U.S. Diplomatic Mission Attacks in Benghazi and the Aftermath

On the day of the 11th anniversary of the September 11th, 2001 attacks on the World Trade Center, another attack unfolded–this time, on foreign soil, but still very much hitting close to home. Four U. S. citizens–the U. S. ambassador to Libya, Chris Stevens; a Foreign Service information management officer, and two other U. S. personnel–died when members of the radical Islamist group called Ansar al-Sharia, one of many extremist Salafi groups, clashed with security forces in Benghazi after protesting near the U. S. onsulate. It has been debated what has provoked this violence, but it was initially believed that it was due to an online film considered offensive to Islam. Earlier on in the day, in Cairo, there were protests being executed in response to the mentioned video, but whether or not those protests were related to the Benghazi attacks remained unclear in the few days following. The inflammatory video on Islam in question, titled, â€Å"Innocence of Muslim s,† is a 14-minute long film production that mocks Islam’s prophet, Muhammad.It was uploaded to the video site YouTube in July, 2012, but didn’t gain attention in the Muslim world until its broadcast on an Egyptian Islamist television station until early September. Only days after its broadcast, protests broke out in several cities throughout the Middle East and the rest of the world, including Cairo and some Western countries. Not only were there marches and shouting of anti-U. S. slogans, there was also the burning of U. S. and Israeli flags as well as the burning of some buildings generally associated with the U. S.Islam strictly prohibits any depictions of the prophet Muhammad, unlike in Christianity, where Jesus is often depicted through paintings and sculptures, which Christians tend to worship. While some Islamic leaders praised reaction to the film, and called for further protesting and burning of U. S. -associated objects, such as flags, others Middle Ea stern leaders, such as Iranian President Mahmoud Ahmadinejad, condemned the attacks and reactions to the incendiary film, while also condemning the film itself. President Obama himself condemned the film, but reiterated that it was not an excuse for the violence that was carried out.The filmmaker, once believed to be an Israeli Jew, is now believed to be an Egyptian-American Coptic Christian after it was revealed that he had operated under a false name, which landed him jail time for fraud. Egyptian Copts, the largest Christian community in the Middle East, are often the target of discrimination and attacks by militant Islamist extremist groups. Egyptian authorities ended up charging seven Coptic Christians living in the United States for insulting Islam and harming national unity, which is more symbolic than literal, for the fact that all seven live outside Egypt.The tensions between Copts and Muslims in Egypt have risen recently due to the release of the low-budget film. As protes ts continued to erupt across the Muslim world, many Libyans condemned the attacks that happened on their soil and came together in a demonstration to show the United States that the attack did not represent Libya or Libyans, with signs reading phrases such as, â€Å"Chris Stevens was a friend to all Libyans,† â€Å"Sorry people of America, this is not the behavior of our Islam and prophet,† and â€Å"Thugs and killers don’t represent Benghazi nor Islam. These Libyan citizens aimed to distance themselves from the attacks and the riots that ensued across the country and the world. In response to the attacks, Libya’s government vowed to cooperate with the United States in order to find the perpetrators of the now seemingly planned attack on the consulate. It is suspected that this attack had been planned for a while before its execution, and that it conveniently coincided with the onset of violent protests in response to the anti-Islamic film.Later in Septe mber, violent protests surged in Benghazi–not against the United States, but for democracy and against the Islamist militias that still control a large part of Libya–to one of which the attacks on the U. S. consulate were linked. According to demonstrators participating in the protests and ousting of the militias, Libyans have had enough of extremists a year after ousting long-time dictator Muammar Gaddafi, especially after the recent attacks.On the other side, those who are pro-Ansar al-Sharia protested in support of the extremist group, justifying the killing of the Americans with the offense the U. S. had committed against Islam with the release of the now notorious film. After protests calmed and subsided (at least in the media), on the other side of the Atlantic ocean, many criticized President Obama of his handling of the attacks in Benghazi. Many on the conservative right accused him of being an â€Å"apologist† for Islamic terrorism and the killing of th e four Americans.This became a hot topic in the presidential debates in October, when presidential candidate Mitt romney accused Obama of having gone on an â€Å"apology tour,† where President Obama â€Å"apologized† to other nations for American behavior, particularly in the case of the anti-Islamic film. He referenced a statement released by the U. S. Embassy in Cairo, which stated that it condemned efforts to â€Å"hurt the religious feelings of Muslims,† and that they â€Å"firmly reject the actions by those who abuse the universal right of free speech to hurt the religious beliefs of others. Romney affirmed, as well as other Conservatives, that the current administration’s response to the attacks were not to condemn them, but to apologize to those who executed them. This also led to a debate on how soon after the attacks Obama referred to the events as â€Å"terrorist attacks. † It was affirmed that he did not immediately classify the attacks as â€Å"terrorist† in nature, of which Romney accused him during one of the debates. This was a buzz topic for days in the media, as a fact check revealed that the President had actually delivered a statement the day following the attacks, condemning the actions as â€Å"acts of terror. Despite the myth having been debunked, even after the elections had ended and President Obama secured his second term in office, the handling of the events in Benghazi turned into a scandal. The suspicion remained that President Obama and the White House staff dealt poorly with the aftermath of the attacks on the U. S. diplomatic mission in Benghazi. There also remain questions on the motives behind the initial descriptions that the White House gave regarding the attacks, claiming that they were â€Å"spontaneous. With much attention surrounding David Petraeus, who recently resigned his position as director of the CIA allegedly due to an extramarital affair, his description of the attacks during closed-door congressional briefings have been heavily covered in the media. Petraeus affirmed that the attacks in Benghazi were previously planned and executed by terrorists linked to Al-Qaeda. What it all boils down to, seemingly, is a game of words and semantics of â€Å"terrorism† vs. â€Å"spontaneous attacks. † The line between truth and speculation behind the attacks on the U.S. consulate in Benghazi and the film that coincidentally incited protests and violence among Muslims around the world remain somewhat blurred. What has been clear from the start, though, is that the events that unfolded that day and in the days and weeks after, put pressure on an already strained relationship between the United States and the Muslim world, and provoked a new debate on the limits of freedom of speech. However, over the months following the events, it turned into a heated debate on U. S. oreign policy and the ways in which these sorts of attacks are handled when reveal ing them to the American public. Either way, consumers of media on such delicate topics–whether in the United States or abroad–are all too often caught in the crosshairs of cultural and political misunderstandings through the lenses of news outlets. Bibliography 1. ) Bash, Dana, Barbara Starr, Suzanne Kelley, and Chelsea Carter. â€Å"Ex-CIA chief Petraeus testifies Benghazi attack was al Qaeda-linked terrorism. † CNN 16 Nov. 2012. Web. 23 Nov. 2012. . . ) Crawford, Jamie. â€Å"President Obama on Benghazi: â€Å"I am always responsible†. † CNN 17 Oct. 2012. Web. 18 Nov. 2012. . 3. ) Graff, Peter, and Suleiman Al-Khalidi. â€Å"Benghazi Anti-Militia Protest: Libyan Protesters Drive Islamist Militia From Country's 2nd-Largest City. † Huffington Post 22 Sept. 2012. Web. 23 Sept. 2012. . 4. ) Jordan, Rosiland. â€Å"Angry protests spread over anti-Islam video. † Al-Jazeera 14 Sept. 2012. Web. 9 Oct. 2012. . 5. ) Payne, Ed, and Saad Abedi ne. â€Å"Egypt charges Coptic Christians linked to infamous video. CNN 18 Sept. 2012. Web. 14 Oct. 2012. . 6. ) Steinhauser, Paul. â€Å"A day after Libya attack, Obama described it as ‘acts of terror'. † CNN 17 Oct. 2012. Web. 22 Oct. 2012. . 7. ) Tawfeeq, Mohammed. â€Å"Hundreds in Iraq protest inflammatory anti-Islam video. † CNN 14 Sept. 2012. Web. 15 Sept. 2012. . 8. ) â€Å"Timeline: How Benghazi attack, probe unfolded. † CBS News 2 Nov. 2012. Web. 15 Nov. 2012. . 9. ) â€Å"US anti-Islam filmmaker Nakoula Basseley Nakoula jailed. † BBC 7 Nov. 2012. Web. 21 Nov. 2012. . U.S. Diplomatic Mission Attacks in Benghazi and the Aftermath On the day of the 11th anniversary of the September 11th, 2001 attacks on the World Trade Center, another attack unfolded–this time, on foreign soil, but still very much hitting close to home. Four U. S. citizens–the U. S. ambassador to Libya, Chris Stevens; a Foreign Service information management officer, and two other U. S. personnel–died when members of the radical Islamist group called Ansar al-Sharia, one of many extremist Salafi groups, clashed with security forces in Benghazi after protesting near the U. S. onsulate. It has been debated what has provoked this violence, but it was initially believed that it was due to an online film considered offensive to Islam. Earlier on in the day, in Cairo, there were protests being executed in response to the mentioned video, but whether or not those protests were related to the Benghazi attacks remained unclear in the few days following. The inflammatory video on Islam in question, titled, â€Å"Innocence of Muslim s,† is a 14-minute long film production that mocks Islam’s prophet, Muhammad.It was uploaded to the video site YouTube in July, 2012, but didn’t gain attention in the Muslim world until its broadcast on an Egyptian Islamist television station until early September. Only days after its broadcast, protests broke out in several cities throughout the Middle East and the rest of the world, including Cairo and some Western countries. Not only were there marches and shouting of anti-U. S. slogans, there was also the burning of U. S. and Israeli flags as well as the burning of some buildings generally associated with the U. S.Islam strictly prohibits any depictions of the prophet Muhammad, unlike in Christianity, where Jesus is often depicted through paintings and sculptures, which Christians tend to worship. While some Islamic leaders praised reaction to the film, and called for further protesting and burning of U. S. -associated objects, such as flags, others Middle Ea stern leaders, such as Iranian President Mahmoud Ahmadinejad, condemned the attacks and reactions to the incendiary film, while also condemning the film itself. President Obama himself condemned the film, but reiterated that it was not an excuse for the violence that was carried out.The filmmaker, once believed to be an Israeli Jew, is now believed to be an Egyptian-American Coptic Christian after it was revealed that he had operated under a false name, which landed him jail time for fraud. Egyptian Copts, the largest Christian community in the Middle East, are often the target of discrimination and attacks by militant Islamist extremist groups. Egyptian authorities ended up charging seven Coptic Christians living in the United States for insulting Islam and harming national unity, which is more symbolic than literal, for the fact that all seven live outside Egypt.The tensions between Copts and Muslims in Egypt have risen recently due to the release of the low-budget film. As protes ts continued to erupt across the Muslim world, many Libyans condemned the attacks that happened on their soil and came together in a demonstration to show the United States that the attack did not represent Libya or Libyans, with signs reading phrases such as, â€Å"Chris Stevens was a friend to all Libyans,† â€Å"Sorry people of America, this is not the behavior of our Islam and prophet,† and â€Å"Thugs and killers don’t represent Benghazi nor Islam. These Libyan citizens aimed to distance themselves from the attacks and the riots that ensued across the country and the world. In response to the attacks, Libya’s government vowed to cooperate with the United States in order to find the perpetrators of the now seemingly planned attack on the consulate. It is suspected that this attack had been planned for a while before its execution, and that it conveniently coincided with the onset of violent protests in response to the anti-Islamic film.Later in Septe mber, violent protests surged in Benghazi–not against the United States, but for democracy and against the Islamist militias that still control a large part of Libya–to one of which the attacks on the U. S. consulate were linked. According to demonstrators participating in the protests and ousting of the militias, Libyans have had enough of extremists a year after ousting long-time dictator Muammar Gaddafi, especially after the recent attacks.On the other side, those who are pro-Ansar al-Sharia protested in support of the extremist group, justifying the killing of the Americans with the offense the U. S. had committed against Islam with the release of the now notorious film. After protests calmed and subsided (at least in the media), on the other side of the Atlantic ocean, many criticized President Obama of his handling of the attacks in Benghazi. Many on the conservative right accused him of being an â€Å"apologist† for Islamic terrorism and the killing of th e four Americans.This became a hot topic in the presidential debates in October, when presidential candidate Mitt romney accused Obama of having gone on an â€Å"apology tour,† where President Obama â€Å"apologized† to other nations for American behavior, particularly in the case of the anti-Islamic film. He referenced a statement released by the U. S. Embassy in Cairo, which stated that it condemned efforts to â€Å"hurt the religious feelings of Muslims,† and that they â€Å"firmly reject the actions by those who abuse the universal right of free speech to hurt the religious beliefs of others. Romney affirmed, as well as other Conservatives, that the current administration’s response to the attacks were not to condemn them, but to apologize to those who executed them. This also led to a debate on how soon after the attacks Obama referred to the events as â€Å"terrorist attacks. † It was affirmed that he did not immediately classify the attacks as â€Å"terrorist† in nature, of which Romney accused him during one of the debates. This was a buzz topic for days in the media, as a fact check revealed that the President had actually delivered a statement the day following the attacks, condemning the actions as â€Å"acts of terror. Despite the myth having been debunked, even after the elections had ended and President Obama secured his second term in office, the handling of the events in Benghazi turned into a scandal. The suspicion remained that President Obama and the White House staff dealt poorly with the aftermath of the attacks on the U. S. diplomatic mission in Benghazi. There also remain questions on the motives behind the initial descriptions that the White House gave regarding the attacks, claiming that they were â€Å"spontaneous. With much attention surrounding David Petraeus, who recently resigned his position as director of the CIA allegedly due to an extramarital affair, his description of the attacks during closed-door congressional briefings have been heavily covered in the media. Petraeus affirmed that the attacks in Benghazi were previously planned and executed by terrorists linked to Al-Qaeda. What it all boils down to, seemingly, is a game of words and semantics of â€Å"terrorism† vs. â€Å"spontaneous attacks. † The line between truth and speculation behind the attacks on the U.S. consulate in Benghazi and the film that coincidentally incited protests and violence among Muslims around the world remain somewhat blurred. What has been clear from the start, though, is that the events that unfolded that day and in the days and weeks after, put pressure on an already strained relationship between the United States and the Muslim world, and provoked a new debate on the limits of freedom of speech. However, over the months following the events, it turned into a heated debate on U. S. oreign policy and the ways in which these sorts of attacks are handled when reveal ing them to the American public. Either way, consumers of media on such delicate topics–whether in the United States or abroad–are all too often caught in the crosshairs of cultural and political misunderstandings through the lenses of news outlets. Bibliography 1. ) Bash, Dana, Barbara Starr, Suzanne Kelley, and Chelsea Carter. â€Å"Ex-CIA chief Petraeus testifies Benghazi attack was al Qaeda-linked terrorism. † CNN 16 Nov. 2012. Web. 23 Nov. 2012. . . ) Crawford, Jamie. â€Å"President Obama on Benghazi: â€Å"I am always responsible†. † CNN 17 Oct. 2012. Web. 18 Nov. 2012. . 3. ) Graff, Peter, and Suleiman Al-Khalidi. â€Å"Benghazi Anti-Militia Protest: Libyan Protesters Drive Islamist Militia From Country's 2nd-Largest City. † Huffington Post 22 Sept. 2012. Web. 23 Sept. 2012. . 4. ) Jordan, Rosiland. â€Å"Angry protests spread over anti-Islam video. † Al-Jazeera 14 Sept. 2012. Web. 9 Oct. 2012. . 5. ) Payne, Ed, and Saad Abedi ne. â€Å"Egypt charges Coptic Christians linked to infamous video. CNN 18 Sept. 2012. Web. 14 Oct. 2012. . 6. ) Steinhauser, Paul. â€Å"A day after Libya attack, Obama described it as ‘acts of terror'. † CNN 17 Oct. 2012. Web. 22 Oct. 2012. . 7. ) Tawfeeq, Mohammed. â€Å"Hundreds in Iraq protest inflammatory anti-Islam video. † CNN 14 Sept. 2012. Web. 15 Sept. 2012. . 8. ) â€Å"Timeline: How Benghazi attack, probe unfolded. † CBS News 2 Nov. 2012. Web. 15 Nov. 2012. . 9. ) â€Å"US anti-Islam filmmaker Nakoula Basseley Nakoula jailed. † BBC 7 Nov. 2012. Web. 21 Nov. 2012. .

Recovery Group Field Trip and Paper Essay

I attended a local Narcotics Anonymous meeting held at the Salvation Army building in my hometown. Upon entering the meeting room, the few people that were in the room did say hello to me, however, no one asked me why I was there. I was left alone to choose my seat wondering what was next. Eventually, a middle-aged man entered the room. I soon learned that he was running the meeting. He asked if it was my first time there. I told him that it was and before I could explain my presence I was handed several brochures and asked to read a laminated sheet when called upon. He quickly moved on with his meeting set-up duties. So, being a bit nervous, I chose to sit quietly and review the materials given to me. As others entered the room, I noticed that many were in probably in their twenties and then some in their thirties, forties, and beyond. Some were well dressed and others poorly dressed, coming from all walks of life. There were more men in attendance than women. It was obvious that many of them knew one another as they were having conversations. Some brought their small children probably not having babysitters or able to afford one. Once the meeting started, it moved along according to an agenda. Others had been given materials to read as I had. As people were called upon to read what was given to them, I realized that these materials were read at every meeting as they all seemed to have them memorized and recited along with the reader or when the reader came to certain parts of the reading, they had a response. Once the Who is an Addict? and, What is the Narcotics Anonymous Program were read then everyone introduced themselves by first name only – Hello, my name is _______ and I am an addict. The group responded with, Hello, ________. Following this, members read Why are We Here?, How it Works, The Twelve Traditions of NA (my reading). At this point in the meeting, the leader asked for volunteers to  share their recovery stories. I was then asked to share my story. This is where I explained that I regularly attend Al-Anon meetings and was attending the Narcotics Anonymous meeting for a school project and apologized for the confusion. Everyone was still very receptive to my presence. It was even explained to me that it is suggested that those attending Al-Anon attend an Alcoholics or Narcotics Anonymous meeting at least once. After all stories were shared, announcements made and chips given out for benchmark of sobriety, the group formed a circle holding hands and recited the Serenity Prayer together to end the meeting. Two things that I felt were effective about the meeting were the readings and the sharing of stories. The memorization of the readings told me that those members attend regularly and take their recovery seriously. The other thing that I felt was effective, and most significant, was hearing about each person’s addiction, struggles, failures, and successes about their recovery and the advice they had to share. It was very moving. It helped to relate to and better understand my boyfriend’s addiction to drugs and alcohol. It was also comforting to have confirmed that the addict or those close to the addict who are affected are not alone in this disease. Some admitted that they were there because it was court ordered, which was quite a few. I could definitely tell those who were there and took their recovery seriously versus those who were there because they had to be and did not take their recovery seriously. I honestly did not find anything that was counterproductive or ineffective about the meeting. I thought it was run well and efficiently. I do think though that the leader should take a bit more time to speak to someone who is a newcomer and find out if they are there as an addict, visitor, etc. and not assume that they are there because they are an addict. As I stated previously, I found the meeting to be very moving. It was very helpful for me to be able to hear all those different stories about how people became addicted, came to realize that they need help, how they are working their Twelve Step Program, keep their families together, take care of their kids, and how they are trying to survive each day by working their program. I cannot really say that I was surprised by anything that I heard in that room. It has impacted my view of those with addictions by learning to better understand them and not be so quick to judge them and ask why they cannot stop. As I have learned from my boyfriend’s recovery, from attending the  Narcotics Anonymous meeting, and attending my own Al-Anon meetings, it is not that simple. I definitely have more patience and compassion for people who suffer from addictions.

Towards the Quality of Higher Education

TOWARDS THE QUALITY OF HIGHER EDUCATION Brief review of the quality of Higher Education in Ancient India: The system of higher educaton is started from the ancient times in India. During the ancient times, Education was closely linked with religon. It was taken up by Teachers as a labour of love and by the students as part of their training for culture and citizenshp. It was not universal education. In regard to higher instituton of learning – Tols (Higher Education) was developed among the Hindus and Madrassah (Higher Education) was existed among the Muslim.Although the Hindu and Muslims had separate learning institution, many features were common to both the types of institution. Under the Buddhist rulers in India, Learning was fostered by the numerous monasteries under the guidance of monks and nuns. The Brahmanical system of education mainly centered at home of Individual Teacher was superseded by monasteries system of Buddhist education. For the first time in India, and p erhaps in the whole world, a great famous Buddhist seat of higher learning like Taxila, Nalanda, Vikramshila and Vallabhi Universities were flourished in India which can be compared with modern Universties.These Universities were better well organised than the Brahmanical higher education because they recieved state endowment for many centuries from the successive kings from the time of Buddha. The Universities introduced regular course of studies in different subjects and admission test for all students. There was no discrimination in admission and Technical Education and Women Education were also introduced as it recieved encouragement from the ruler and the rich people. Amongst these Universities of ancient India, Nalanda Universities was take its specialities.Students from China, Nepal, Tibet, Korea etc came to study and obtain valuable knowledge. Entrance examination was very strict and only 20 percent of the candidates succeeded in getting admission during this period. Brief r eview of Indian Education Commission in Modern India: The system of higher education, which we find today in our country, started after the advent of the British in India. When the Brtish established their authority in India, they did not willing to take responsibility of educating the Indian people. In order to trained some Indians for minor jobs in the company’s office, they started schools and colleges.By the charter act of 1813, only one lakh of rupees for the improvement of the quality of education was left. The British rulers only established many government and private colleges and the higher education was in a very disorganise at the time. Within a period of time, The British rulers realised that the necessity to organise and improved the quality of education and appointed Wood’s Despatched of 1854. As a result of the recommendations made by Wood’s Despatched of 1854, the Universities of Culcutta, Bombay and Madras were established n 1857 on the model of London University.On the model of the formers, Allahabad University was also established in 1882. But all universities performed the functioned of only conducting examinations and affiliating bodies and undertook no teaching and research. In order to enquired the standard of Indian education and prepared recommendations, the Government of India appointed various Indian Education Commissions and selected eminent educationist as a members. Within a period of hunhred years, sixth Education Commissions were appointed.The recommendations of sixth Indian Education Commissions can be conveniently studied under the following:- i) Indian Education Commission or Hunter Commisson, 1882:By accepting the recommendation of Hunter Commission 1882, the college education recieved a great impetus and a number of colleges were established during 1901-1902. ii) Indian Universities Commission in 1902:During the period of Lord Curzon, University Education made a great progress. In order to improve the q uality of University Education in all branches, Lord curzon adopted the policy of control and improvement.He appointed Indian Universities Commission in 1902 in order to enquired the conditions and working of the Indian Universities and made necessary suggestions. Two years later, Indian University Act 1904 was passed. This act brought many important change in the organisation, jurisdiction, powers and administration etc of the universties. The expansion of the university education was checked for sometime, due to lack of revolutionary change in the system of universities. But it was admitted later on which improved and reforms the conditions and standards of the contemporary universities and colleges. ii) Culcutta Univesity Commission or Sadler Commission, 1917:After the establishment of Allahabad Universities 1882, no new universitiy was established till 1917. However, a number of colleges were increased. In order to cope with the increased work, the Culcutta Univesity Commission or Sadler Commission was appointed by The British Government. Although, the commission was mainly interfere in the problems of Culcutta University, it gave out reforms and change which were great value into higher education in India as a whole. Now, the Universities were not only examining body, but became a centre of teaching and learning.By accepting recommendation of the Commission 1917, more than 16 universities were established in different places of India till 1947. iv) Indian University Education Commission or Radhakrishnan Commission, 1948:The expansion of higher education has recieved a great impetus after Independence. Number of institution in the field of higher education and enrollement of students in the centers of higher studies were increased year by year. The university education was imparted through arts, science and commerce and professional colleges, researched institution.The institutions deemed to be universities under the University Grants commission Act, 1956. In adition to Central universities, state universties and their affiliated colleges, Indira Gandhi Open Universty and other Open Universities are doing commendable job in the field of higher education. In order to meet the present and future requirements of the country, the Government of India appointed Indian Education Commission or Radhakrishnan Commission in 1948 to suggest improvements and extentions of th Indian Universities. The terms of reference of the commission were very wide and vast.It suggested that various aspects of the university Education in India and means for the improvement and reorganisation of the university education. Research and other standard of university educaton, problems of teachers, curriculum, medium of instructon, religious education, problem of discipline, health and residence of the students an such allied problems in the perspective of the natonal and international conditions. In fact, The report of this Commissions is the most comprehensive repo rt on education, but its recommendations is very important and far reaching consequences. ) Secondary Education Commission or Mudaliar Commission, 1952 vi) National Education Commission or Kothari Commission (1964-66): Since Independence, there has been a good deal of quantitative development of education but qualitative has lagged behind. Unimplementing of the policy of the directive principles of the constitution to make free and copulsory education below 14 years, problem of literacy, low standard of primary and secondary edcation, diversification of curriculum and problem of educated unemployment were the the main problems since Independence.In order to evaluate the different stages of education and to evolved a National system of Education, the Government of India appointed the Kothari Commission in July 14, 1964. The Commission submitted its report and recommendation in June, 1966. People expressed high hopes when the Reports of the Education commission was first published in 1966. Already, several years have passed, nothing has practically been done to achieved the targets as recommended by the commission. The commission give any useful suggestion an the source of finance, on which the implementation of the recommendations entirely depends.If it si of course a fact that it was not the bussiness of the commission to deal with the financial side, but we cannot ignore reality. The suggestion made by the Kothari Commission in respect of different organs of education were very important. The Government have already implemented some of the suuggestions and the effort are still being made to make important the rest of the suggestion. Taking all things into consideration, we may say that the report of the education Commission is a sincere attempt to improve the existing system of education in all aspects and in all stages.If it can be implemented, it will remove some of the glaring defects of our educational system. Problems Higher Education: It is clear from t he above discussion that the expansion of higher education has recieved a great impetus since independence. The policy of the government still has been to increase the number of the institutions of higher education rather than the aim at the qualitative progress of higher education. Besides this, the government did not pay proper attention to the multi-lateral problems of higher education and not made special effort to remove the defects of higher education.Since recommendation made by the Kothari Commission, the government declared National Educational Policy of 1986. It is good that is being given to the specializaton in higher education. The problems of the higher and University education in india is nothing but the problems of Indian society in general. If we want to established a society based on the principles of democratic socialism, we must have reoriented the entire educational structure. Without a hgh standard of general, vocatonal and professional education, democracy can not survived. But there is a still a lag between our Ideal and reality.Our Universities have not been able to shake off the heavy load of bookish knowledge. The main problems for the falling of the standard and quality of higher and universities education in India are under the following:- 1. No definite aims among students of higher education:One of the problem which checked the standard of higher education is its aimlessness. Most of the student are recieved higher education without having any definite aim. the student must have definite aim before starting hgher education. In order to raise the standard of higher education, the university should change the aims and objectives.Newmen remarks the aims of university education in 1952, â€Å"If a practical and must be assign to a university course, the i say it is training of good members of the society. † 2. Increase of Wastage and Stagnation:The problem of wastage and stagnaton exist in a greater degree at the stage of highe r and university education. Most of the important causes of wastage and stagnation are Ineffective methods of teaching, unhealthy environment of institution and society, defective system of curriculum and examination and lack of finance among the students etc.In order to solve this problem, it suggest that to make healthy environment of institutions and society, revised and reforms of curriculum and examination system, raise the standard of teaching and given grants and loans to effort the study of students. 3. Lack of interesting subjects in Curriculum:Most of the the curriculum of college are old and out of date and failed to fulfil the interest of the student which checked the intellectual developmentof the student. Radhakrishnan Commission remarks, â€Å"A curriculum which had validity in the vedic period or the renaissance cannot continue unaltered in the 20th century. To solve this problem, the curriculum should revised and reforms for the interest of young advanced students. 4. Specialisation in Education:University emphasized spacialization in different subjects. After completed University education, students acquired special knowledge and skills in some particular subjects. Their outlook remains narrow and unbalanced to became completely educated in real sense. This narrow specializaton can be remove by establishing harmony between general education and specialization which developed the personality of the students and will became dutiful citizens. Absence of proper Guidance and Councelling for student:The absence of proper guidande and councelling, the students select their course according to their own choice or with thw advice of some inexperience persons. Consequently, most of the students make a wrong choice in their subjects and lost interest in their study. In order to solve this problem, the educational institution should make provision of experience and trained persons to provide proper guidandance and councelling of students from the beginn ing till the end. 6. Low standard of Teaching:The standard of teaching in our colleges and university is very low.Many suggestions has made to raise the standard of teaching in education. The more prominents are – increase the salary of the teachers, balanced workload of teachers, improvement of service condition of teacher, provision of tutorial classes, well-organised libraries and laboratories, encouragement of debates and discussion, Professional training for Junior Lecturers and Re-orientation Course for new Lecturers. 7. Defective Examination System:The present examination system of our universities has many defects and severely criticized by ndian and foreign educatonist.The university education commission of 1949 points out that, â€Å"If we are any single reforms in universty, it should be that of examinaton. † It can be reforms through scientific method. In order to reforms Examination system, it suggest that adoption of continous comprehensive internal evalu ation, semester system and grading system. It also suggest to developed question banks, demarcation of syllabus, setting and moderations of question, Evaluation of answer script and conduct of examinations. 8. Indiscipline among the Student:The problem of indiscipline among students is very serious and complicated in educatonal institution.Financial irregularity, minor and disorderly misconduct, theft and burglary, sex misconduct, misuse of privledge and cheating n examination were the main problems of institutions. Professor Siddhant remarks, â€Å"the best way to solve is to divert the activities into healthy channels including sports, games, cooperative, living in hostels, self-management of masses, organise debates and symposia, councelling of indiscipline students etc. 9. Too much Interference of Student Societies in College Affairs:The student societies in educational institutions of higher education also make a serious problem.They were too much interfered in the affairs of the institutons which prove to be a scourge. In order to reduce this problem, the uiversity ntroduced legislaton for keeping control of student societies. In order to developed the intellectual powers of student and homely atmosphere of instituton, the student societies should also organised programme like leadership training, Life skills training, seminars, workshop etc. 10. Rapid increase of the number of Student:The development of higher education in India is taking place rapidly since Independence. The numbr of students in higher institution is constantly increasing.University Grants Commission remarks that, â€Å"If increasing number admtted in our universites without corresponding expansion of facilities, there is a great risk of the academic standard being imparted further. † In order to checked the ncreasng number of students in university, It has been suggested that the new and modern method of selective system of admission should be adopted. 11. Non-availability of Educatioal Facilities and Lack of Funds :The main reason for the low standard of education in universities is non-availability of educational facilities and lack of funds.The student face shortage of books, libraries are not well-equiped. In many degree college, no proper building and classroom and do not possess even playgrounds. To solve this problem, a high level committee should be appointed for providing necessary funds to the institution. The Government of India, the State Government and non-governmental organisations and the rich people should provide necessary funds and donations to raise the standard of higher education. 12. Poor conditions of the salary Teachers:The teachers of colleges and universties are getting less salaries and allownces in order to meet their expense.Consequently, they are not able to devote themvelves with heart and soul into the teaching works. The Commission has made important provisions to increase the salaries and allownces of the teachers at dif ferent stage should be implemented by the Government. 13. Too much burden of the works and service of the Teachers: The teachers also have been burdened with too much work. and not able to performed th teaching work properly. The prominence teacher of university were given research work.The Kothari Commission has remarked, â€Å"There is much serous concern that in many places there is too much teaching but relatively too little of good teaching. † The Education commission has made important provisions to improvement the works and service of the teachers should be implemented by the Government. 14. Wide gulf between the Teachers and Students:The increasing number of students in higher education making a wide gulf between the students and the teachers. The teachers not able to recognise each students of the class and no interaction between them.While in western countries the students and teachers work together like family and build good relationship between them, there is no r elatinship between the students and teachers and separated their interest in India. In order to build relationship between the students and the teachers, it is necessary to adopt tutorial system. Beside this, the educational institution should also organise more interaction programme like debate and discussion, seminar, workshop etc which help the students to increase their knowledge with the help of the teachers.Almost all the above problems have attracted the attention of the University Education Commission, which has made many suggestions to solve these problems. Most of these suggestions have been accepted by the government and many of them have already been implemented. It may, therefore, be hope that after solving all our present problems, the higher education will make the complete development of the personality of the youth and by developing their intellectual and physical powers will make them able citizens of the country.

Progressive Education and Progressive Educators Essay

Progressive Education and Progressive Educators - Essay Example These 'themes' were created in order to confront the problems of the postwar society. Progressives looked optimistically for signs of political and economic democracy during the postwar "reconstruction." Progressivism was at its heart an effort to remoralize society. At all political levels, politicians advocated laws to facilitate moral economic and political systems. They advocated city improvements, like pure water and sanitary sewage. They wanted honesty in public officials. They wanted the right for the people to initiate important legislation. They wanted the right to have referenda on laws that politicians enacted. They wanted the right to recall public officials who did not do what they had been elected to do. The first phase of progressivism, "The Genesis phase", took place between 1890-1910. The aim of this stage was to test innovative ideas and theories, and develop a new approach to education. John Dewey supported the idea that students should be active learners. The second phase, "Child Centered Education", took place between 1919-1930. Dewey promulgated and tested a child-centered approach in education. The phase of "social reconstruction" took place between 1930-1945.

Communication organization Essay Example | Topics and Well Written Essays - 2000 words

Communication organization - Essay Example There are diverse motivational theories that have been closely evaluated in terms of their effectiveness in influencing people. Most of the studies initially establish the rationale for motivating people. Researchers and business practitioners have regarded that when managers motivate the personnel, they should be able to structure the work environment in such a way that the drives and needs of the employees are brought into play, instead of being neglected. The work environment should be made conducive to the satisfaction of those drives and needs so that workers may act in desired ways. In the need-based theories, it was revealed that â€Å"the manager’s job is to identify what people need and then to make sure that the work environment becomes a means of satisfying these needs† (Chapter 14. Motivating Employees 11). Concurrently, process-based theories were noted to â€Å"use the mental processes of employees as the key to understanding employee motivation† (Chapter 14. Motivating Employees 28). Therefore, the managers must be able to discern diverse factors that could apparently influence employees towards achieving the organization’s goals. Through training, application of motivational theories, examination of the needs and drives of the subordinates, and awareness of the situation, managers should be able to apply the needed motivational theories that would facilitate influencing followers towards defined goals. It was emphasized that â€Å"motivation energizes behavior and gives it direction. A motivated person will work harder and preserver longer than an unmotivated one† (Martires and Fule, Management of Human Behavior in Organizations 2). Therefore, organizations would be better off maintaining motivated personnel to ensure that a high quality of job is sustained; as well as high productivity and performance would be manifested, as required. Likewise, Martires and Fule also disclosed that culture

Auditing Literature review Example | Topics and Well Written Essays - 250 words

Auditing - Literature review Example lified public accountant to an organization during the period of the audit engagement but are not connected to an audit or checking of an organizations financial statement. Auditor’s independence is the foundation of the auditing profession (Miettinen, 2008). Non-audit services largely affect the auditor’s independence. Due to the non-audit, services conducted in an organization, the accuracy of the information given by the auditors’ will increase compared to when they give information without non-audit services being done (Adelopo, 2012). There also exists a relationship between non-audit service fees and auditing quality. Non-audit services increase the quality of auditing in any organization (Reckers, 2003). The quality of auditing is increased, as the auditors are aware that the documents in the organization have been scrutinized. Since the no-audit service and auditors pass through the information, number of errors containing the information is reduced (Beattie, Fearnley, and Hines, 2011). Non-audit services and auditing independence are somehow related. The non-audit services affect the independence of auditing directly as they affect how the audit is carried out. The practices are similar as both try to improve the quality of information given by scrutinizing the information of the financial statements and the report given to shareholders (Dunne and Morris, 2008). Strohm, C. (2006). United States and European Union auditor independence regulation implications for regulators and auditing practice. Wiesbaden, Deutscher Universitäts-Verlag.

Finance discussions1 Essay Example | Topics and Well Written Essays - 1000 words

Finance discussions1 - Essay Example Ford, on the other hand is healthy enough to withstand short term payments without liquidating its inventories. General Motors again has a problem with a large amount of inventory and slow processes that take almost double the time to convert inventory into sales. Low inventory figures for Ford facilitate a high inventory turnover. Ford has the worst accounts receivable with only 0.62 days of sales outstanding, well below General Motors 23 days. This means that receivables are not being collected on time. Ford, with relatively lower sales and higher fixed assets, also utilizes its assets efficiently. Both companies seem to be generating a sufficient volume of business given their total assets. Ford has a slightly higher profit margin on sales than General Motors’ even though both have approximately the same net income. This is attributed to higher sales of General Motors. In terms of the overall return on the investment earned by both companies, they are neck to neck with General Motors out performing Ford due to large asset holdings of the latter. Ford’s negative equity results from the large amount of retained earning deficit and accumulated comprehensive loss over the years. This has resulted in a negative return of 974% to common stockholders. The recent years of more than 100% debt ratio, have eaten into the equity of the company. General Motors is doing well in this regard with a decent return to its common stockholders of 18%. Ford is highly leveraged with almost 100% debt. It has however, brought this figure down from previous years. Compared to that, General Motors even though highly leveraged itself, seems to be in a safer position with 78% debt. This high amount of debt is affecting Ford’s performance as it lowers its ability to cover its fixed financial charges and bogs down its income, adversely affecting the equity. Overall, Ford has taken more debt than it can

Why Illegal immigration is good for the US Economy Essay

Why Illegal immigration is good for the US Economy - Essay Example This is the common wisdom regarding â€Å"illegals.† Everybody knows this. Everybody is wrong. Illegal immigrants actually commit fewer crimes than citizens because they will be deported for even the slightest infraction. The sacrifice to get here was too high to risk that. Regarding taking jobs from Americans, I often tell people that if an uneducated person who cannot speak the language, has no support system, no money, own only the clothes on their back and cannot possibly assimilate into society can take your job, it’s your fault. The main concern is the billions of dollars spent every year due to illegal immigration, money the U.S. just cannot afford due to the high National Debt and stagnant economy. They are like a colony of ants pouring over the border to invade our picnic. Unfortunately for legal and illegal citizens, the common wisdom on this subject lacks an appreciation of the real economic impact, a complex issue which should be more broadly understood before spending money we don’t have to fix a problem that does not exist. Because more students in the U.S. are graduating high school than in years past, workers with low levels of schooling are progressively difficult to find. These workers are an essential element of the economy. They harvest crops, build homes, clean offices, prepare food and are willing to take monotonous factory jobs. â€Å"Because of their low education levels, illegal immigrants don’t compete against skilled natives in the labor market.† (Zavodny, 2007) In 1960 only about half of U.S. citizens graduated high school. Today that percentage has dropped dramatically to 12 percent. Illegal immigrants provide the economy with employees who are in inadequate supply. Opponents of illegal immigration claim that a flood of â€Å"illegals† hurt the economy by lowering overall wages of citizens and increase expenses for public services such as education and health

Education - Diversity and Inclusion Essay Example | Topics and Well Written Essays - 1000 words

Education - Diversity and Inclusion - Essay Example It will also influence how different stakeholders – parents, teachers, students, administrators, and central office personnel – act and are held accountable. Culture describes the things people create to help them live effectively in their world: language, gestures, tools, rituals, ceremonies, and music are good examples. So are art, music, and fashion. By developing these things in unique ways, people and groups create cultures and cultural identity (Queensland Government, 2008). Multicultural education seeks to reconcile the good things about cultural identity (unity, history, protocol, mutuality of goals) with the sometimes bad things about cultural identity (fear of different groups, resultant hostility, violence, and other poor treatment). Banks and Banks (1995) explain that multicultural education wants to provide a level field of opportunity for all students, from all racial, ethnic, social, and cultural backgrounds. It recognizes and embraces a pluralistic society, and teaches students skills they need to operate effectively in such a society. It recognizes groups that have been marginalized in the past, and challenges established ideas, theories, and content from traditional disciplines. Multicultural education can help address cultural differences and biases in our schools. This is because of its far scope: Gomez (1991) calls multicultural education â€Å"a perspective rather than a curriculum.† He implores teachers to consider students’ cultural backgrounds and to explore and refine their own thinking about cultural groups. Gomez suggests helping school members learn to identify when someone from a cultural group is being victimized because of their membership there. Enhancing the self-concept of members of cultural groups is important. Members of these groups must believe that cultural differences do not make them less valuable as members of the school community (Gomez, 1991). Also, attempts must be

What is HR management Essay Example | Topics and Well Written Essays - 500 words

What is HR management - Essay Example urce can provide value to a business by seeking, interpreting, and anticipating changes that occur in the business environment with an aim of preparing and appropriate solutions to the anticipated changes. For instance, the Human Resource can anticipate impact of changes that may occur within a business’ processes or workforce and work in tandem with the other management levels to understand and come up with creative and logical ways of responding to such changes. The HR professionals have a unique role in addressing pertinent issues that come up within the workforce of an organization. For instance, the professionals are strategically placed to advice and help the management of businesses in coming up with correct formulations of the workforce skills and attributes relevant for a particular task within their businesses. Also, the HR professionals can leverage on their quantitative skills to come up with desirable programs that will ultimately improve skills, effectiveness, and capabilities of the workforce. The Human Resource professionals and personnel are responsible for hiring, developing, and managing employees. The HR professionals put into use the skills of the employees into realizing the missions of the organizations. In orde to achieve a well-balanced working environment between an organization, its workforce and optimum output, the personnel management will recruit, hire, and develop the qualified people. In line with their hiring responsibilities, the human resource personnel would also direct and encourage the growth of the employees in their organizations. The most effective HR professional within a given business is one who possesses a strategic thinking mindset. Thinking strategically means that the HR professional will help the company to translate the visions and goals of an organization from statements on paper to specific actionable goals that an organization can measure. Strategic thinking mindset involves setting well-prioritized goals

Toyota Material Handling Australia Case Study Example | Topics and Well Written Essays - 3250 words

Toyota Material Handling Australia - Case Study Example Objective assessment techniques significantly improve a company's ability to make correct decisions and manage the risks involved. A case study on Toyota Material Handling Australia (TMHA) is the organisation in focus that implemented the mentioned best practice in recruitment, development and promotion. The company has benefited much from objective assessment approach. It has reduced recruitment time, reduced selection cost, cut the hire cycle time, and recruited higher quality staff. The level of employee satisfaction has improved and the cultural differences has been resolved; the credit goes to the systematic and structured integration strategy that the company has planned and effectively implemented. Toyota Material Handling Australia (TMHA) is a major supplier of the widest range of forklifts and electric warehouse products in the region. The Toyota brand has gained market leadership since 1987. In 2005, TMHA was formed from the integration of BT Industries which was acquired in 2000. Today, the Australian operations represent approximately $300 million in turnover with over 690 staff across the country. The integration of BT Industries became a great challenge for the company. The merging of the sales team of both Toyota and BT developed into an obstacle for the organisation due to the difference in products and cultures of the two companies. BT industries sold battery-electric warehouse equipments while Toyota was in the business of engine powered trucks. The sales methodologies of both companies were different. BT was a new player to the market in Australia while Toyota has been a key player for over 40 years. The sales culture of Toyota has been tried and tested. It has withstood obstacles in order to consistently achieve market leadership. It is the core competence of Toyota which the management aimed at integrating in the new organisation. In order to address the issue on culture clash and improve the performance of the newly merged sales teams, TMHA employed the services of an external training and development provider, strategically branded as Objective Assessment Pty Ltd. The service provider performed diagnostic analysis on the capability and growth potential of the sales management. They then assisted in the development of the stability of the sale teams. TMHA together with Objective Assessment implemented sales recruitment and assessment strategies. As a result of the new sales recruitment and assessment process, TMHA has discovered great assets from within the company and come across new yet stronger sales recruits and talents. Consequently, the new process benefited the company through saving time in selection and providing stability in their sale teams. Furthermore, TMHA has overcome their cultural dilemmas and improved the team's performance. Discussion The fundamental role of strategic human resource management is about matching human resources to the strategic and operational needs of the organisation and ensuring the full utilisation of these resources (Armstrong, 2006, p. 359). It is concerned with obtaining and keeping the number and quality of staff required as well as selecting and promoting people who fit the culture and the strategic requirements of the organisation. (Gunnigle & Moore, 1994, p. 65) Human resource strategy has come to play a vital role in enhancing an organisation's competitive advantage. Companies realise the importance of

Understanding Society - Classical Liberalism Essay Example for Free

Understanding Society Classical Liberalism Essay The individualism that Durkheim sees and defends as the ethic of our time is an ethic not just of the individual hut of the individual as man. This is an absolutely fundamental point, and not as obvious and straightforward as, at first sight, it might seem. It involves a dualism, in which an ideal of individuality is part of the ideal of humanity (Miller, 1996 96). The dualism’s Durkheimian explanation concerns the development of the division of labor, such that there are increasingly only two fundamental identities we can have, the identity of the distinct â€Å"individual† and the identity in common of â€Å"man† (Hamilton, 1995 136). However, it also concerns the development of modern society such that it demands a Universalist ethic of â€Å"the person†. This means, amongst other things, insistence on every individual’s same basic moral status and rights to respect and regard. Indeed, an ethic of the person is the only way to extend this status to every individual, and to oppose reactionary individualisms that withhold it. The modern individualist ideal is and has to be, for Durkheim, humanist and republican, its aspirations find expression in 1789’s â€Å"liberty, equality, fraternity† (Miller, 1996 97). â€Å"Liberalism is neither a vague Zeitgeist nor the outlook of modern man, but clearly identifiable set of principles and institutional choices endorsed by specific politicians, publicists, and popular movements. The early history of liberalism cannot be detached from the political history, in the seventeenth and eighteenth centuries, of England and Scotland, the Netherlands, the United States, and France† (Berkowitz, 1999 256). As for the main character of the discussion, liberalism for Durkheim remains part of the egoistic nature of man towards his environment. Discussion Durkheim published a response entitled, Individualism and the Intellectuals, wherein he discussed â€Å"the argument, always refuted and always renewed,† that â€Å"Intellectual and moral anarchy would be the inevitable result of liberalism. † Some varieties of liberalism, Durkheim conceded, are egoistic and threaten the common good of societies by encouraging the individual to become excessively preoccupied with self-interest. However, there is a strand of liberalism, Durkheim argued, that is moral and social. This form Durkheim called â€Å"moral Individualism† and he claimed that â€Å"not only is moral individualism not anarchical, but it henceforth is the only system of beliefs that can ensure the moral unity of the country. † In industrial, democratic nations such as France, moral virtue and unity are promoted by the liberal practices and ideals of moral individualism. France’s modern moral traditions are largely constituted by liberal institutions and values (Hamilton, 1995 124). Durkheim asserted chat â€Å"all communal life is impossible without the existence of interests superior to those of the individual. † From the outset of his career, Durkheim insisted that in modern Industrial society’s happiness and freedom are achieved in the context of moral beliefs and practice, embedded in vital traditions and institutions. Durkheim sees in the modern ideal â€Å"all the values to which he adheres most: equality, liberty, justice, fraternity†. Moreover, it is important to emphasize, he sees them as coming together in an inseparable package. It will not do to insist on a definition of freedom that in effect writes off other modern ideals, and that camouflages, behind a lot of philosophical talk, a recipe for a minimalist police state and an anemic and oppressive class-divided society (Berkowitz, 1999 257). It is a recipe for such things if only because the other ideals, which the libertarian state has to trample on, will not go away but are part of the modern world (Miller, 1996 97). Similarly, it will not do to insist on conceptions of equality and community that in effect write off freedom, in a recipe for a â€Å"despotic socialism†. Durkheim’s project is a commitment to a continuing, developing search to work and rework the human ideal’s different aspirations, which, whatever the tensions between them, must combine into a whole. It is bound to be a dispute-filled search, if only because of the nature of the human ideal, with its commitment to individualism and free thought, but also, in Durkheim’s account, because of the nature of modern individuality itself. However, his appeal to the division of labor as a basic source of our individuality can at the same time obscure the point about individuality itself as a source of differences and disputes (Miller, 1996 98). Critics of liberalism tend to be the more aggressive, eager to portray Hobbes as a paradigmatic liberal theorist whose geometric method, materialist metaphysics, mechanistic psychology, and atomistic vision of society exemplify the poverty of the liberal spirit (Tucker, 2001 68). Meanwhile, when confronted with the image of Hobbes as one of their own, liberals often react sharply; pointing to Hobbes’s theory of indivisible and inseparable sovereign power and insistence on state supervision of university curriculum and church teaching, they emphatically declare that Hobbes cannot be understood to be a liberal in any meaningful sense (Hamilton, 1995 138). As often happens when passions flare and partisans draw sharp lines in the sand, the truth in its complexity and fine-grained texture becomes the first casualty, in the debate over Hobbes’s relation to liberalism, each side errs not so much in what it points to as in what it fails to acknowledge in Hobbes’s political theory (Berkowitz, 1999 257). In their efforts to present Hobbes as liberalism’s torchbearer, liberalism’s critics abstract from the fact that Hobbes’s political science does little to insure the protection of traditional liberal freedoms and rejects the need, made thematic by the liberal tradition, to limit government power through careful institutional design (Pickering 2001 196). At the same time, liberals who wish to deny any relation whatsoever to Hobbes overlook the fact that Hobbes’s doctrine of absolute sovereignty is explicitly established for the limited purpose of securing and maintaining peace, while subjects’ obligation to obey the civil law is limited, according to Hobbes’s theory, by the natural and inalienable right to self-preservation (Hamilton, 1995 139). Hobbes argued that human beings are fundamentally equal and endowed with certain natural and in-alienable rights, defended the idea of a state based on the rule of law: maintained a basic distinction between the public and the private; envisaged a sovereign who respected personal freedom by permitting his subjects the liberty of commerce and contract, as well as the choice of profession, where to live, and how to raise their children: held that a primary task of a good government was to secure a rudimentary welfare for all citizens; affirmed that civil laws govern actions, not inner faith or conscience, insisted on the utility of toleration (Berkowitz, 1999 258). Adam Smith, on the other hand, introduced two forms of liberalism, specifically economic liberalism and social liberalism. Economic liberalism is primarily about efficiency, whereas social liberalism is primarily about freedom. In modern politics, they often appeal to quite different people (McLean, 2006 314). Economic liber als are often social conservatives, and vise versa. People who believe that the state should get out of the market often believe strongly that the state should police morals (Hamilton, 1995 141). The individualization of altruism thus connects with all the emphasis on how we each become an â€Å"autonomous source of action† and a centre of thought in which â€Å"the very materials of consciousness have a personal character† (McLean, 2006 315). It increasingly involves, around this â€Å"common faith†, ways of thinking and feeling that are â€Å"very general and indefinite† and that let in â€Å"a growing multitude of individual disagreements (McLean, 2006 323). Dissidences, even if including the differences of organic cohesion, must also refer to the conflicts involved in pluralism, factionalism and the freedom in which we each have our own â€Å"opinions, beliefs, aspirations† (Miller, 1996 99). Moral individualism, wrote Durkheim, is â€Å"the individualism of Kant, Rousseau, of the spiritualities — the one that the Declaration of the Rights of Man attempted, more or less happily, to formulate and that is currently taught in our schools and has become the basis of our moral character (Pickering 2001 194). This type of individualism is â€Å"profoundly different† from the egoistic type. Far from making personal interest the object of conduct, this one sees in all personal motives the very source of evil (Tucker, 2001 68). According to Kant, the individual is only certain of acting properly if the motives that influence the person relate, not to the particular circumstance in which the person is placed, but to the equality as a man in abstract (Holmes, 1995 89). On the other hand, Rousseau’s concept of the general will is an authentic expression of justice insofar as it is constituted not by personal interest, but by public goods and concerns (McLean, 2006 326). Durkheim concluded, thus, for both these men, the only moral ways of acting are those that can be applied to all men indiscriminately, which are implied in the notion of man in general duty consists in disregarding all that concerns us personally in order to seek out fellowmen (Pickering 2001 195). It is perhaps more accurate to say that Durkheim’s moral individualism invented this tradition as much as It belongs to it (Holmes, 1995 86). Durkheim attempted to piece together his own â€Å"communitarian† account of his favorite varieties of liberalism (Hamilton, 1995 142). A set of liberal, democratic traditions already existed; however, Durkheim was well aware of competing communitarian traditions, such as those of the Royalists and the conservative Roman Catholics, as well as of competing liberal traditions, such as those of the classical economists and utilitarians (McLean, 2006 320). Durkheim attempted to show that in the vocabulary of moral individualism there is no fundamental opposition between individual rights and the common good. He first advanced what he considered to be the necessary communal, social Interpretation of the Kantian autonomous Individual (Pickering 2001 193). Conclusion Egoism is equated with individualism wherein Durkheim defines it in terms of â€Å"sentiments and representations which are exclusively personal†, and indeed just talks of it as â€Å"individuality†. This does not sound as if it can just be a matter of organic diversity, of differences that are complementary and cohesive rather than conflicting nor is it. The crucial passage comes earlier on, when Durkheim discusses the nature of the modern conscience collective and of the human ideal at its core. From the perspectives of other liberal philosophers of Adam Smith, liberalism is in the aspects of economic and social strengths wherein the society and industry are in continuous interplays of identities; Hobbes emphasized the universal right to personally convene a decision as the basic form of individuality. Rousseau and Kant exemplified liberalism in the form of rights of man to achieve utmost happiness as the form of individuality. Bibliography Berkowitz, P. (1999). Virtue and the Making of Modern Liberalism. Princeton University Press. Hamilton, P. (1995). Emile Durkheim: Critical Assessments. Routledge. Holmes, S. H. (1995). Passions and Constraint: On the Theory of Liberal Democracy. University of Chicago Press. McLean, L. (2006). Adam Smith, Radical and Egalitarian: Radical and Egalitarian. Edinburgh University Press. MIller, W. W. (1996). Durkheim, Morals and Modernity. McGill-Queens Press. Pickering, W. F. (2001). Emile Durkheim: Critical Assessments of Leading Sociologists. Routledge. Tucker, K. H. (2001). Classical Social Theory: A Contemporary Approach. Blackwell Publishing.

Determinants of Effective Leadership

Determinants of Effective Leadership Leadership is the behavior of an individual when he/she is directing the activities of a group towards a shared goal. A leader is seen as someone who sets the paths in an effort to influence people to adhere to those paths. Leadership is an action and not just a position. It can be shown via different people in various situations. A person is not born to be a leader but cultured through the upbringing and environment. A leaders personal characteristics are also vital for the developments and motivations of the organizations. True leaders such as the teachers who illustrated that leadership is an action (teaching and leading the students) and not a position. Touching the lives and affecting the outcome of many different expectations, a teacher is the epitome of a leader. A leader has his or her own style of motivating the people in the organizations. A leader must find the best skills in order to provide directions, motivations and purposes. Effective leaders are flexible. Organizational Leadership Model The effective leadership influence is not the same for everyone. It depends on their ranks in the organization and abilities which are required in leaders. The three basic leadership roles identified: initiation, speech, and management. 1. Initiation Initiation refers to planned decision making on policy formulation or structural change. These vital decisions are the determinants of the organizations culture and mission. 2. Speech Strategic decisions and methods designed for implementation within the establishment. It includes adjusting or adding on to the present structure towards new policy demands. 3. Management Management is putting into practice the policies and measures that are available to maintain the operations of the organization efficiently. These three kinds of Leadership are naturally executed at diverse ranks in the company with different abilities and skills. The top level management would initiate new policies that involve a change in the businesss structure or understanding the companys mission. An understanding of the entire organization, culture, mission, vision and how it correlates with the external parties is mandatory for these top level individuals. They represent the organization and what the business stands for. Understanding the policy decisions and practicing them to the existing organization via utterance or speech is usually made by the intermediate-level managers. They must uphold a two-way point of reference by taking orders from the above management and adapting them for the lower groups of people in the organization. Type of Leadership Process Typical Organizational Level Cognitive (Knowledge) Affective (Emotion) Initiation: Change, creation and elimination of structure Top echelons System perspective Charisma Speech: supplementing and piecing out of structure Intermediate levels: pivotal roles Subsystem perspective: two-way orientation Integration of primary and secondary relations: human relation skills Management: use of existing structure Lower levels Technical knowledge and understanding of system of rules Concern with equity in use of rewards and sanctions EXHIBIT 16.1 Three Leadership Patterns, Their Location in the Organization, and Their Skill Requirements  [2]   The companys policies and procedures will be administered by the Lower-level supervisors. These personnel must possess both the technical knowledge and a clear perception of the organizations rules in order to be successful. They have to continually deal with issues such equity, rewards and punishments in leading others. Leadership plays a crucial role in an organization since it always makes the difference between effective and ineffective organizations. Leadership is when a person manipulates others to perform a task at their own will which they would not normally do. Leadership is a vital process to an organization and it can be deliberated on three different stages; i.e. the individual, group and organization. Analysis at the individual stage: the leadership studies have paid attention on the successful leader personalities. Behaviors of both formal and informal leaders are focused at the group level. The effectiveness of an organization is decided by the relations between the leader, follower and circumstances. The studies have caused an emergence of situational theories or contingency theories of leadership. In Search for Leadership An organized search for leadership qualities first began after the turn of the century. The requirements in selecting and training efficient leaders were emphasized during the World War I and the quarter century between World War l and World War II; numerous studies were made to examine the personal characteristics of good leaders. These studies are usually referred as characteristic studies since the primary goal was to classify the traits and personal characteristics of successful leaders. The diverse methods used to study these leadership traits could possibly be the reason in the irregularities of the results. The manner of studies was not consistent in identifying the leaders. A majority of the studies was in comparing efficient with inefficient leaders or leaders with non-leaders. Some were identified by external observers, others selected by the group by way of recommendation or voting, nominated by observers such as teachers while some were chosen because they are in a leadership status such as student-body president or team captain. The studies were also conflicting in the way they deliberated on the traits. Some traits were measured by mental tests; others relied on viewers to spot the traits they have seen while some depended on the persons to report their own personality traits. The trait studies were quite unsatisfactory as a whole especially since they had hoped to cultivate a measure of leadership that predicted leader effectiveness accurately. The spotlight on the leadership research moved because of the flimsy results, to contingency studies which investigated more than just traits of a leader. Numerous traits formed an important divergence in leadership effectiveness and they interrelated with other conditional variables to stimulate the effectiveness of the leader. Physical Behaviors Physical factors such as height, weight, physique, energy, health, and appearance are also examined in the studies. It was concluded that there is a relationship between the above features and leadership. Apparently leaders have the tendency to be taller, heavier, better fitness, greater physique, higher energy output and more attractive in appearance. For example, executives in insurance companies were taller than policyholders, bishops were taller than clergymen, university presidents were taller than college presidents, sales managers were taller than sales representatives and railway presidents were taller than station agents. However, these types of results were not always reliable and consistent. The results neither are too weak in general and not consistent to be effective in selecting leaders nor are they helpful for training functions since not much can be made to alter most of these physical traits. Intellect It was generally agreed that leaders are more intellectual than non-leaders and the relationship was shown in the various studies. The relationship could probably begin from the reality that leadership functions largely depend upon careful problem solving. All three leadership roles initiation, speech and management necessitate great mental ability. In general, it is safe to assume that leaders are more intelligent than non-leaders but the relationships are small. Many other variables other than intellect inspire leadership effectiveness. It was also suggested that leaders should not be too intelligent than the group because associates who are notably brilliant than others are rarely chosen as leaders since the other members tend to snub them. Individuals with high IQs are inclined to have different sets of vocabulary, networks and aspirations that would create communication and inter-relations problems. Leaders do extremely well generally at school/college/university and score better grades. It is important for effective leadership to know how to do things. Thus general and practical knowledge are essential. Some studies have revealed the positive relationship between general knowledge and leaderships ability. Characteristic Traits Only a partial of the characteristic traits seem to be related to leadership and most are not especially convincing. It was suggested that the average leader is more used to social displays, greater initiative, persistent, knows how to get things done, self-confident, displays greater cooperativeness and adaptability, and possesses greater verbal skills to facilitate communication.  [3]  Leaders were found to be more emotionally mature than non-leaders in the personality integration or emotional adjustment. It can be concluded that personal characteristics are related to leadership. Effective leadership does not depend on a mixture of personality traits only because situational variables are also important since they always decide whether a character was associated with effective leadership either positively or negatively. Leadership must be considered as an interface of three variables: leaders characteristics, subordinates and nature of the task. Many styles of leadership were defined as a result of the studies of leaders behaviors. One of the earlier studies compared three leadership styles: authoritarian democratic and laissez-faire. The finest researches on the styles of leadership are made together at the same time; i.e. The Ohio State University and the University of Michigan. The researchers acknowledged two leader behaviors that were similar although the investigations were conducted separately. These two dimensions of leadership have been to form an instrument, called the Managerial Grid  [4]  , that has been used for research and training. Authoritarian, Democratic, and Laissez-faire  [5]  Leadership The diverse political systems in the United States and Germany before World War II inspired studies of leadership which evaluated the effects of three leadership styles: authoritarian, democratic, and laissez faire. In the democratic leadership style, decisions were made by vote of majority; equal participation encouraged; criticism and punishment minimal. In the autocratic leader, the leader made all the decisions and others must follow the set procedures strictly. In the laissez-faire leader, there was minimal actual leadership and others were permitted to work and play as usual without proper directives. Initiating Structure and Consideration The two leadership factors were initiating structure and consideration in which consisted of leadership behaviors associated with organizing and defining the work, the work relationships, and the goals. A leader who has structure assigned people to do specific jobs, expected workers to follow set routines and meet deadlines. The consideration factor is showing friendship, mutual trust, warmth and concern for subordinates. Production-Centered and Employee-Centered Leader Behaviors Production centered behaviors were akin to initiating structure in which leaders would establish targets, gave directives, checked on operations and planned the group Employees work. Centered behaviors were similar to the considerations dimension in which the leader would develop a caring personal relationship with the subordinates and encouraged a two-way communication with them. The relationship between production-centered and employee centered behaviors are found to be independent scopes of leadership. A leader with strong production orientation does not mean that he is disinterested in the employees. Managerial Grid  [6]   A conceptual framework combining a concern for task accomplishment and a concern for people was created by Robert Blake and Jane Mouton called the Managerial Grid. Blake and Mouton assumed that the most effective leadership style is demonstrating both concern for production and concern for people. There are leaders primarily more concerned with accomplishing the production and task not concerned about people. This person wants the job done and schedule followed at all costs. There is also individual who is not concerned whether the group produces anything but concerned more about the members personal needs, interests and inter-personal relationships. An ideal leader wants to meet schedules and get the job done but at the same time is highly concerned about the feelings and interests of the group members. The Managerial Grid  [7]  is popular among managers. It is used extensively as part of a training program to assess their leadership style. However, the effectiveness of the Managerial Grid is not consistently supported. The burden of the situation, expectations of other group members and nature of the work performed interact in complicated ways that call for a variety of leadership styles. The leadership style is not always the most effective. SITUATIONAL LEADERSHIP The effectiveness of the different leadership styles must be combined with different organizational factors to assess their effect effectiveness. Paul Hersey and Ken Blanchard developed a situational leadership model that combined three variables: (1) the amount of guidance and direction (task behavior) a leader gives; (2) the amount of emotional support (relationship behavior) a leader provides; (3) the readiness level (maturity) that follows, exhibit in performing a specific task or function Four potential leadership styles are created by combining different amounts of task and relationship behaviors. S1: Telling Give instructions and supervise performance closely. Suited for followers who are unwilling but of low maturity. S2: Selling Decide and provide opportunity for explanation. Appropriate for followers who are not able but willing. S3: Participating Sharing ideas in making decisions. Suited for followers who are able but not willing. S4: Delegating Responsibility handed over for decisions and performance. Appropriate for groups who are able and willing. Contingency Theory of Leadership The interaction of the leadership style and the situation. Fiedlers major contributions consist of: (l) identifying the leadership orientation of the leader and developing a way to measure it; and (2) identifying three situational factors influencing leadership and developing a method of measuring them. Leader Orientation Leaders were identified as either relationship-oriented or task-oriented. Relationship-oriented: look at others as coworkers and see close interpersonal relations as a requirement for accomplishing the task. Task-oriented: show a strong emotional reaction against people with whom they have difficulty working. Situational favorableness (1) whether the relationships between the leader and the members are good or bad; (2) the task is relatively well planned or not; and (3) the leaders authority is relatively strong or weak. The second most important situational variable was the task structure which was evaluated by judges who examined four aspects of the task structure. Clarity: which the requirements of the job are clearly stated, Multiplicity: which the problems encounter can be solved. Verifiability: which the correctness of the decisions can be ascertained. Specificity: which there are generally more solutions involved in performing the task. Group effectiveness Relationship-oriented leaders excel in situations of intermediate favorableness where concern for the group members is apparently a necessary prerequisite for motivating them to perform well. In these situations, people want to have leaders who care about them. Task-oriented leaders however are more effective when the situation is either very favorable or very unfavorable. impossible situation. Path-Goal Model Directive leadership: subordinates are told what to expected and specific guidance, standards, and schedules of work provided. Supportive leadership: subordinates are treated equally and concern for their well- being, status, and personal needs; develop pleasant interpersonal relationships among the group members. Achievement-oriented leadership: challenging goals are set and subordinates are expected to perform at their highest level, improvement in performance always. Participative leadership: subordinates are consulted on suggestions and ideas in making decisions. Situational factors Situational factors-the characteristics of the follower and environmental factors. Three characteristics of the followers have been identified as significant variables determining the appropriate leadership style: (1). Locus of control: Internal believe their rewards are based on their own effort. External believe their rewards are controlled by external forces. (2). Authoritarianism: an individuals willingness to accept the influence of others. (3). Abilities: The followers ability and experience influence a leader whether they are able to work with an achievement oriented leader or a supportive leader who patiently encourage and instruct them. The path-goal model identifies three environmental factors moderating the effects of leadership styles: the nature of the task, the formal authority system within the organization; and the group norms and dynamics. These environmental factors can influence the effectiveness of different leadership styles in a variety of ways. Normative Decision-Making Model of Leadership The normative decision-making model is a contingency theory of leadership. It does not assume any leadership style as appropriate for all situations. Leaders must develop a range of leadership styles and take on the style that is most appropriate to the situation. Leaders need to know when to consult others and when consultation is a waste of time. Although the leader may serve as the chairman of the group, the leader is simply one of the groups and does not try to influence the group to adopt a particular solution. Criteria for selecting a leadership style. The criteria used for assessing the efficiency of a leadership style: quality and acceptance. The quality of the decision refers to its accuracy and the extent to which it will achieve some objective. The quality of decisions depends on accurate and relevant information Conferring with other group members often provides additional information. Diagnostic decision rules. Managers choose the most autocratic of the styles to save time and minimize costs. If the aim was to further the subordinates personal development, the participative style is selected. In some strategies, the manager decides alone. At times, the manager makes the decision alone after consulting with the subordinates as an advisory group. Comparing the leadership models. All situational leadership models contribute to our understanding of the leadership by emphasizing the effect of external factors on a particular leadership style. Different leadership styles suggest styles that are determined by various situational factors. The models focus on different methods: different situational factors and different criteria for selecting the best style: task-oriented versus relationship-oriented. The four leadership styles: directive, supportive, participative, and achievement-oriented The normative decision-making model identifies three leadership styles: autocratic, consultative, and participative. The situational factors influencing the effectiveness of leadership are quite different in each of the models. An important reason for some of this difference is that the normative decision- making model equates leadership with making decisions and looks at only this function of leadership. In addition, the models use rather different criteria for evaluating the effectiveness of leadership. DETERMINANTS OF LEADERSHIP EFFECTIVENESS Although deciding what makes an effective leader seems as if it should be a simple decision, however, individuals who are in the positions of leadership are faced with the practical question of deciding which leadership pattern to adopt. Choosing a Leadership Style One of the most popular models for selecting an appropriate leadership style is one that describes a variety of leadership styles along a continuum from highly autocratic to highly participative at the other. The forces in the situation include the culture of the organization. The successful leader is one who is aware of the situational forces and responds accordingly. Effective leaders must understand themselves, the group, company and social environment. Strategies for Improving Leadership Leaders capacity to reward the behavior of followers should not be overlooked and the ability of the followers responds otherwise. For example, organizations reward managers according to the performance of their group. As a result, the managers of high- performing groups are highly rewarded by the organization. Leaders who were more considerate created greater satisfaction among their subordinates; at the same time, changes in the behavior of the leaders could be caused by the performance of the subordinates. Constraints on leader behavior. Leaders have limited opportunities to influence others. Leadership effectiveness is inhibited by a variety of factors. For example the extent managerial decisions are pre-planned due to structure, technological specifications, laws and the absence of available alternatives. Leadership can also be forced by a variety of organizational factors limiting the leaders capability to either communicate with or to reinforce the behavior of the subordinates. The constraints imposed on leaders include external factors organizational policies, group factors, and individual skills and abilities. External factors. Leaders are constrained in what they can do because of various economic realities and a host of state and federal laws. Leaders who have unskilled followers will have difficulty leading irrespective of their leadership style. The availability of skilled followers is subjected to the external labor market. Organizational policies. The organization may limit a leaders effectiveness by hampering the amount of communication between leaders and followers and restricting the leaders ability to reward or punish followers. Group factors. Created by the dynamics of the group. If the group is highly unified and determined, it can limit the leaders ability to influence the group. Individual skills and abilities. The leaders own skills and abilities may act as constraints since leaders can only possess so much expertise, energy, and power. Some situations may simply require greater skills and abilities than the leader may possibly hope to possess. Substitutes for leadership. While some situations constrain leaders other situations make leadership unnecessary. These variables are referred to as substitute variables because they substitute for leadership either by making the leaders behavior unnecessary or by neutralizing the leaders ability to influence subordinates. Leadership is an extremely important function. It has an enormous influence on the value of groups and organizations. The complexity of the situation, however, may prevent us from knowing in advance which will be the most effective leadership behaviors. SUMMARY 1. Leadership refers to increasing influence which occur when an individual manipulates others to do tasks voluntarily which they would not do otherwise. The basic leadership roles include initiation of policy and structure, speech, and management. A need for leadership within organizations stems from the incompleteness of the organization design and the dynamic nature of the internal and external environments. 2. The studies of leadership were mainly studies on traits that tried to identify the characteristics of effective leaders. The studies focused mainly on physical traits, intellect and characteristic. The results were usually weak and inconsistent although some personal characteristics were always related to leadership. Most studies concluded that the characteristics of the subordinate and the nature of the task were as important as the characteristics of the leader in determining success. 3. Another approach to studying leadership set on leader behaviors; i.e. how leaders actually behave. One of the studies compared three leadership styles: authoritarian, democratic and laissez-faire. Although democratic leadership produced the greatest satisfaction, autocratic leadership had the highest levels of productivity. 4. Research conducted simultaneously at two universities identified two similar leadership behaviors. At The Ohio State University the researchers labeled these two leader behaviors initiating structure and consideration. At the University of Michigan the same two factors were labeled production-centered and employee-centered leader behaviors. These two leader behaviors appear to identify leadership functions essential to the effectiveness of a group. The two Factors have been used to form a matrix called the Managerial Grid which places a concern for production on one side of the grid and concern for people on the other. The research evidence does not support this conclusion consistently. 5. The unsuccessful research to identify leadership traits or universally superior leader behaviors caused an emergence of development of four situational theories of leadership. The theories suggest that the most effective leadership style depends upon situational variables particularly the characteristics of the group and the nature of the task. 6. A situational leadership model that matched different combinations of task behavior and relationship behavior with the maturity of the followers. As the followers increase, the appropriate leadership style is telling, selling, participating, and finally for highly mature followers, delegating. 7. The most appropriate leadership style was determined by assessing three situational variables: whether the relationships between the leader and the members were good or poor, the task was structured or unstructured, and the power position of the leader was strong or weak. When these three situational variables created an extremely favorable or extremely unfavorable situation, the most effective leadership style was a task-oriented leader. However, where there were intermediate levels of favorableness, a leader with a high concern for interpersonal relationships was more effective in these situations. 8. The path goal model theory is derived from expectancy theory. It suggests that effective leaders must clarify the target paths and increase its attractiveness for followers. Four distinct leadership styles are proposed in the model: directive, supportive achievement-oriented and participative leadership styles. The style most appropriate depends upon two types of situational factors: the characteristics of the follower and characteristics of the environment. Three of the most important follower characteristics include the locus of control, authoritarianism, and personal abilities. The three environmental factors include the nature of the task, the formal authority system within the organization, and the group norms and dynamics. 9. The three leadership styles include autocratic decision making, consultative decision making, and group decision making. The decision titles determining which style is most appropriate include such questions as whether the leader has adequate information to make the decision alone, whether the subordinates will accept the goals of the organization, whether subordinates will accept the decision if they do not participate in making it, and whether the decision will produce a controversial solution. 10. The influence of the group upon the leader should not be overlooked. The relationship between the leader and the group implies a reciprocal influence. Groups have the capacity to influence the behavior of their leaders by responding selectively to specific leader behaviors. The influence of a leader can also be constrained by several external factors, such as organizational policies, group norms, and individual skills and abilities. Other variables have been found to neutralize or substitute for the influence of a leader, such as the skills and abilities of followers and the nature of the task itself. POSITIONING ON LEADERSHIP CRISIS There are many leadership theories. Arthur G. Jago (1982)  [8]  had proposed a framework that organizes leadership theories based on each theorys focus and approach. Focus refers to whether the leadership is seen as a set of traits or actions. There is a universal formula of traits or behavior for an effective leader. However, effective leadership also depends on specific situations. The kinds of behaviors that leaders can actually perform in a group. The two leader behaviors that have been consistently observed including task-related activities, called initiating structure or production-centered activities, and interpersonal relations activities, sometimes called consideration or employee-centered activities. The incremental influence that one individual exerts upon another and that causes the second person to change his or her behavior voluntarily. Three leadership roles include origination of the structure by top-level managers, interpolation or adapting the structure by middle-level managers and administration or implementation of the policies and procedures by lower-level supervisors. I concur with A. Ange on the presence of leadership crisis but I also foresee the resolutions taken and are still being taken to resolve the problem. Many organizations are spending money in sending their employees to be groomed and trained for future growth of the company whereby they are exposed to different methods of management and how to be great leaders. Leaders are born to leaders but in some circumstances, situations and environments also play a huge role in creating a leader. Leaders come and go and new ones are always on the threshold to take over the empty space. The qualities of the leaders and their leadership styles vary but they are vital in the development and motivation processes of the organizations. There is