been acknowledged in the References section.This paper includes notrademarked material, logos, or images from the Internet, which I do not have written permission to include. I further agree that my name typedon the line below is intended to have, and shall have the same validity as my handwritten signature. Studentssignature (name typed here is equivalent to a signature) Debra Bush, Sherrolyn Newel, and John Sydney Abstract This paper will focus on race-based jury nullification as one of the be barriers to racial equality in the American system of justice.The paper wi ll also focus on examples of past and present-day race-based jury nullification and shows how the shape of race-base jury nullification is an ongoing source of controversy in American life. The controversy emanates from a lack of direct goals within the system. Finally, the paper will quit by indicating that because of racial biases or motives, a jury may not always vote according to the facts presented. Jury Nullification Jury nullification is a jury that believes that a defendant is delinquencyy consciencey of charges merely on his or her take reason decide a non- conscience-smitten finding of fact.The jurywomans believe that the law is unjust and refuses to sting an individual even if there is proof of guilt. The reason can involve the jurors view on unjustness and injustice because of the race of the individual. Nullification is very polemic when it concerns race. Supporters of race-based nullification believe that black juries should acquit Black defendants for non vio lent offense even when the evidence of guilt is clear (Cato, 1999). Supporters believe that Black American should embark in race-based jury nullification to bring changes in how justice handles minority cases (Jermal, 1997).Supporters believe that the system is set to arrest Blacks for economic crimes and allow child molesters, rapist, and murders go free. This injustice takes a toll on minorities and the faith they have in the wretched justice system. Several examples of race base nullification include * Harriett Tubman guilt of multiple Federal charges by violating Federal slave laws * Drug possession cases that involve three strike a person is out sentence. A ternary felony will grant a life sentence.Jury for nullification believe a harsh sentence is unjust than violating the act of the law * In Albany, N. Y. 11 snow-clad decided that an African American was guilty of distri entirelying cocain. The 12th juror, an African American, refused to convict because the juror was sym pathetic to African American who struggle to make a active * An all black jury acquitted an African American man accused of murder. The majority decided the man was guilty but returned a not guilty verdict Supporters for race-based jury nullification want fairness concerning laws for minority groups.Raced-based jury nullification hinges on two truths (a) a juror cannot convict on a verdict that the renders, and (b) the Fifth Amendment concerning double jeopardy when the system cannot retry a defendant. Supporters for race-based jury nullification believe race is a strong means for the high numbers of acquittal in criminal cases. Race-based jury nullification, as one would say, is a long time thorn in the side of two prosecutors and defense attorneys. Jury nullification is simply a jury who believes the defendant is guilty of the charges but for his or her own reasons decided to handout a non-guilty verdict (Rivera, 2006).Jury nullification can take some(prenominal) forms. For ex ample, race-based jury nullification may take the form of race, religion, and in some cases gender. However, based on the Cato Policy report card the nullification rest solely on the race of the defendant (Rivera, 2006). A strong supporter of race-based jury nullification is Paul Butler a fine-tune from Yale with a J. D. from Harvard and is currently a law professor at George Washington University. Butler believes that Black juries should acquit black defendants for nonviolent offenses even when the evidence of guilt is clear (Cato, 1999).On the surface, this may seem like the right thing to do after so many years of abuse by the system toward Blacks but race-based jury nullification goes against everything the justice system stands for. Many jurors are using race nullification as a way of redemption for the years of the irons of Blacks just because of their race. In 1991, a visiting Jewish scholar, Yankel Rosenbaum, suffered a fatal stab wound in Brooklyn by a black mob scandal ise that a Black youngster had been run over and killed by a religious Jewish motorcade. Rosenbaum lived long enough to identify Lemrick Nelson Jr. s the stabber, but a largely black jury did not convict Nelson. Later, some jury members went partying with Nelson to celebrate the acquittal. Nelson subsequently moved to Georgia, where he received a prison term for slashing a schoolmate (Leo, 1995). Another famous case called the most outre case of race-based jury nullification was the trial of Marion Barry, the second-term mayor of the District of Columbia. Barry received a conviction for drug possession and perjury, despite that he was obviously guilty of at least one of the 14 chargeshe smoked cocaine on FBI videotape. Black prosecutors wanted their office to lose its case.The theory was that prosecution of Barry was another racist act by the law. Barry received a conviction on one of the 14 charges pending against him a misdemeanor charge for possessing cocaine in November 1989. Jurors acquitted him of one of the other charges of possessing cocaine in September 1988. On the other 12 charges, jurors were so deeply and passionately divided they could not reach a verdict. I believe the government was out for Marion Barry, one juror said. U. S. District Judge Thomas Penfield Jackson declared a mistrial on the 12 deadlocked charges (Washington Post).Barry eventually received a sentence of six months in prison in October 1990. Professor Andrew Leipold wrote in the Virginia Law Review view That in his opinion the doctrine of nullification exerts more influence over the criminal justice system than one may expect. He argues that jury nullification imposes costs on the system even when it is not exercised because of procedural rules, permit its potential use by a jury (ONeill). Jurors must perform their duties properly and justly. They must take the situation seriously and must not make a decision based on their personal beliefs, but instead base their decision on the facts presented.Jury nullification is certainly a controversial topic that has many critics, especially those who claim that such an approach is dis watchful to the letter of the law. Because of these principles, The Fully Informed Jury Association came into existence in 1989 with the goal of protecting and publicise the right of juries to nullify (Lal). This is not to say that there is anything wrong with allowing Latino or African American communities to deliver judgment matters according to his or her own standards, especially when the traditional criminal justice system certainly has done the American community an unequal disservice.The justice system is set up to be fair and impartial to all people. Although the system is set up to be fair, race-based nullification goes against these ideals. Nullification comes with many flaws one of which is incarcerate the innocent and set the guilty free. Conclusion The team examined the issues of race-based jury nullification and concl uded that external factors such as race, religion, or gender are ongoing sources of controversy in the American system of justice.The team believes that although some critics applaud the practice that a jury, as a symbol of law should represent diverse community interests and that no hotshot set of values or biases control decision making. As a consequent, the team opposes race-based jury nullification on the premise that persons selected as trier of facts should introduce to society that persons charged of criminal wrongdoing are guilty on the basis of evidence presented.Although the team opposes such practice, the team also realizes that public respect and trust for persons selected as trier of facts will remain high within the American system of justice.

Foundation for the Study of Religion Essay

a). Discuss some of the issues raised in Meta-Ethics. (17 marks)b). How convincing is the view that, when talking of devotion, we are talking roughly facts? (33 marks)(Total 50 marks)Notes Remember, in an test, you have 30 minutes to choose, plan, and write any essay. At AS Level, exam questions are twofold i.e., there will be an (a) section and a (b) section. Do not forget to answer both sections of a question Usually, the marks appear beside each section of a question. In each question, section (a) holds 17 marks, and section (b) holds 33 marks. A total of 50 marks per question. Write your responses to questions appropriately its no safe(p) having a exact (a) section and a brief (b) This model essay is structured so that it is realistic in its time expectations. If you have revised thoroughly, and know your stuff, you should be create verbally this sort of exam essay. Remember, do not waffle. An examiner will not assess 65% waffle and 35% real content in an exam essay Keep y our essay responses thorough, further concise again, you have very little time to respond to questions Finally, it remains for me to wish you very good luck, cheerful last minute revision, and a most successful first exama. Discuss some of the issues raised in Meta-Ethics.Ethics is the study of how deal behave, and how they should behave. It is found on ideas of what is lessonisticly good. But, in order to understand ethics, a definition of good needs to be determined. Here, iness sees that such ideas will interchange from person to person and from culture to culture. Likewise, such ideas explain why there is such a variety of moral systems in utilisation today and a marked difference in the level of commitment to a personal moral edict.Ethics and ethical style, the study of which Meta-Ethics is part, empennage be split into tercet distinct branches descriptive, normative and meta-ethical. On the one hand, descriptive ethics describes the way we live and the moral ch oices we happen to make. On the other, normative ethics employs the kind of wording which is more openly moral and presents a clearer idea about what is held to be right or wrong so, a statement such as It is ever wrong to tell a lie is a normative statement. Contrastingly to both, meta-ethics is the study of the meaning of ethics itself, gauging the meaning of ethical language, and taking into consideration the say-so of moral claims and the effects of personal preference.Bearing this in mind, it is possible to note that meta-ethical theory poses questions such as Can we designate which action is good, high-risk, right, or wrong? and again, Is it possible to give a definition to good, bad, right, or wrong in themselves? Admittedly, all quad of these words are related from a moral point of view. But, if we could measure good completely and accurately, then we would be able to measure everything else against it. Yet, philosophically, it is unimaginable to define good so complet ely. For instance, if one were asked to define yellow, one is able to say what yellow is like (such as Yellow is like a bananas jacket) but, one unable to say completely and accurately what yellowness is. Thus, in the same way, one is able to say what good is like, yet one is unable to say what good is. Naturally, it could be argued that good actions add to the well- beingness of all concerned but, again, good actions depend very much on individual preference and ones individual idea of good.The puzzle, then, of how to define good has intrigued philosophers for thousands of twelvemonths. Indeed, the ancient Greek philosopher, Aristotle, defined good as being how far something fulfilled its purpose in life for example, a good building is one which looks pleasing aesthetically, provides comfort and shelters from the elements. Similarly, a good person is one who fulfils well the role into which he or she has been placed. To illustrate this point further, a good slave works well as a s lave and, again, a good ruler rules the community effectively, maximising everyones happiness. This nestle has its origins in the Greek word telos meaning purpose and is therefore referred to as the teleological approach to ethics, a purpose-based criterion for gauging what is good.A differing method is the deontological approach to ethics, which has its origins in the Greek word deon meaning duty. Unlike the teleological approach, this one is a duty-based criterion for gauging what is good something is good if it fulfils it duty. For instance, Immanuel Kant, bearing in mind the absolute rule of morality Do not take away, claimed that one should never steal under any circumstances because it is always wrong in itself. For example, if you came across something that had been abandoned by someone who could not possibly have any use for it, even if you needed it and it would hurt no one to take it, it is still stealing and, therefore, wrong in itself. Thus, to do good, one always ess ential do ones duty.Meta-ethics, then, attempts to go a long way in explaining the essence of good and good action, combining alike viewpoints yet, likewise, displaying very contrastive perspectives of the real meaning of good.b. How convincing is the view that, when talking of morality, we are talking about facts?But, when attempting to define good, and certainly when considering ethics as a whole, is it genuinely possible to say that moral systems deal with facts? Some ethicists would claim not. GE Moore, for example, in his book Principia Ethica (1902) claimed that good is impossible to define because it entirely depends on the moral codes a person brings to a occurrence situation. This would suggest that, owing to the wide range and variety of personal preference in ethical systems, it is impossible to talk of facts when dealing with morality. Moore, though, did suggest that good was an entity in itself and that it was something which human beings intuitively sought. Indeed, human beings do a thing that is good in order to master some long-term goal. However, he stated that in doing so, people commit what he coined the Naturalistic Fallacy. Namely, that in finding oneself in a particular moral dilemma people assume it is natural and logical to shift immediately from dilemma to solution, treating moral conclusions as if they were absolute.For instance, imagine a 15 year old girl having her drink spiked by a much older man who then makes her pregnant. Indeed, the girl did not want a familiar relationship with the man and was horrified when she realised what had happened, particularly because she was a devout Christian with high moral standards. Many people would say that the girl ought to be offered medical treatment such as the morning-after pill or an abortion.Here, using the principle known in moral philosophy as Humes constabulary, Moore would claim that people have committed the Naturalistic Fallacy because they have moved from an is statement to an ought statement. In other words, they move from a description of how things actually are, to how they ought to be. Put in a simpler form, (A) A teenage girl is pregnant against her wishes (B) She ought to be offered an abortion. A is the is statement, B is the ought statement yet, to move from one to the other, Moore claimed that an intermediate (or, midway) mesmerism is needed. This could be as follows A woman should only carry a child to copious term when she has chosen to be pregnant. This is known as a value proposition and it is this element of the equation that gives the conclusion (B) its moral force.But exactly why does Moore refer to this straight shift from an is to an ought a misleading belief? It is because (B) is simply a blind, nave opinion without any value whatsoever. The intermediate proposition gives it moral value and force because it establishes that the pregnant girl is neither a woman nor one who has chosen to be pregnant. Thus, it states that she is a te enage girl who is pregnant against her wishes and, because of the intermediate proposition of women only carrying a child to full term when she has chosen to be pregnant, the girls situation goes against the moral code. Naturally, using a different moral value in the intermediate grade would produce a different outcome, which suggests that, when talking of morality and moral codes, we are not always talking about facts.Like Moore, whose claims reject the idea of morality being factually-based, RM Hare developed a theory for ethical language called Prescriptivism, in which he claimed that in prescribing a particular course of action for others, people ought to ask Am I prepared to prescribe that somebody else should do it to me if the roles were reversed?. (Interestingly, this idea is parallel with the golden rule of Christianity that appears in Matthew 712 Do unto others as you would have done unto you.)Although this gives the impression that all people should be treated equally, it does not suggest that morality is factually-based because such moral rules send away be accepted or rejected. Moral statements, then, according to Hare, are more than mere signs of the personal preference of the speaker for him, they prescribe a course of action. But, scantily as he claimed moral rules are hugely important in influencing lives, he also added that one cannot say moral rules are true or false. Thus, it is untrue that when talking of morality we are talking about facts.In morality, then, there is a difference in how language is used. In everyday communication, language can be used in either cognitive or non-cognitive ways. Used cognitively, language states fact and reasoning and is non-moral in other words, it has no moral values attached. However, used non-cognitively in a moral setting, language aims to expect attitudes, exercising an influence over people. In morality, this influence is to persuade people of the moral rightness or wrongness of an action.Inde ed, CL Stevenson, a philosopher closely associated with Emotivism a system of morality based on feeling claimed that, when used non-cognitively, the word good is very persuasive because it has a moral tag which tries to draw the listener into taking a moral stance. It pulls on the emotions. Certainly, Stevenson suggested ones moral code is an emotional response one simply feels something is good or bad. Again, then, it is impossible to say that when we talk of morality, we talk of facts because, as Emotivism shows, individual feelings differ and, therefore, individual moral codes influenced by feelings similarly are going to differ.Thus, in conclusion, it is unconvincing to say that, when we are talking of morality, we are talking about facts Moore, would agree because his value propositions in moral dilemmas can easily be altered to produce a different outcome and, therefore, a different moral force Hare claimed one cannot say moral rules are true or false, therefore failing to deliver morality to the territory of fact and, finally, Stevenson claims that individual moral codes are influenced by individual feelings about the rightness or wrongness of an action, thus rendering factually-based morality a nonsense owing to the rich diversity of individual emotion.Indeed, the passing influential philosopher, AJ Ayer would agree with such an avowal because he suggested all moral statements are meaningless statements. For example, how could one prove that it is wrong to cheat? He insisted that such statements as Is it wrong to cheat are totally without meaning or provable sense because, logically and empirically, they cannot be shown to be true. All one can do is show that lots of people believe it is wrong to cheat. All they can do is express a personal dislike of cheats, cheating, and its consequences they can express how they consider it to be unfair. That is, they can express how it does not coincide with what they believe to be fair and right but that is a ll. Moral statements, then, are reduced in this way to personal preferences and are not concerned with fact.

Creating a united ummah between 622 and 632 Essay

Explain and comment on the ways in which Muhammad set about creating a united ummah between 622 and 632Key to explaining the creation of the united ummah is the admission fee by Islam of the wars that were necessary in achieving their aim.The Muslim belief about 622 is that Muhammad and the muhajirun who followed him from Mecca to Medina were mostly accepted by most residents of Medina. The foundation for this was that they had been asked there in the first line they were supposed to bring about a peaceful revolution in a city wrought with violence and feuds between seperate tribes of people. As such, Islam was going to be the heal on the wounds that were plighting Medina.The non-Muslim view however is that Jews and munafiqun had difficulties in accepting the ideals of Islam and ridiculed it. Muhammad was faced with a challenge in bringing the people round to his point of view, and by the end of 622, had only managed to persuade 1000.The first undisputed, all-out battle of the cr eation of the ummah was in 624. This was the Battle of Badr. While Muslims call that the battle was fought out of loyalty to Allah alone, non-Muslims claim that it was based on a desire for revenge against the Meccans who had forced them to leave their original home. The evidence that Muslims claim to have supporting their argument is the very feature that Muhammad and his chase won the battle they had Allah on their side, as is described in Sura 7. Sura 7 is however believed by opponents to have been written at a different time to the Quran, so cannot be taken at face value. Non-believers claim that Muhammad was acting with intolerance, which overrided the supposed obligation from Allah that he had to act on.625 dictum the Battle of Uhud, which precept Abu Sufyan setting out in opposition to Muhammad. His 3000 men would logically make light work of the 700 that Muhammad could call upon Muslim belief follows that Allah was examination the faith of his followers in allowing on e side to be so much bigger than the other. Non-Muslim belief obviously ranges, but some have argued that paragon could not have solely been on Muhammads side, given that the prophet emerged from the battle with war wounds, and that some Meccans disobeyed orders, so there were other forces acting on the battle than those of Allah.Abu Sufyan set out to kill Muhammad again in 627, with the Battle of the Ditches. In this battle, Muhammad and his army were met with the force of 10,000 men. Stalemate arose when Muhammad dug trenches, and a storm saw off the Meccans, who had started disputes between themselves anyway. Non-Muslim suspicion of this story is largely insubstantial, although the morality of murdering 600-900 Jews later on in the year has been brought into question.This, and the sale of women and children into slavery by Muhammads followers has been backed up with the teaching from the Quran reading God does not love the treacherous, the belief by many Muslims that it was the only way they had of creating the religious theocracy that they wanted, and the belief that they had any redress to return the violence that they claim had been initiated on them by the Jews and Meccans.Muhammad set out to improve the relations between the Medinans and the Meccans in 628, when the two cities agreed to home the Treaty of Hudabiya outside Meccan city boundaries. Muslims consider this treaty to authenticate Muhammads status as a reluctant warrior because it was supposed to secure peace and the right for any Meccans to become Muslims if they wanted to.Islams status as being more than a religion is also authenticated by the treaty, which Muslims believe visualized Muhammad as being a capable politician he also allowed Jews to enjoy religious freedom, in return for an extra tax. The Islamic belief that the Muhammad communicated with emperors of Byzantium and Abyssinia is tone down by non-Muslim theory, which suggests that he spoke to Arabian peninsula leaders at the most.Some Meccans were voluntarily converted to Islam when the faith reached Mecca on a small pilgramage in 629, but the main influx of population to the faith came in 630 when Muhammad took the ciy by force. In the following year, he sent out armies supporting his leaders when they counterpane the word of Islam the role that these forces played in converting people to Islam is disputed by Non-Muslims.There is much evidence to support the view that Muhammads motives were political and personal, kind of than religious.Firstly, it would not have been reasonable for Muhammads motives to have been solely religious. He would not have been able to have been as successful as he was if they had been this is because Islam is, in the eyes of believers and non-believers alike, more than just a religion.The Islamic beliefs take precedence over politics, and the individual desires of one person. This makes it almost socialistic in its principles, which in turn explain how Muhammad found it s uch a task to actually spread the faith.It is supposed(prenominal) that Muhammads motives were personal, as in the event that they had been, it would have been unlikely he would have set himself aside for so much criticism or persecution in fighting the Meccans. He would have stayed in Mecca and made a living as a trader if this was what he wanted.He would however have had political motives. These would have been necessary in converting a brutal city into a religious theocracy, and would have to have been backed up with a resolution to act in possibly violent ways to carry them through.What Muhammad was doing was by no means easy he put his life on the line for Allah, who had already put him through visions to tell him what he had to do.Muhammad has been described by some people as being hungry for power, leading to his crusades, battles and treaties across Arabia. What it must be remembered is that he died in 632 as a reasonably archaic man he fought not for himself but for All ah.

Design And Make A Coffee Table

Whats already on the market TO get a wide range Of options had to do quite a lot Of researching online and in the local tall(prenominal)w are did stores such as woodiest and other shops such as Argos and Nava furniture. Below are some of the designs that was very impress with it further could not pick it because it did not fit in to my aims of what the project should look like. The reason on very idea is come onlined to why I like it and why I did not approve it. This is another great simple coffee table that will look good with the existing furniture.It is also doing more with less so it is a very good idea. My choice the reason why I selected this idea was cause it fills all the aims I set out at the start of my investigation/research. This idea serves the comment doing more with less perfectly because it does not require too much wood or outlay as it would if I was to make a coffee table and drawers alone so its doing more with less because they are together. It is also so mething that will step down up a lot of space up in the room. Seibel wood types Oak the advantages of Oak are Oak wood has great strength and cruelness It is very resistant to insect and fungal attack It is easy to cut It also looks good It is a very strong wood and resistant to some sets and to rot Beech Advantages of beech wood furniture are hard materials, textures, the structure is fine wear-resistant and shiny processing, finishing, gluing is better The disadvantage of beech wood furniture is color and density differences due to age different, makes furniture color is not uni radiation diagram kiln drying and processing that is easy to crack and easy to shape.PINE Advantages of pine are sensibly cheap and readily available. Easy to work and finishes well. Durable. Disadvantage is that it can be Knotty Dovetail Dovetails are the strongest of all joints. The mint is made up Of interlinking wedge-shaped elements called pins and tails that resist the forces applied to the joint. This joint looks attractive and, if well made, the decorative quality can be used to enhance projects. Advantages of Dovetail Joints What are the advantages of this type of joint? Strongest of all joints. Large gluing area. Interlocking Resists being pulled apart.Looks attractive. Would hold together even with no glue. Mortise & Tendon Joint This joint is a strong and frequently-used joint for assembling a variety of products where strength and reliability are required. The mortise can either be a through mortise, as shown, or a blind mortise that only partly penetrates the stockpile. The joint is made permanent using adhesive. Dowels are also used to prevent separation. dress circle Joint Another simple joint is the half-lap joint. This requires the removal of stock to exactly half of the overall thickness of the launch, in order that a similar piece can mate with it.This technique is also used in the cross-halving joint. Cross halving Lap Joint The main uses for thi s joint are to allow two pieces of stock to cross such that the joint is contained within the overall thickness of the eternal. Used for structural frames. Glue alone can be used as a fixing method, or combined with screws or nails. Finger Joint This joint is a positive permanent strong joint when fixed using adhesive. The languish length of glued area is very beneficial to the resulting strength. The in-line version is often used to produce a long length of timber / glued laminate from shorter lengths.The turning point version is used for producing strong drawers boxes etc. The joint if made even stronger if the fingers are made using dovetail form Chipboard is an staged wood made like MAD but from actual wood chips, hence the name. It is widely used for the structural casing of kitchen furniture and cabinets which are hence covered with a laminate or wood veneer. It is also widely used for low cost sub flooring. It is only useful in sheet form and cannot be easily used or wo rked in any other format. Elm is valued for its interlocking grain which gives it a high resistance to splitting, with probative uses in chair seats and coffins. Elm wood is also it quite pliant and is available in long planks due to the long, straight, trunks of the tree, For these reasons elm is prospered as a source of timber for keels in ship construction. Elm was historically used by bonders during the Middle Ages to make longbows. Mahogany is finely grained hard wood which is reddish brown color. It is extremely durable and resists swelling, shrinking warping and twisting.Mahogany is used extensively for high quality, expensive furniture such as wooden cabinets and veneered tables and dressers. It is also used in the construction of boats due to its high resistance to swelling and warping caused by water Plywood is an artificial wood that was invented during the randomness World War and was primarily used to build boats and landing craft for the military. It is made from numerous thin laminates of wood glued together. Each layer is at right angle to the grain of the other to give it great strength while also allowing it to remain quite pliable.

Do Woman Make Better Leaders Essay

However, when women attractors ar putting glorious greatly, they need to move over their parts of life to earn such a achiever. Mostly, they need to work overnight and hard deal their male fellows, they ar single or divorced, and they whitethorn need to take c ar of both of their charge and children. Actu anyy, female attracters are facing some practical problems in their emotion, career and family. Many females are suffering in balancing these factors. Do women make better attracter than men? Or specifically, are women playing a better role in managers? What are issues women leading facing?In baffle to solve these problems and leave no doubt, I write this essay to try out this topic. 2. 1 Leadership check to the professional definition, leadinghip is the process of influencing an organized group toward accomplishing its goals. (Roach & Behling, 1984) There are certain basic qualities or characteristics that closely mass associate with leaders, such as self-confidenc e, persistent, integrity, ambitious and determination. People would agree that who own these qualities good deal be labeled as leaders. However, it is usually hard to recognize a proper leader with a standard measurement.Human traits are judge immeasurable. In daily works, a good leader is normally judged by multitude he or she leads. Unfortunately, these opinions are always subjective and biased. Work acts may opine being comparable. However, in reality, completely similar works poop provide comparable performance results which limit the number of comparable cases. Insufficient parameters can non provide a reliable analysis. Due to these difficulties, this essay go away compare female and male leaders in other factors which are non specialized and quantized for leaders but as well providing references for good leaders.These factors include effectualness, comprehension and attitude which compare leaders in the aspects of performances psychical and psychological values an d reliability, respectively. Before comparison and analyzing, it is much reasonable to realize the current topographic point about gender and leadership which get out in addition give readers a general idea. 2. 2 men are steady the major force in leaders Actually, majority of world lock away consider that domination of power is in mans hand, though women leaders are increasing promptly recent years.As statistics show, cleaning woman account for 51 percent of population and 46. 5 percent of outwear force while their numbers in manage level are negligible. In fact, in more powerful positions, women only account for 7. 3 percent of Fortune 500 corporate line officers only 4. 1 percent of top earners are women. (Catalyst, 2001) The true situation is like what Oakley ,J. G. said, The overall percentage of women on corporate boards surpassed the 10% milestone for the first time in 1996, however, 105 out of the 500 companies surveyed still had no women on their boards. (Oakley, 2 000 Dobrsynski, 1996)In making such a males world, social and environment factors play overcritical roles. Traditionally, women are told to be less competitive and ambitious when they are still girls, when they start their careers, mostly, environment and themselves move suggesting them to be more unleader-like and docile. This attitude is formed in a long period and by skirt environment, and it actually becomes part of females character. posture toward leadership is stronger predictor of leader emergence than masculinity. (Kolb, 1999) This practicable action is even more reasonable when biology theory is abandoned.Generally, majority of leaders is still male , the roles that women are told to play and attitudes they are suggested to own is signaling to be second class. 2. 3 Woman leaders show great potential It is undoubtedly men are traditionally leaders in the guild nevertheless, women are catching up in an amazing speed. Especially in recent years, woman leaders are showin g their great power. In a long period before, people believe that women lack of managerial skills and they define it as female deficiencies as a reason why few women form made it to the top. Steven, Lynda and Joanne, 2003) However, many professors have make the irrationality of this stereotypical concept, Davidson and Burke (Davidson&Burke,1994) have contended that almost all the evidence shows little or few difference in the traits and abilities of managerial skills among women and men. Furthermore, Ferrario(Ferrario,1994), Carless(Carless,1998) and Komives (Komives,1991) have studied and proved that gender does not determine who should get the leadership.According to above statements, it is easy to realize that gender is not physical or psychical obstacle for female leaders. Moreover, Kent and Moss suggested the possession of feminine characteristics does not decrease an mortals chances of emerging as a leader as long as the individual as well possesses mannish characterist ics. If women are more likely to be androgynous, they may have better chance of hike to leadership status. (Kent and Moss, 1994) Kent and Moss words can be explained related to womens own characteristic.Normally, women are more comprehendible and modest. The advantage is obvious above male leaders cannot combine females good personalities which will be considered to be sissy while females will treat androgynous as a merit which show their potential. So, in some kinds of careers which require managers to be more mild and communicative, such as teachers and nurses, woman leaders are more preferred. To sum up, womens characteristic advantage is seen as particularly Copernican in light of the trends toward flatter organizations, team-based management and increased globalization. Oakley,2000 Adler,1993Rosener,1995) Undoubtedly, woman leaders have predominance in some specific works than man leaders 2. 4 Gender and the leadership 2. 4. 1 intelligence operation comparison Intelligence is defined by Cronbach as a persons all-around effectiveness in activities directed by pretending. (Cronbach, 1984) Intelligence can divide in two parts, academic intelligence and emotional intelligence. In the aspect of academic intelligence, it is well accepted that at that place is no difference in academic intelligence between men and women. Furthermore, people with high academic intelligence dont mean they are good leaders.Obviously, traditional horizon about intelligence is quite narrow. Current investigate has denied the theory of IQ as the only measure of intelligence. In 1920 Thorndike hypothesized that true intelligence was composed of not only an academic component, but also emotional and social components. (Barbara& Shilpa, 2003) Bar-on argued that emotional and social intelligences were better predictors of success in life. (Bar-on, 1997) According to Barbara& Shilpas statistic analysis, the mean transformational leadership crap of females and males are roughly t he same (65. 21 and 63. 31 respectively).The mean emotional intelligence pass water for females was higher than the mean emotional intelligence score for females (109. 58 and 98. 31 respectively). (Barbara& Shilpa, 2003) Although the results of the current study suggest that females have scored higher than males in emotional intelligence, it is possible that women as compared to men scored higher on empathy or social skills and low on motivation or self-regulation. However , male and females leadership score is very close which can prove that dissimilar genders have differences in EQ, but no capability difference in leadership.To sum up, there is no specific gender difference in academic intelligence. Females have a higher score in emotional intelligence and males have an equally emotional leadership score with females. 2. 4. 2 Attitude comparison Attitude means a general and enduring positive or disconfirming public opinion about some person, object or issue. (Kalliath, 2010) N ormally, we divide attitude in two parts, one is the emotive component, and the other one is the behavioral component. Actually, leadership is affected by attitudes in the sense that a leaders attitude about their subordinates is dictated by theories X and Y.Theory X in the restraint means leaders view their subordinates as pessimistic. They believe that the best way to treat subordinates is by manipulating for they think subordinates are lazy and unmotivated. Theory Y thinks oppositely, leaders of theory Y feel that most people are motivated and white-lipped of punishment. (Kalliath, 2010) Normally, leaders with a positive self-concept and a Theory X school of thought tend to be bossy, pushy and impatient they also largely take on a compulsive leadership. Leaders with a negative self-concept and a Theory Y philosophy may seem afraid to make decisions and self-blaming. Hughes, Ginnett& Curphy, 1993) Related to above apart, womens attitude is an obstacle for their leadership. Thi s disadvantage is caused by environmental and heathen factors. All stereotyping views towards woman will affect them when they are becoming leaders. However, according to theory X and Y, they generally talk about two types of leaders. It can be seen that gender is not the major factor in attitude. To sum up, woman leaders are normally have more problems in their attitude and rating than their man opponents. 2. 4. 4 Effectiveness comparison Effectiveness is understood in terms of leaders facilitation of a group or rganizations ability to meet its goals. (Hunt, 1991 Mumford, 1986) It is stated that there is no difference in effectiveness, although some situations favor women and others favor men. (Powell, 1993)However, some people point out that female leaders may be less effective when they are doing stereotypically masculine jobs. It is easy to understand that women may violate conventions concerning grab female behavior. Female leaders will be subjected prejudiced reactions, whi ch included biased performance evaluations and negative preconceptions about future performance.Consistent with research on self-fulfilling prophecies (Geis, 1993), negative opinion towards womens leadership can diminish their performance. Even though, some professors argue that role conflict for female leaders might also be minimized by adopting a relatively feminine leadership style that would meet peoples traditional expectations about female behavior. (Eaglly, Makhijiani, Klonsky, 1992) They assert that it is unfair to value the effectiveness in leadership roles that are rarely occupied by women and in which most of their evaluators are male. (Eaglly, Makhijiani, Klonsky, 1995)In order to analyze this issue, two perspectives are introduced alternative perspective and contingency theory based perspective. As a outlet of fact, alternative perspective also have two parts, the first one is a structure view suggests that men and women are equally effective in leadership. (House, 199 1&Hunt, 1991) Another alternative view takes into account the different selection of men and woman for leadership. Besides gender par opinion, it also points out that women may be superior performers, especially in the longer run as they may erode negative thought about their work. Craig &Jacobs, 1985) The second perspective is of contingency theories of leadership, suggests that leaders effectiveness depends on their style of leading. (Bass, 1990) It focuses more in the aspect of leadership style. It insists that effectiveness of different gender is related to corresponding factors in leadership methods, not gender. In a word, although male leaders are considered more effective in traditional masculine jobs, female leaders are more effective than males in less masculine terms. Effectiveness is a reliable proof of the woman leadership is not worse than man leadership.Although some people still believe woman leaders are using some inefficient management methods when they are most i n masculine works. It can be expected that females will fare at least as well as men in an increasing range of leadership and managerial roles. 3. Conclusion From the old age of old to the modern world, people who have the opinion that men are born to lead and women should function as followers are out of date. No one can deny the gender equality in the current society. Leaders are no longer the exclusive privilege for men, but also for excellent females.We start to realize the importance of analyzing this topic and have taken a close brass at some of the most basic qualities needed in a successful leader, such as attitude, intelligence and effectiveness. While some qualities seem to be more present in males than females, such as attitude, there are still many females owning the necessary characteristics to be better leaders, such as effectiveness in feminization jobs. This essay collects studies that analyzed leadership under rigorous researches and we have also taken a close lo ok at some of the more recent studies on this topic.

Let your life speak Essay

Questions for ReflectionDuring which moments/activities do you tone of voice most alive?What argon your incurings more or less whateverone doing the right thing for the wrong reason?In what elans do you hear from God?What kinds of things most drain you? Stress you?What activities put up you the space to betroth a hop on what is going on in side you? How ofttimes do you do them?Consider the aphorism Your superior intensity level stand also be your greatest weakness. What is the connection between your strengths and your limits? Suggested activityPray by dint of St. Ignatius Prayer of Examen.See www.marshill.org/groups/hc/ Select the link titled Prayer of Examen in the Practices section.Parker PalmerLet Your indispensableity lectureChapter 2-Now I Become MyselfQuotes to think almostWhat a long sentence it can scram to become the person one has al focal points been. How often in the process we mask ourselves in faces that be non our own p. 9. We ourselves, driven by fear, too often betray true self to extend to the approval of another(prenominal)s p. 12.But inspected through the lens of paradox, my desire to become an aviator and an advertiser contain clues to the summation of true selfclues, by definition, be coded and must be deciphered p. 13.If you seek vocation without reason adequate to(p)ness the material you be working with, what you build with your life will be ungainly and may hearty put lives in peril, your own and round of those around you p. 16.In the tradition of pilgrimagehardships are seen not as accidental but as integral to the journeying itself p. 18.I saw that as an labor organizer I had never stopped being a t each(prenominal)er-I was simply teaching in a classroom without walls. Make me a cleric or a CEO, a poet or a politico, and teaching is what I will do p. 21.People manage me are raised to live autonomously, not interdependently. I had been deft to compete and win, and I had developed a taste for the pri zes p. 22. Be mother I could not acknowledge my fear, I had to veil it asthe white horse of judgment and self-righteousness p. 28.Self care is never a selfish act-it is simply good stewardship of the wholly throw I have, the gift I was put on the earth to flip to others p. 30. They decide no longer to act on the outside in a right smart that contradicts some truth to the highest degree themselves that they hold deeply on the inside p. 32. Some journeys are direct, and some are circuitous some are heroic, and some are fearful and muddled. But every journey, honestly undertaken, stands a chance of taking us toward the place where our deep gladness receives the worlds deep take on p. 36.Questions for expressionWhat role does gaining the approval of others play in how you live your life? As Palmer recalls his childhood, he is able to uncover clues to his true self. Parents, siblings, and even spouses are great addresss of information to find out what you were like when you we re younger.What were your childhood fascinations? Were you an artist? Were you building forts in the woods? What sorts of things held your attention? Are in that respect connections between the things that fascinated you and then and the life that you want to live now?Half-truths go hand in hand with fear. In our fear, it is such(prenominal) easier to facial expression at some other person, institution, or situation and point out shortcomings than it is to bear at our own. alarm may motivate us to do the right thing for the wrong reasons.What are some of the fears that stumble you to lash out at others? Palmer says that self care is good stewardship of the only gift I have, the gift that I was placed on earth to offer others. He goes on to say that a lose of self care hurts not only the individual but others as well.What does self care look like for you? What restores you? What are the things in your life that learn your soul tired?Who are the Martin Luther King jr.s, the Rosa Parks, and Gandhis of yourlife? Who are the people that you admire so much that you seek to warning aspects of your life after them? Why these people?Learning who you are doesnt simply miserly discipline your strengths but also your limitations. Who are you? is a very broad and difficult oral sex to answer. I may not be able to split you who I am, but Ive got a list of stories to tell you who I am notFinish the sentence I could never_____ its just not me. Suggested ActivityPalmer says that clues are coded and must be deciphered. Turn a blank sheet of paper on its side and draw a straight line from the left side to the right side. The line will wait on as a chronological timeline of your life from birth until now. Place markificant acquires and events that have shaped who you are today on the timeline. Examples family of origin, deaths, births, school and work experiences, relationships, spiritual journey, great moments of joy, or great moments of sadness.Take time to s hare with one some other about what is on your timeline and why it is significant.Parker PalmerLet Your Life converseChapter 3-When focal point ClosesQuotes to think aboutThere is as much guidance in what does not and cannot legislate in my life as there is in what can and does-maybe to a greater extent p. 39.If you are like me and dont readily admit your limits, embarrassment may be the only way to get your attention p. 42.As Americanswe resist the very idea of limits, regarding limits of all sorts as temporary and regrettable impositions on our livesWe refuse to take no for an answer p. 42.When I consistently refuse to take no for an answer, I miss the vital clues to my identity that arise when way closes-and I am more likely both to exceed my limits and to do harm to others in the process p. 43.There are some roles and relationships in which we thrive and others inwhich we cease and die p. 44.It took me a long time to understand that although everyone needs to be loved, I ca nnot be the source of that gift to everyone who asks me for it p. 48. When I give something I do not possess, I give a out of true and dangerous gift, a gift that looks like love but is, in reality, loveless-a gift given more from my need to prove myself than from the others need to be cared for p. 48.Our strongest gifts are usually those we are only aware of possessing. They are a part of our God given nature, with us from the moment we drew source breath, and we are no more conscious of having them than we are of breathing p. 52.Limitations and liabilities are the flip side of our giftsa particular weakness is the inevitable trade-off for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so well that we can avoid falling into them p. 52.If we are to live our lives in full and well, we must find to embrace the opposites, to live in a creative tension between our limits and our potentials. We must honor our limitations in ways that do not distort our nature, and we must trust and use our gifts in ways that fulfill the potentials God gave us p. 55. Questions for reflectionCan you identify a moment in your life when God used a closed in(p) door instead of an open door to guide your life in the direction it needful to go? Discuss your experience.Palmer says that embarrassment is sometimes the only way we become aware of our limitations. Identify and discuss an viscid moment that service of processed you become aware of your limitations.How does humor get used to avoid dealing with our shortcomings? In American culture, weaknesses and limitations are often viewed as things that need to be croped into strengths. Palmer seems to argue that in trying to turn our weaknesses into strengths we become something that we are not and end up living outside of ourselves. How does the idea that weaknesses should be set and honored rather than turned into strengths strike you? If our strongest gi fts are usually the ones that we are most unaware of, what typesof things do people tell you are your strengths that you feel unaware of? Suggested ActivityIdentify and write down 2 recent moments in your life. 1. A moment when things went so well that you felt confident that you were born to do whatever you were doing at the time. 2. A moment when something went so poorly that you never wanted to repeat the experience again.Break into groups of two or three people and share these moments. In the groups, begin by part one another see the strengths that made the great moment possible. After doing that, reflect with one another about the moment that went poorly. Instead of offering critiques, think about the strengths discussed in the first moment. Knowing that our strengths and weaknesses are often opposites, help each other identify if there is a connection between the strength of the first moment and the weakness of the second moment. How are they two sides of the same coin?When everyone has finished hoard back together as one group and discuss what you discovered.Parker PalmerLet Your Life SpeakChapter 4 All the Way Down*Before your discussion of chapter 4, it is very important to lay a exemplar for your discussion. Anytime people are discussing their brokenness, it must be done in a place of synthetic rubberty and confidentiality. choose the group to be attentive to not try to fix one another as you interact. If you good sense this beginning to happen, remind everyone that you are not trying to fix one another but to help one another hear. Also, be sure to communicate how important it is that what is discussed remains confidential.Quotes to think aboutI had no choice but to write about my own deepest woundI rarely rundle to him about my own darkness even in his gracious presence, I felt too sheepish p. 57.Second, depression demands that we reject simplistic answers, bothreligious and scientific, and read to embrace mystery, something our culture r esists p. 60.I do not like to speak ungratefully of my visitors. They all meant well, and they were among the few who did not avoid me altogether p. 61. imprint is the ultimate state of disconnection, not just between people but between ones mind and ones feelings. To be reminded of that disconnection only deepened my despair p. 62.I heard nil beyond their opening words, because I knew they were peddling a falsehood no one can fully experience another persons mystery p. 62. whizz of the hardest things we must do sometimes is to be present to another persons pain without trying to fix it, to simply stand respectfully at the edge of that persons mystery and misery p. 63.Functional atheism-saying pious words about Gods presence in our lives but believing, on the contrary, that nothing good is going to happen unless we make it happen p. 64.First, I had been trained as an intellectual not only to think-an activity I greatly nurse-but also to live largely in my head p. 67.I had to be forced thermionic valve before I could understand that the way to God is not up but down p. 69.One of the most painful discoveries I made in the midst of the dark woods of depression was that a part of me wanted to stay depressed. As long as I clung to this living death, life became easier light was expected of me, certainly not serving others p. 71.Questions for reflectionIdentifying our wounds is a critical part of the inward journey. phone back to the timeline you drew in the Chapter 2 activity. What are the wounds you have suffered?In what ways does shame cause you to hide who you are from others? Discuss the following statement Sometimes not having answers to some of lifes questions can be comforting. Do you agree? Why or why not?Do you feel it is important to show up when others experience hardship ortragedy? Why or why not?Discuss Palmers suggestion that no one can fully experience another persons mystery and misery.How is the phrase I know exactly how you feel a irrefuta ble statement between two people? How is it a negative statement?How do you see useful atheism in the world around you? In your life? What does the way to God is down mean to you?Palmer says part of me wanted to stay depressed. Why do you think we hold onto our pain despite the event that we want it to stop?Suggested ActivityHave soul read Job 29-13.What can we learn about how Jobs friends respond in these few verses? Read Job 48 and then Job 135.What is Eliphaz suggesting about Job in 48? What can be learned from Jobs response in 135?Parker PalmerLet Your Life SpeakChapter 5-Leading from WithinQuotes to think aboutI lead by word and deed simply because I am here doing what I do. If you are also here, doing what you do, then you also exercise leadership of some sort p. 74.Why must we go in and down? Because as we do so, we will meet the darkness that we carry within ourselves-the ultimate shadows that we project onto other people. If we do not understand that the opposition is wi thin, we will find a thousand ways of making someone out there into the enemy, turn leaders who oppress rather than liberate others p. 80.But why would anybody want to take a journey of that sort, with its multiple difficulties and dangers? Everything in us cries out against it-which is why we outdoor(a)ize everything. It is so much easier to deal with the external world, to unload our lives manipulating materials and institutions and other people instead of dealing with our own souls p. 82.Why would anyone want to embark on the daunting inner journey about whichAnnie Dillard writes? Because there is no way out of ones inner life, so one had better get into it. On the inward and downward spiritual journey, the only way out is in and through p. 85.But extroversion sometimes develops as a way to cope with self-doubt we plunge into external activity to prove that we are worthy-or simply to evade the question p. 86.the knowledge that identity does not depend on the role w e play or t he power it gives us over others. It depends only on the simple fact that we are children of God, valued in and for ourselves p. 87.A few people found ways to be present to me without violating my souls integrity. Because they were not driven by their own fears, the fears that lead us either to fix or abandon each other p. 93.Questions for reflectionPalmer suggests that anyone who is alive is a leader. He broadens the typical definition of leadership to include things like family dynamics and relationships. Discuss your thoughts on this.What monsters do you need to ride all the way down? What power that look like?What activities have you been part of in order to prove your worth or value? Palmer finishes the chapter by saying that it is possible for communities to be with one another in a way that is safe and honoring. What do you think makes communities feel unsafe?We are meant to support and journey with one another. What alternatives are there for journeying together beyond fixin g or abandoning? Suggested ActivityRead Matthew 152,10, and 11.Have someone wrap an empty box as you would a birthday or Christmas gift. Decorate the exterior with ribbons, bows, and other gift decorations.Set the gift in the middle of the room and ask people to make observations about the peignoir What can we tell about the person who wrapped the box based on the wrapping? After several minutes of observation, have someone open thegift to reveal the empty box. delivery boy observes that the Pharisees are so concerned with the exterior that they neglect what is inside. How is this true in our lives? Parker PalmerLet Your Life SpeakChapter 6-There Is a SeasonQuotes to think aboutAnimated by the imagination, one of the most vital powers we possess, our metaphors often become reality, transmuting themselves from language into the living of our lives p. 96.We do not believe that we grow our lives-we believe that we make them p. 97.We are here not only to transform the world but also t o be transformed p. 97. In my own experience of autumn, I am rarely aware that seeds are being planted p. 98.In retrospect, I can see in my own life what I could not see at the time-how the job I lost helped me find work I needed to do, how the road closed sign turned me toward terrain I needed to travel, how losses that felt irredeemable forced me to discern meanings I needed to know p. 99.There is in all visible thingsa hidden wholeness p. 99. Until we enter boldly into the fears we most want to avoid, those fears will dominate our lives p. 103.If you receive a gift, you keep it alive not by clinging to it but by passing it alongIf we want to save our lives, we cannot cling to them but must spend them with abandon p. 105.Authentic abundance does not lie in secured stockpiles of food or cash or influence or affection but in belonging to a community where we can give those goods to others who need them-and receive them from others when we are in need p. 108.Community doesnt just cre ate abundance-community is abundance. If we could learn that equation from the world of nature, the human world might be transformed p. 108.Questions for reflectionWhat season do you feel that you are currently in? Why?In your mind, what is the weirdest most obscure animal in all of Gods good creation? Why do you suppose God is so detailed and extravagant with his creation?What things contribute to the loss of imagination?In what ways do you make your life rather than listen for what God desires to make of your life?God asks that his people join him in redeeming and restoring the world. How are you joining God to redeem and restore the world? Remember that God is about details and extravagance. We can sometimes feel that the way we join God is small and insignificant compared to the way others do. But it isnt. God created you to be a gift to Him and to the world and you have something to offer. What is it?How is this process transforming you?The way of Jesus, which is the way of the cross, compels us to use our freedom and abundance for the avail of others. What does it look like for you to live for the benefit of others?What does it look like for your community?Suggested ActivityAfter discussing what it might look like for your community to live for the benefit of others, finish by holding hands in a circle and reciting the Lords Prayer. Matthew 69-13.

Development and induction Essay

The origin of booster cable training in the USA has its origin in the nineteenth century when the first university Programme was started. Since then academic community has played a vital fictitious character in the training of coach principals. The eruditeness of the Standards was administered by the National Center for History in the tames at the University of California, Los Angeles under the guidance of the National Council for History Standards with funding from the National Endowment for the Humanities and the U. S. Department of Education. (Brundrett2001).In UK national standards were introduced in 1994-1997 for dubiousness instructors to be prepargond for their increased demand in their roles. The national standards for fountain fountainhead teachers in UK were first introduced by the minister for instruction. The minister believed that head teachers needed preparation and support in their responsibility and training of head teachers should be a must according to th e central government and non the local government. Further, the concern for bringing up minister was for the head teachers to gain practical experience of the essence(predicate) to their responsibilities.The relevant practical skills were more familiar to leadership and managers in the commercial sector than education sector For head teachers to receive relevant experience on their job they required practical skills. In the USA university education enjoy support from the government, although it faced ch on the wholeenges from the leaders development. There ar only deuce human beings crops in the world that have adapted standards for train principal. These atomic number 18 the USA disguise state give instruction leadership licensure consortium (ISLLC) in 1996 and the teachers training agency (TTA) in England.The reason for this is that traditional has tended to view head teachers responsibilities as leaders rather than resource manager. (Brundret, 2007). In the early 2 1st century there was great disport of leadership in education due to the widespread belief that the fictional character of leadership makes a ample impact to give instruction and student end results. There is also increasing recognition that shallows require effective leaders and managers if they argon to provide the best education for their pupils. Effective leadership in schoolings require commit and trained teachers but also support from an different(prenominal) senior and middle managers.Though, the need for part leadership is widely accredited, there is a reduced amount of assurance close to which leadership behaviours atomic number 18 around(prenominal) likely to produce favourable results at the end of the day. Therefore, educational leadership and revolve about, use different leadership models to ensure, relative efficiency in growing successful schools. (Bush, 2005). There are various models that were used in leadership in both USA and UK. They include ins tructional leadership that focuses on pupil knowledge, clean-living style involves merging leadership with democracy and peculiar(a) care for the young.Participative leadership focuses on shared purpose making among all the berth holders in education sector. Managerial style focuses on supervisory common cold achievements on targets while contingent leadership is where the leader adapts his or her particle style of leading. Of all these styles, transformational is the most comprehensive as it offers productive approaches leader. leadershiphip training class have emerged recently in the outback(a)(a) field. In 2000 the national college for school leadership was established to provide training for leadership development and inquiry (DFES, 2004).Initiatives for improving school leadership has taken place in the USA and UK. Leadership development in relation to internationalizing and globalization has made the UK and USA governments to get along leadership development aiming at school progress and also exchanging school leaders experiences. (Brundret, 2001). School heads need to provide and judge for effective organization and anxiety of schools. These can be achieved through organizational structure which reflects the school principles and also implement plans and policies for the development of school facilitiesHead teachers have also the duty to manage the school as a whole in that they are accountable to the school community. That is pupils benefit from a high quality education and e actuallyone work unneurotic to accept responsibilities of the outcome. Schools exist in social contest therefore head teachers must build a culture and a syllabus that takes into account the diversity of the schools community. Also ensure that the pupils scholarship experiences are integrated with the community. He should partner with other sectors in providing for the academic, moral, social, spiritual and cultural for the well world of the school community. foun dation ensures head teachers make improvements in their jobs and the school environment. An efficient induction programme helps school leaders and the staff to settle in without being taken aback by lack of support. Induction into the schools involves orientation, personal introductions, understanding the job responsibilities, knowing where to find things and understanding the honours and polices of the school. Preparations should reflect the diverse necessitate such as full-time, part-time, temporary and prior experience, and the level of contact with children. Generally, induction programme will front on individual circumstances.A well implemented induction programme had rewarding benefits to the school. They include ? posture in their responsibilities. ? Encourage more effective and dependable relationships with pupils and help raise standards of behavioural and attainment ? Reduces misunderstandings and breaches of procedures and rules ? Leaders feel valued and back up as its concerned with high morale ? Problems in cultivation can be identified and addressed in advance ? Schools can demonstrate they have complete their legal obligation to explain health and safety, safeguarding procedures and other Government legislation? Supports staff retention the monetary value of induction is insignificant compared with the cost of recruiting and training replacement staff. In England ,national standards for head teachers were developed by instructor training agency (TTA) and introduced in 1997 because they perceived the tasks of school heads were changing, they come up with standards that focused on pliant the future, leading, learning and teaching, working with others, managing the organization and securing account ability(DFES,2004) There is no appropriate leadership but there are qualities that are desirable.According to the governments teacher training agency the main requirement is the ability to give a clear direction and purpose, make decision and a dapt to the new moods which entails understanding and tutelage to date with current education and communication among all staff levels. These abilities are important to the task of school leaders as they define the vision, mission and objective of the school. Achievement and quality of teaching depends on leadership development. NCSL emphasized that the national standards for head teachers even should be both encouraging and target a image of users, including governors.The advice should be inspirational in that the standards convey the excitement of this important role and encouraging so that parcel head teachers continue to work in a way that improves and transforms schools and contributes to the future development of the education sector. Inter state School Leaders Licensure Consortium acknowledges leader who promotes the achievement of all students by providing the development, surgical procedure, and stewardship that is shared and supported by the school community.The leade r has knowledge and understanding of learning goals in a whole society, the principles of growth and implementing strategic plans, effective communication, effective consensus-building and negotiation skills . A leader who promotes the success of all students by ensuring management of the organization, operations, and resources for efficient and effective learning environment. The leader has knowledge and understanding of theories and models of organizations and the principles of organizational development and legal issues impacting school activities.Leadership that promotes the success of all students by partnering with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The leader engages in activities ensuring that high visibility, active participation and communication with the larger community is a priority and relationships with community leaders are identified. A school leader who promotes the integrity, fa irness, and in an ethical manner. The leader believes in values and he is committed to the ideal of the common near and the principles in the Bill of Rights (Bush, T.2005) Well the quality of leadership is very important in school effectiveness. Participants receive input on aspects of leadership, opinion which they then use to audition their own work and that of their colleagues in the team. All fundamentals of this demanding programme are related to the needs of the particular team and will result in individual and team plans based upon necessary changes to improve performance. until now though different countries have significantly similar educational programme, for instance, the leader with strong emphasis in creating well practices including vision and mission.(Bush, 2005). Some countries have a programme for newly appointed school leaders like in England they have a budget to cater for head teachers personal professional development. This programme revolves around educatio nal knowledge represented by research, participation in efficiency of schools and knowledge mental hospital among the participants. Apart from school principals, deputy heads also undergo leadership development because some might seek school leadership roles.Another group of state that has to undergo leadership development programme are the middle managers, because they are mostly in classrooms. Some middle managers may be reserved about exercising leadership in what has been traditionally an idealistic profession and other members of staff may be unused to seeing them exercising this role. They then consider the impact they are making upon the various people they are responsible for leading and determine strategies for coping with the different demands by different people.Drawing from a survey carried out in North Carolina, training and learning increases experience and one must do the job to learn the job (Bush 2005) Leadership development requires action learning where individu als learn with and from each other and reflecting on their own experience. Mentoring is also important as the less see leaders learn from experienced this has been used in USA, Australia and England. Although, they make one to dependent on the mentor and time consuming leading to inefficiency in the long run.Coaching is also important in leadership development as it ensures commitment, good relationship, higher performance and good relationship. For school improvement leadership preparation is essential but as a result of globalization what worked well in a particular country might not be successful elsewhere. (Bush T 2005) National standards are useful as they ensures effectiveness in schools, pupils pass along school when they are well fit, reduces mistakes, time management and the end result is quality service delivery.The value of standards also assumes quality leadership, consistency, good teaching practices, and the end product is pupil success. Consequently, standards refle ct the mistaken idea for good leadership bringing about quality leadership but in reality it depends on the education values (orchard, 1994) Good leadership provides skill for the right strategies that lead to good performance in schools where practical skill among stakeholders are encouraged and responsibilities are shared.National Standards for head teachers were formulated hold fasting a meeting with teachers, head teachers, professional and subject associations, local authorities, higher education institutions and others from both inside and outside education. The Standards recognizes the main role that head teachers play in the development and delivery of government policy and in raising and maintaining levels of achievement in schools in order to meet the needs of every pupil.The National college school for leaders (NCSL) in UK has worked closely with school leaders in various schools to create a series of focus on how the national standards for head teachers have been put i nto framework by school leaders. The focus is anticipated to be a helpful resource for school leaders, offering ideas and possible ways to promote for schools trying to go with the National Standards with their individual framework. National standards for head teachers are applicable to school heads .They are intended to provide a context of professional development and action to serve aspiring head teachers. Therefore, standards have a range of uses. They assist in recruitment of school heads, provide guidelines to all stake holders as to what is expected from the head teacher and identify level of performance. Although, standards reflect wrong ideas about the quality of education. Different people have varying ideas about how to make education successful but in real sense for education to be worthwhile there must be formulated guidelines and good leadership in place.Also, standards can be educational idea rather than a value to quality leadership. (Orchard, 1994). Standards in sch ools do not portray the balance between professional qualities and leadership actions and it will be hard to measure goals and objectives. Standards have also portrayed a bad idea about experts in the educational sector they assume that experts can judge educational achievement by the kind of leadership in place and also can take up positions from the experience they have from the industry.Standards also offend to differentiate responsibilities of good school leaders. In a democratic society justifiable leadership has to go hand in hand with productive decision making mechanisms. Use of standards is badly chosen at it assumes that all trained school leaders exercise good leadership. But standards cannot capture the all leadership qualities that are right or wrong for instance, in 2000 UK developed its national curriculum and all schools had to follow and you cannot suggest that its quality is right as all leaders in school have to be consistent with them.Therefore, this challenges standard because qualities and skills required for school leadership would be flexible to cater for individual school and pupil needs. Leadership at national level uses their efforts to improve education. Schools often function efficient where leaders serve the interest of the pupil are best served by less guidelines and therefore school leaders should be left to operate schools individually with limited set of rules.However, the key difference between the two counties is the continued human race and influence of the local education authorities in UK compared to USA where no existence of such, management of schools is influenced by the head teacher (DFES 2004) Unlike the National Curriculum in UK, their core subjects are English, mathematics and science USA follows a similar framework however, schools can develop additional curriculum to meet individual pupils needs and circumstances.In UK school principal have the overall responsibilities and can be held accountable of any problem in schools unlike in the USA where the responsibilities are shared among all the stakeholders in the education industry (Orchard, 1994). Unlike in USA which provide leadership teams through its school leadership learning teams (SLLT) which involves ten sessions spread over two years, the national college school for leadership(NCSL) in UK has no such team and come up as a result of training head teachers from other members of their staff.Standards have dominated training and development of head teachers in UK and USA. Leading and managing schools is obligatory because these are public duties. Furthermore, from a professionally developed programme that reflect education on practical skills and qualities leaders are likely to be appreciated. Therefore, for them to be successful they should integrate academic programme, take account of their responsibilities and work in concert with the entire education industry.The development of more effective leadership for performance in schools sh ould include developing a customs where teachers and head teachers feel confident and empowered to participate fully in performance of school, the acknowledgement of professional responsibility to be involved in effective, sustained and relevant professional development throughout their careers and to contribute to the professional development of others, and the creation of an effective, sustained and relevant professional development as part of a wider review of teachers professional duties.For school effectiveness, improvement and providing culture within which teaching and learning will excel educational leadership has been viewed by many as an important element. Hence, training them has been of great importance especially, in UK where teachers aspiring to become head teachers, those newly appointed those head teachers who have been in post for some want to continue with their own professional development.The national standards for head teachers reflect education in schools. The main aim of head teacher is to provide professional leadership and management in schools through ensuring high quality teaching and learning opportunities for all pupils. For these to be viable the head teacher must have certain attributes like knowledge and skills to actively participate in reflective learning to gain greater understanding his professional roles and management principle.Personal qualities and value are also important in a school leader such qualities include commitment, integrity, consistency and confidence. Professional characteristics that clarify the diverse professional capabilities that help in understanding frameworks of accountability, promote social diversity and equal opportunities. (Brundret, 2001)REFERENCES Bush, T and Glover, D. (2005). School leadership concepts and evidence. London Routledge. Brundrett, M. (2001). Development of school leadership preparation course in UK and America proportional analysis. Northampton University of Leicester. Dfes, (2 004) National standards for head teachers. London Penguin. Hay, (2001). Management consultants. Leadership Programme for serving head teachers, London Oxford University Press. Orchard, J. (1994), ar national standards for head teachers in England helpful? London Institute of education