George Bush Essay

Leadership is a quality that Americans always look for in a president. United States Presidents have an extreme amount of responsibility. Americans look for someone that can help our country grow. We look for someone who has charisma, strength and intelligence. George W. Bush had a very interesting presidency. It was filled with joy, turmoil and disaster, all which were times where a leader could either succeed or fail. George W. Bush was the 43rd President of the United States. He had all of the qualification of a great president. He came from a political family. He was the son of former President George H.W. Bush. He had a great educational and military background. He graduated from Yale University and then Harvard Business School. He was a pilot for the Air National Guard for six years. He worked in the oil industry after college where he was known for his smart business decisions. He served in Texas’ House of Representatives and then Governor of Texas. Most American’s would probably believe that all of these qualifications would make him a great candidate for President and in 2000 he was elected President, defeating Al Gore by only small margin. (Bush 3) Choosing George W. Bush I chose to research and analyze President Bush because he was president during the biggest attack on American’s during my lifetime. He had to step up and become the great leader that our nation needed during and after the terrorist attack on September 11th, 2001. President Bush is still being blamed for some of the problems that America is having now. President Obama blames him for the economy and many American’s have blamed him for our continued presence in the Middle East. I wanted to research his leadership abilities and understand why he went from being a so-so President to a great president to a president that is being blamed for everything. I also see President Bush as a normal person with strengths and weaknesses. I see him as someone similar to myself. I want to better understand him and learn from his achievements and his mistakes. President Bush was not a born leader. Even though President Bush had the resume that American’s thought would make him a great leader, at the beginning of his presidency, he was lacking some of the key qualities of a  good leader. He did not show confidence in his decisions and he lacked the understanding of international affairs. (Domin 3) After the tragedy of September 11th, he really stepped up and took on his leadership role. He was able to show America that he was the leader that they thought that they would be getting in an American President. President Bush was able to bring his followers together in a time of tragedy, uniting them for a common goal. He was able to leave all of the criticism that he had gotten behind him and become a new leader that everyone respected. In addition, I wanted to research President Bush because many of the international problems that America faced during President Bush’s terms are still lingering today. American lives are still at risk because of terrorist groups. It was only a couple of months ago that the U.S. Consulate in Benghazi was attacked by terrorist killing the US Ambassador and three others. I question the effectiveness of our current administration and their ability to keep America safe. (Kirkpatrick, and Myers) Abilities and Skills Even though President Bush was not a great leader from the beginning, I believe that he was able to step up and become the great leader that we needed him to be. He embraced the necessary abilities and skills that America needed in a leader after a crisis. The first and most important characteristic that he possessed after September 11th was emotional intelligence. He understood the severity of the situation and was able to address the public in a way that helped us come together as a country. Woodward made this comment about how President Bush addressed the public in front of Ground Zero. â€Å"Bush’s spontaneity allowed him to connect at a visceral level with his audience: acting simultaneously as their leader and expressing their feelings in the highly charged atmosphere of the time.† (Roper 5) I believe that President Bush also encompasses the four characteristics that describe a creative leader. President Bush faced one of the biggest obstacles of any President and he had the self-confidence to lead. (Nahavandi 115) Thousands of innocent Americans had been killed through a terrorist attack. He knew that America was entering a time of war. Even though many of his advisors were unsure of the decisions to attack Afghanistan, he was strong about his beliefs and he gave reassurance to his advisors. A reporter who was present during the National Security Council meeting before the initial attacks in Afghanistan noticed the tension in the room before President Bush was present but said that, â€Å"the tension suddenly drained from the room.† (Roper 5)

Organizational Focus and Goals Essay

Forte is a nonprofit organization in its infancy. The organization is only three years old and has already seen substantial changes to its structure and business strategy. Currently, Forte is mostly unknown. However, this past year the organization took a huge leap in firing its Artistic Director and choreographer and hiring a new Artistic Director and choreographer. Both new additions bring a wealth of knowledge of the performing arts industry that has catapulted Forte to setting their sights higher than the two performances a year. In the past two years the organization was funded primarily through parental donations, which were small and only allowed the organization to perform twice a year. This past year with the addition of the new employees, the organization saw ticket sales increase tremendously and interest from many more students in joining. CURRENT FOCUS AND GOALS Forte is focused on gaining a reputation within the performing arts community. As a young organization located in a small community, it is imperative that the organization remain focused on establishing the company’s reputation. The goals of Forte are now to be able to increase the student membership, increase the amount of performances per year, and to increase funding to make the other two goals possible. TRAINING NEEDS Forte is a very young organization with a board of directors that are in desperate need of training. The knowledge that is lacking within this board of directors is staggering. â€Å"Training refers to a planned effort by the company to facilitate employees’ learning of job-related competencies† (Noe, 2008, p. 4). The board handles all the business end of the organization with little knowledge of what is available to them. Training in two areas is suggested. Those two areas are educating the board on best practices in producing a production and in communication standards and ethics. As no current board member is educated in the performing arts, they are hemorrhaging money on expenses that are not needed. Training in where to buy and rent production equipment is an area with huge opportunity to cut costs and improve the quality. By improving the quality of production equipment and cutting costs, the organization will have more money to spend in other areas such as set design and costumes as well as space rentals for performances. By educating the board on proper communication standards schedules can be met and instruction from the artistic director and choreographer will improve. As it stands now, far too much rehearsal time is spent with the board asking questions and interrupting rehearsals. By training in effective communication between the employees and board, the time taken away from instruction will increase, increasing the talent of the organization. EFFECTS THE FOCUS AND GOALS HAVE ON PRIORITIZING THE TYPE AND AMOUNT OF TRAINING Forte’s focus and goals affect the type of training and amount of training  needed. Because Forte desires to gain a wider reputation and increase available performances, the training needs to be comprehensive and happen quickly. Both the new Artistic Director and choreographer have taken several board members into a sort of internship for this year. This on the job training will accomplish in a short amount of time the massive training needed. PRIORITIZING TRAINING NEEDS Forte will prioritize those areas that will direct the finances of the winter season first. Gaining a handle on the hemorrhaging funds is a top priority in order to allow those funds to be put to better use. In order to progress to the goals of the organization, it is suggested the training prioritize the financial aspects of training first. As it stands now, this is the largest area of opportunity for training and the largest area of opportunity for growth. CONCLUSION Training develops the skills needed to perform job-related tasks efficiently and effectively which directly affects the organization. (Noe, 2008) Training also creates a positive work environment. Creating a positive work environment attracts talented employees and customers. Forte seeks to attract more talented performers. In order to this, training in how to produce a performing arts production properly needs to happen, or the talent will not join. Reference Noe, R. A. (2008). _Employee Training and Development_ (4th ed.). New York, NY: McGraw-Hill/Irwin..

Leadership In The Military

There is surely no more talent nor more hope for the future than right here in this room. I envy you and I wish I could trade places with you, but at the same time, looking at all of you I am supremely confident that here among you sit the future great captains of our military and that we can all be very confident about tomorrow. And I am convinced that if he were alive today, Gen. Marshall would be right here, for there is nothing that that great soldier loved more than to talk about service and to talk about leadership.As he himself once said on a similar occasion, looking across a room full of future leaders, â€Å"You're young,† he said, â€Å"and you're vigorous, and your service will be the foundation for peace and prosperity throughout the world. † Certainly as I look at you the same is true this morning. Truly you here in this room are our future. And it is most fitting for us to come together right here in these very halls where George Marshall once walked to h onor him and to reflect on his great contributions and to share some thoughts on leadership.If you were to think back over this century, you would realize very quickly that our Army has produced some truly remarkable military leaders. I am confident that if I were to ask all of you to take pen to paper and to write down the names of the great Army leaders of this century, you would be at it for a very long time, and when you were done, the lists that you produced would be very long. Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most recently two of my former bosses, Norman Schwarzkopf and Colin Powell.Each of these officers was remarkably gifted. But if you study them closely, you realize that each was very different, that the fame they acquired had very different roots. Omar Bradley — simple, unadorned, humble, but of them all he was the soldier's soldier à ¢â‚¬â€ loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army group commanders. Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity.Some say his outward appearance and reputation were those of an officer who compromised easily, and who others thought was only thinly grounded in the knowledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our W[orld] W[ar] II coalition. But if you were to look closer, you would discover that these were the traits Eisenhower wanted others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance.Quite contrary to these assertions, he held deep convictions, and he never ceded or compromised any point that he felt important. Our campaign to seize Europe from the Nazis was the very campaign he visualized at the start of the war back in 1942, a plan for which at first there was only lukewarm support among American leaders and nearly total opposition from our British allies.Yet when it was done, it was Eisenhower's approach we executed, and it was militarily brilliant. And any study of our great generals must include that incredible warrior, George Patton, a tenacious and hard-bitten fighter who felt the pulse and flow of the battlefield in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but also a soldier with a renowned appetite for fame and approval.And we could talk about so many others, for our Army has produced such a rich abundance of talented leaders. But there is one giant who stands above them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, I'm convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthur's brilliance and courtliness. He had Patton's tenacity and drive. He had Br adley's personal magnetism, the  ability to inspire confidence and deep affection from any who came into his presence.But more than that, Marshall had the organizational skills that in a few short years converted an Army of only several hundred thousand, with only a handful of modern weapons and no modern battlefield experience, into an Army of over 8 million — the best equipped, the best fighting army in the world, an army that defeated the two most powerful empires of its time.More than that, he had a rare intuition, a nearly flawless inner sense for other men's strengths that allowed him to see the spark of leadership in others, and when he saw that spark, to place such men into key assignments and then to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy. And as we learned after the war, he was as well perhaps the greatest statesman and visionary of his age.All of us should remember that the occupations of Germany and J apan were commanded by military officers, but we should also remember that the architect of these occupations was Marshall. But even beyond this, in 1948, with a few words uttered in a speech at Harvard, Marshall put in motion the plan that would rebuild Western Europe, that would recover its people from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today: a Western Europe poised on the edge of becoming a cohesive union of nations.What an accomplishment! It is staggering to think of what this one officer accomplished in his career of service to his nation. But most humbling is to realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain. If we were to ask a sculptor to produce a bust of a great leader and  described to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no doubt that that bust would look exactly like Gen. George C. Marshall.And so for those of us like you and I, who make soldiering our way of life, it is always instructive to take the time to reflect on Gen. Marshall's career, for by so doing we are reminded of much that we should try to emulate. But you are here for a different reason. You are here because I think you worry about these next steps for you, which will lead to a gold bar of a second lieutenant.I doubt very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask just that from you. If you are like I was when I waited to pin on my lieutenant's bars, your thoughts are more about the challenges of a platoon leader than those of a general. The other week while a guest on Larry King 's show, Larry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple.I told him that when I was a private my ambition was to become a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the 1st Battle Group of the 9th Infantry, my thoughts were certainly not on becoming a general or colonel or major or even a captain!My thoughts were on becoming a good platoon leader, about being up to the challenge of leading my soldiers, about not making a fool of myself in front of Sgt.1st Class Grice, the platoon sergeant of that first platoon of mine. And I was right to concentrate on the job at hand, for the job of a lieutenant is a tough one — in many ways, perhaps, the toughest one — but it is without a doubt also the most important, and if you take to it, also the most rewarding. I was very fortunate, because I had Sergeant Grice to guide me and to teach me. And teach and guide me he did, without ever making me feel inadequate and without ever permitting me to be ill-prepared, because he was the best!And if there is one thing I wish for each and every one of you, it is a Sergeant Grice to teach you about soldiers, about leaders, and the responsibilities and joys of soldiering together. Not everyone is as blessed as I was; not everyone finds his Sergeant Grice, and many don't not because he isn't there, but because unknowingly and foolishly they push him away. Don't do that. Look for your Sergeant Grice; NCOs have so very much to teach us. Well, what did I learn from Sergeant Grice?Certainly more than I have time to tell you here, and also because many helpful hints have probably by now faded from my memory. But what I learned then and what has been reinforced in the 36 years since is that good leader ship, whether in the world of a lieutenant or in the world of a general, is based essentially on three pillars. These three pillars he taught me are character, love and care for soldiers, and professional competence. Oh, Sergeant Grice didn't exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars.He used to say that if the platoon ever sensed that I wasn't up front with them, if they ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was. Often he would say, â€Å"Look down. Worry about what your soldiers think. Don't worry about looking up, about what the captain thinks of you. † He never said it, that's not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasn't the absolute truth, he would never trust me again and I would be finished as a platoon leader.I would be finished as a leader. Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders weren't trusted. It's just that simple. And it isn't enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do. Gen. Powell, speaking here a few years ago, put it this way: â€Å"If you want them to work hard and endure hardship,† he observed, â€Å"you must work even harder and endure even greater hardship.†Ã¢â‚¬Å"They must see you sacrifice for them,† he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadn't gotten just right. But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you really care for them, that you will sacrifice for them, that you simply enjoy being with them. Words won't get you through there, either.If you don't feel it in your heart, if you don't love your soldiers in your heart, they will know it. How often Sergeant Grice would prod me to spend the extra time to get to know the members of the platoon better, to know who needed extra training and coaching so he could fire expert on the rifle range the next time around; to talk to Pvt. Taylor, who just received a â€Å"Dear John† letter; to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help.They expect and, I tell  you, they have the right to expect, 150 percent of your time and best effort. And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the p latoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the last one to eat, that the officer will take his or her first bite only after the last soldier has had a chance to eat.This tradition, as you so well know, is founded in the understanding that leaders place the welfare of their people above their own, that the officer is responsible for the welfare of the troops; that if mismanagement results in a shortage of food to feed the entire unit, that the officer will go without; that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers. But caring for our soldiers does not stop at the chow line.Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are fa milies, and a soldier must have the trust that you will take care of his family, particularly when he's away from home. But caring for soldiers actually starts with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, there are no shortcuts.But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards. Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that made them great generals to ok decades of training, of experience and of evolution.For all of the differences between these leaders there is one thing that they had in common. Their careers were marked by a progression of difficult assignments and intense study. Always they were a snapshot of a masterpiece still in progress, still in motion. From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills. And Grice understood that very well, although he had different words for it.He knew that if our platoon was going to be good at occupying a position and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a finely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they; that if I asked them how to cut a mortar fuse, th ere was no doubt that I would know the answer, just as I would know if there was too much play in the sight mount on that mortar.And I had to feel confident that knew before they would feel confident with me. In every good leader I have met in my years of service there always was the evidence of these three qualities: character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldiers to have confidence in them. And you know, the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves.With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion. If I could start all over today, I would not hesitate for a sing le second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morning! Good luck to you all. I envy you. Leadership in the Military There is surely no more talent nor more hope for the future than right here in this room. I envy you and I wish I could trade places with you, but at the same time, looking at all of you I am supremely confident that here among you sit the future great captains of our military and that we can all be very confident about tomorrow.And I am convinced that if he were alive today, Gen. Marshall would be right here, for there is nothing that that great soldier loved more than to talk about service and to talk about leadership.As he himself once said on a similar occasion, looking across a room full of future leaders, â€Å"You're young,† he said, â€Å"and you're vigorous, and your service will be the foundation for peace and prosperity throughout the world.† Certainly as I look at you the same is true this morning.Truly you here in this room are our future. And it is most fitting for us to come together right here in these very halls where George Marshall once walked to hono r him and to reflect on his great contributions and to share some thoughts on leadership.If you were to think back over this century, you would realize very quickly that our Army has produced some truly remarkable military leaders.I am confident that if I were to ask all of you to take pen to paper and to write down the names of the great Army leaders of this century, you would be at it for a very long time, and when you were done, the lists that you produced would be very long.Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most recently two of my former bosses, Norman Schwarzkopf and Colin Powell.Each of these officers was remarkably gifted. But if you study them closely, you realize that each was very different, that the fame they acquired had  very different roots. Omar Bradley — simple, unadorned, humble, but of them all he was the soldier's soldier â⠂¬â€ loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army group commanders.Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity. Some say his outward appearance and reputation were those of an officer who compromised easily, and who others thought was only thinly grounded in the knowledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our W[orld] W[ar] II coalition.But if you were to look closer, you would discover that these were the traits Eisenhower wanted others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance. Quite contrary to these assertions, he held deep convictions, and he never ceded or compromised any point that he felt important.Our campaign to seize Europe from the Nazis was the very campaign he visualized at the start of the war back in 1942, a p lan for which at first there was only lukewarm support among American leaders and nearly total opposition from our British allies. Yet when it was done, it was Eisenhower's approach we executed, and it was militarily brilliant.And any study of our great generals must include that incredible warrior, George Patton, a tenacious and hard-bitten fighter who felt the pulse and flow of the battlefield in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but also a soldier with a renowned appetite for fame and approval.And we could talk about so many others, for our Army has produced such a rich abundance of talented leaders. But there is one giant who stands above them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, I'm convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthur's brilliance and courtliness. He had Patton's tenacity and drive. He had Bradl ey's personal magnetism, the  ability to inspire confidence and deep affection from any who came into his presence.But more than that, Marshall had the organizational skills that in a few short years converted an Army of only several hundred thousand, with only a handful of modern weapons and no modern battlefield experience, into an Army of over 8 million — the best equipped, the best fighting army in the world, an army that defeated the two most powerful empires of its time.More than that, he had a rare intuition, a nearly flawless inner sense for other men's strengths that allowed him to see the spark of leadership in others, and when he saw that spark, to place such men into key assignments and then to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy.And as we learned after the war, he was as well perhaps the greatest statesman and visionary of his age. All of us should remember that the occupations of Germany and Japa n were commanded by military officers, but we should also remember that the architect of these occupations was Marshall.But even beyond this, in 1948, with a few words uttered in a speech at Harvard, Marshall put in motion the plan that would rebuild Western Europe, that would recover its people from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today: a Western Europe poised on the edge of becoming a cohesive union of nations. What an accomplishment!It is staggering to think of what this one officer accomplished in his career of service to his nation. But most humbling is to realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain.If we were to ask a sculptor to produce a bust of a great leade r and described to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no doubt that that bust would look exactly like Gen. George C. Marshall.And so for those of us like you and I, who make soldiering our way of life, it is always instructive to take the time to reflect on Gen. Marshall's career, for by so doing we are reminded of much that we should try to emulate.But you are here for a different reason. You are here because I think you worry about these next steps for you, which will lead to a gold bar of a second lieutenant. I doubt very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask just that from you.If you are like I was when I waited to pin on my lieutenant's bars, your thoughts are more about the challenges of a platoon leader than those of a general.The other week while a guest on Larry King's show, L arry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple. I told him that when I was a private my ambition was to become a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the 1st Battle Group of the 9th Infantry, my thoughts were certainly not on becoming a general or colonel or major or even a captain!My thoughts were on becoming a good platoon leader, about being up to the challenge of leading my soldiers, about not making a fool of myself in front of Sgt. 1st Class Grice, the platoon sergeant of that first platoon of mine.And I was right to concentrate on the job at hand, for the job of a lieutenant is a tough one — in many ways, perhaps, the toughest one — but it is without a doubt also the most important , and if you take to it, also the most rewarding.I was very fortunate, because I had Sergeant Grice to guide me and to teach me. And teach and guide me he did, without ever making me feel inadequate and without ever permitting me to be ill-prepared, because he was the best!And if there is one thing I wish for each and every one of you, it is a Sergeant Grice to teach you about soldiers, about leaders, and the responsibilities and joys of soldiering together. Not everyone is as blessed as I was; not everyone finds his Sergeant Grice, and many don't not because he isn't there, but because unknowingly and foolishly they push him away. Don't do that. Look for your Sergeant Grice; NCOs have so very much to teach us.Well, what did I learn from Sergeant Grice? Certainly more than I have time to tell you here, and also because many helpful hints have probably by now faded from my memory.But what I learned then and what has been reinforced in the 36 years since is that good leadership, wheth er in the world of a lieutenant or in the world of a general, is based essentially on three pillars.These three pillars he taught me are character, love and care for soldiers, and professional competence.Oh, Sergeant Grice didn't exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars.He used to say that if the platoon ever sensed that I wasn't up front with them, if they ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was.Often he would say, â€Å"Look down. Worry about what your soldiers think. Don't worry about looking up, about what the captain thinks of you.†He never said it, that's not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasn't the absolute truth, he would never trust me again and I would be finished as a platoon leader. I would be finished as a leader.Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders weren't trusted. It's just that simple.And it isn't enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do.Gen. Powell, speaking here a few years ago, put it this way: â€Å"If you want them to work hard and endure hardship,† he observed, â€Å"you must work even harder and endure even greater hardship.† â€Å"They must see you sacrifice for them,† he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadn't gotten just right.But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you really care for them, that you will sacrifice for them, that you simply enjoy being with them. Words won't get you through there, either. If you don't feel it in your heart, if you don't love your soldiers in your heart, they will know it.How often Sergeant Grice would prod me to spend the extra time to get to know the members of the platoon better, to know who needed extra training and coaching so he could fire expert on the rifle range the next time around; to talk to Pvt. Taylor, who just received a â€Å"Dear John† letter; to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help. They expect and, I tell you, they have the right to expect, 150 percent of your time and best effort.And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the platoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the last one to eat, that the officer will take his or her first bite only after the last soldier has had a chance to eat.This tradition, as you so well know, is founded in the understanding that leaders place the welfare of their people above their own, that the officer is responsible for the welfare of the troops; that if mismanagement results in a shortage of food to feed the entire unit, that the officer will go without; that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers.But caring for our soldiers does not stop at the chow line. Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are families, and a soldier must have the trust that you will take care of his family, particularly when he's away from home.But caring for soldiers actually starts with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, there are no shortcuts.But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards.Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that made them great generals took decades of training, of experience and of evolution. For all of the differences between these leaders there is one thing that they had in common. Their careers were marked by a progression of difficult assignments and intense study. Always they were a snapshot of a masterpiece still in progress, still in motion.From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills.And Grice understood that very well, although he had different words for it. He knew that if our platoon was going to be good at occupying a position and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a finely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they; that if I asked them how to cut a mortar fuse, there was no doubt that I would know the answer, just as I would know if there was too much play in the sight mount on that mortar. And I had to feel confident that knew before they would feel confident with me.In every good leader I have met in my years of service there always was the evidence of these three qualities: character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldiers to have confidence in them.And you know, the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves.With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion.If I could start all over today, I would not hesitate for a single second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morning!Good luck to you all. I envy you.

Comparison and Contrast on American Funeral and Wedding Essay - 1

Comparison and Contrast on American Funeral and Wedding - Essay Example This paper illustrates that there are no joyous celebrations on the day of the funeral and the much diversity of color that characterizes a wedding day is usually replaced by black as the most dominantly conspicuous color. The American way of celebrating both life and death does not differ much with the way it is done by other societies. To offer an insight into the American culture in terms of funeral and wedding celebrations, two authors in their literary works cover this in an elaborate way. Rebecca Mead in her book, One perfect day, gives an introspective insight into the American society’s wedding. On the other hand, Jessica Mitford also gives an in-depth analysis of the American society’s funeral in her book The American way of Death. In this study, American weddings are discussed first. Nature dictates that weddings are done before funerals. In the book about American weddings, Rebecca gives an interesting and formal perspective to weddings as a one-day celebrati on which has implications on the lives of those involved. America consists of all the three economic classes; the poor, the middle class, and the rich. It should be noted that all the classes have their way of doing things. The way in which one decides to celebrate his or her wedding is largely decided upon by the economic class of the individual. Celebrities give more attention to style and publicity in their weddings. Their weddings are characterized by media and paparazzi coverage. They invite personalities who are of significance taking into account the fact that the prominence of the people in the guest list plays a role in determining the attention the wedding gets. This is a fact that in their case is of more importance than the essence of the wedding itself. Most celebrities fall into the rich and popular category; the way they do their celebrations is replicated all over the upper class of the American society. Business people, in their weddings, invite the rich and powerfu l in the business world and in so doing, they build and strengthen their business contacts. Â  To most of them, such social gatherings are an extension of business and christened, ‘‘business in the lawn.’’

Summary Assignment Example | Topics and Well Written Essays - 250 words - 25

Summary - Assignment Example On the weaker side it has, Low amount of capital in hand that brings low production capacity. This creates a higher final product prices because of the production capacity and volume. Besides its also has limited distribution channels. The product had a major opportunity in form of large scale sales opportunity because of the unavailability of the product in the country. It also faces threats such as similar product from competitors such as Coca-Cola, which also come with low prices and better sales promotion. These also have larger distribution channels. The product will ride on the market base created by its predecessors. It will also come under the category of premium cola. The packaging will be done in the manner that consumer are use to from the other Redbull brands. Same can and four cans per packet. In order to be at the same level with other cola brands, the price will be between $2.00-$3.00 CND for every can. This will help appeal to the consumers. The main promotional strategy will be use of social media especially Facebook. Targeted consumers will be able to like the page then the page will be redirected to the user’s friends’ pages as a suggested page. This is most effective in terms of cost and target audience given that most of the youth engage in social media. Distribution of the product will be in a similar fashion as other Redbull brands: it will be sold in local convenience stores, gas stations, grocery stores, and bars and

Professional Development Plan Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Professional Development Plan - Research Paper Example In the academic setting, every good and realistic professional development plan must enable the person making it to meet the core goals of education. This involves the creation of important pointers and requirements that will be linked to the direct development of students (Porter, 2004). In other words, the professional development plan should aim at helping students to become responsible adults who can effectively apply the skills and topics that were taught to them by a good professional tutor. This paper is meant to design a Professional Development Plan for an educator who seeks to promote the personal and professional growth of a culturally diverse and academically diverse classroom. The paper will provide a step-by-step approach to the attainment of goals in important elements of the classroom environment. The areas of interest in this plan include: This project is designed to encourage personal growth and professional growth in an imaginary classroom. In this classroom, the main elements that are important and relevant to the design of the project goals and objectives are the academic diversity and the cultural diversity. Academic diversity is examined from two angles. First of all, the students studied from varied academic institutions and are now in a class where they are to be taught and developed according to a standardized set of principles. Secondly, the students are from a culturally diverse background. This means that they have different ethnic, linguistic, cultural and religious affiliations. As such, there is a tendency for majority and minority issues that need to be resolved to ensure that teaching and study goes on in a very positive and effective manner. Due to the variations and differences in the backgrounds of the students that the plan is being devised for, there is the need for the goals to relate to

Artificial Artifacts, Like Robots Research Paper

Artificial Artifacts, Like Robots - Research Paper Example These aspects of robots interaction with humans has made man to start considering robots as 'companions', rather than tools or appliances. Those who posses these machines do not seem to settle for a simple solution, but rather continue to invent and improve these machines to resemble human beings. The biggest question at this point, probably, is for how long would or should the human race continue to take this? Does it mean that eventually the robots may end up taking the world away from us? Does it mean that every human problem would eventually start getting robotic solution as time goes by? These are very crucial sentiments that must be addressed sooner rather than later (Tillrch, 2006). Impressively is how the founder of the artificial intelligence John McCarthy attempts to respond to the above question. He clearly puts his opinion on the existence of these robots that resemble human beings as a problem waiting to explode (Tillrch, 2006). ... Marvin's Minsky, another Artificial intelligence pioneer echoes McCarthy's point of view by arguing that in case an individual gets used to order a household robot to do certain things probably he/she may go ahead to command fellow human beings to do such boring, disgusting and unspeakable things that they are used to order the robots to do (Markus, 1991). Therefore, to him, Morality must be instilled in these robots and it must begin with the owners of these machines (Markus, 1991). A close look at many industrial countries and in particular South Korea, then one would be interested to see how the introduction of these human like robots would impact the human race. What concerns us is that we do want to see the introduction of these robots making lives of human beings better and easy; the question is what would be the side effects. For example, the South Korean government is embarking on a mass production of these robots with an aim that by 2020, every household should own one. Toda y, these robots in South Korea work as tourist guides in museums and English teachers in schools. Therefore, from a personal point of view, moral and professional ethics, which include code of conduct, should be introduced to these machines (Markus, 1991). Following a study carried out by Peter. H. Kahn Jr. in the laboratory, the results is that there is a clear relationship between how we reason and behave in relation to continuous interaction with robots. What is true is that there many robots in the market and they are easily available. The robots can cause a tremendous change in behavior with those who interact with them. Therefore, there should be moral values accompanied with their production and

Famfa Oil Ltd is oil depletion a good thing Essay

Famfa Oil Ltd is oil depletion a good thing - Essay Example In such a way, the author will discuss four of the following environmental drawbacks that oil drilling within Nigeria, and elsewhere throughout the world for that matter, necessarily poses: the disruption in aquatic and sea life that the high level of noise generated by such a process necessarily entails, the level of habitat destruction that oil drilling causes, the environmental impacts and risks that oil spills pose, and the somewhat unregulated and oftentimes sloppy means by which third-party oil extraction companies often engage in such a process. Similarly, the analysis will also discuss what this author deems to be at least one overall benefit that oil drilling necessarily poses for the environment, the creation of man-made reefs on the ocean floor, as well as the issue of domestic oil ownership. By waiting each of these determinants, the analysis will also seek to determine whether or not, regardless of the economic benefits with such a process necessarily entails, the comple te exhaustion of hydrocarbon resources around the globe would be a benefit for the environment and by extension mankind as a whole. Background history: As compared to the multinational conglomerates of Chevron, Shell, BP, and others, FAMFA Oil is a relatively newcomer to the world of oil and gas exploration. Additionally, whereas many of the other firms which it previously been specified Tens of thousands of oilfield leases throughout the entire globe, FAMFA Oil operates specifically within its own nation of origin; Nigeria. This helps to set FAMFA Oil apart from many of its competitors do not only to its relatively recent entry into the world of oil drilling and exploration, but also sets it apart as Nigeria’s only domestically operated oil exploration and extraction entity. FAMFA Oil was originally founded in 1993. Soon thereafter, it began exploration of potential oil fields directly off the coast of Nigeria in what is now termed as the Guinea shelf. Soon thereafter, in 19 98, the Agbami field was discovered. This represented one of the first new hydrocarbon deposits discovered within recent history. Granted a leasehold right to over one half million acres of this oilfield in the late 1990s, FAMFA Oil soon became a dominant player sharing remainder of the oilfield with the likes of Texaco, Chevron, and a litany of other subsidiaries. Besides being one of the first oil companies operate within this oil-rich region, FAMFA Oil also had the additional benefit of extracting a very high quality crude that is been defined by many spectators as light, sweet, and low in sulfur content. Naturally, the overall level of oil that is exhibited within this particular field, and other fields in and around Nigeria necessarily means that a higher profit margin exists for this firm due to the fact that the crude oil extracted from these regions is of a higher value and needs less refinement prior to being turned into usable petroleum resources. Environmental Issues and Concerns: Firstly, from the interview which was conducted, it became clear that the CEO of FAMFA Oil was keenly aware of the overall risks related to noise pollution that oil drilling necessarily entails. Whereas environmentalists and society in general for that matter, are keenly aware of the risks of oil spills that necessarily result from oil extraction and exploitation around quote, few are aware of the fact that one of the secondary or tertiary

Financial Economy Crisis and Its Influence on Society Essay

Financial Economy Crisis and Its Influence on Society - Essay Example These periods in time had a demonstrable and defininitive impact upon how the economic cycle, the American dream, and risk taking came to be understood. Firstly, in order to understand the Industrial Revolution, it must be understood that this was a period of runaway growth for almost each and every industry within the United States. Although it is oftentimes tempting to assume that the Industrial Revolution was only concentric upon benefiting the moguls that owned the iron and steel mills throughout the Northeast, almost each and every sector of the American economy experienced a level of growth as a result of this point in time. However, it must also be understood that the individual worker was at a distinct disadvantage for much of the Industrial Revolution. ... ervasive spirit of the era was one that believed that the growth that was being experienced and exhibited throughout the economy could somehow continue to be sustainable in perpetuity. By way of comparison, the period of the Great Depression evidenced a distinctly different, arguably opposite, societal, economic, and political approach. As a result of the fact that there were few if any jobs, investment was drying up, trust and availability of the currency was drying up, and little if any safety net existed for the people of the era, a true level of malaise and â€Å"depression† set in and defined the era. This is of course denoted with regards to such factors as the stagnation of the labor markets and the ultimate hardship that individuals felt with regards to the outlook for â€Å"bettering their position† in life. Obivously this has a direct correlation to the extent to which the â€Å"American dream† was believed to be a reality. Due to the fact that the mean s of creating â€Å"American way of life† was all but removed, it became incumbent upon the government and political sectors of the system to intervene and express the will of the people to fix the problems that were systemically plaguing and beleaguering the system. Such a point of view is rather well represented within the famous film â€Å"It’s a Wonderful Life†. Although a complex plot is woven around different types of hardship that cannot be defined purely economically, it is the economic hardship that is the final straw in prompting the main character towards the course of action that he takes. The economic hardship and the social fabric are two elements that are extensively represented within the film and two elements that factored heavily into how the Great Depression was felt within the United States

Sustainability at ASDA Essay Example | Topics and Well Written Essays - 3250 words

Sustainability at ASDA - Essay Example Supermarkets in Europe are investing time and effort into the accomplishment of sustainability in their operations since this is the new competitive advantage they ought to possess. The paper discusses the drivers as well as the sustainability initiatives to be undertaken by ASDA in its shopping centre at Wolverhampton, keeping in view dynamics of the industry as well as social, political, legal, economic and other factors. Before delving into the concept of sustainability, it is useful to understand the nature of the grocery industry in the U.K. The U.K supermarkets industry was worth more than ? 150.8 bn in 2010 which showed considerable increase of 3.1% compared to the last year (Schnedlitz et al., 2010). Food and grocery expenditure accounted for 0.52% of retail expenditure (Schnedlitz et al., 2010). Of this 0.53%, 21% is roughly spent shopping for the same in convenience stores (Schnedlitz et al., 2010). The private label brands, including Tesco, Asda, Morrison’s and Sain sbury’s have their unique brand identity and are not me-too or imitations of their branded competitors (Schnedlitz et al., 2010). The U.K retail market seems to be on the maturity stage of its lifecycle, however, growth is still quite prominent. The market is on its verge to a 15% growth in the next 5 years (IGD, 2010). Economic dynamics such as rising interest rates and consumer prices, house prices as well job insecurity are only few of a plethora of factors affecting firms in this sector (IGD, 2010).The new government following the election in May, 2010 also seems to bear impact by way of its proposed contractionary fiscal and monetary policy which could mean tough times for the high end markets. The history of ASDA can be traced back to the 1920’s when farmers in Yorkshire created the Hindell’s dairies in 1920 (ASDA, 2011). The company was an instant hit and diversified and expanded to become the Associated Dairies and Farm Stores Ltd in 1949, hence the name ASDA (ASDA, 2011). At the same time, in 1958, two brothers came up with The Asquiths store which offered, to some extent, convenience shopping to customers at a single place (ASDA, 2011). In 1965, the Asquiths merged with Associated Dairies and Farm Stores Ltd. to create ASDA (ASDA, 2011). Thereon, the company was named as ASDA in 1970 when The Asquiths was acquired by Associated Dairies and Farm Stores Ltd (ASDA, 2011). Today, ASDA is known as a subsidiary of Wal-Mart, and is a merchandising and grocery retailing giant in the U.K. The company owns about 583 stores that stock various items ranging from grocery to apparel (ASDA, 2011). ASDA has its headquarters in Leeds, U.K and is home to approximately 178,000 workers (ASDA, 2011). The company is widely known for its staunch sustainability initiatives and has undertaken massive reforms in the same area in order to maintain its competitive edge over competitors such as Morrisons, Sainsbury’s Tesco and Waitrose. Sustainability is defined as the ability to survive or sustain. Popularly, the term environmental sustainability is being used to represent efforts to sustain and prolong the survival of all species and the ecosystem in the environment. A more comprehensive definition of sustainability encompasses all three foundations of sustainability, including the people, economy and the environment (Dunphy, 2000). The relation between these three foundations suggests that there exist limitations on the

Analysis of Personal and Organizational Ethics and Values between Assignment

Analysis of Personal and Organizational Ethics and Values between For-Profit and Not-for-Profit Organizations - Assignment Example On the other hand, in a for-profit organization, the organization is operated with the sole purpose of returning profit to its owners and are subjected to paying taxes (Business Dictionary, 2013). The distinctive feature between for-profit and not-for-profit organizations is for-profit organization dispenses profits to its owners while not-for-profit do not. Also, when it occurs that a for-profit organization becomes bankrupt or goes out of business, then its assets will be liquidated and the fund distributed to the shareholders or owners, while when a not-for-profit organization ceases to be, its assets have to be given to another not-for-profit organization. There are however similarities between the two organizations. Both wish to accomplish objectives using management techniques and business tactics that are manly applied in for-profit organizations. The not-for-profit organization that we will be examining is American Red Cross (2013), because it is well organized and has all the properties of a not for-profit organization. Walmart (2013) a for-profit organization will also be examined, because it houses all the properties of a for-profit organization. Both of these mentioned organizations are worth examining when looking at personal and organization or business ethics. There are three business ethic theories that we will observe. These include divine command, virtue and social theory. Austin (2006) describes divine command theory as a view where morality is in some way dependent upon God, and moral obligation entails obedience to God’s commands. A person running a business based on divine command theory would want to use God’s commands to run the business where the employer will treat the employees just as he want to be treated. For instance, if the business is producing running shoes and there is excess work remaining for the day and allowed extra working time has passed, the employer should let the employees go home. This is because in

Racism among Human Interactions Essay Example for Free

Racism among Human Interactions Essay This essay will shortly focus on cultural diversity as the basis behind racial discrimination; its impact and effects on my community. It is important before in-depth digging on this assignment to consider the subject of racism as first, a belief that radiates passion, capable of igniting different forms of action ranging from discrimination, bulling, oppression, wrong prejudice, violence among others. Racism in accordance to Oxford dictionary is an ideology that holds that a particular racial stratum is characterized with generic abilities or capabilities that is different from other cultural caucus. This specific characteristic is to other culture considered inferior or superior in its whole essence. Some other definitions for racism do hold fast that race is the fundamental identification of human inherent traits (Smedley Brain 2005). The abilities thereof are a measure of racial dissimilarities that produce visible effect in assuming superiority to other racial groups (Merriam, n. d. ). In another author’s definition for racism, there is a pronouncement that human races possess distinct trait that predetermine their cultural orientation. The orientation thus follows that one’s race is superior and has a predetermined authority to lord control over other races (Macquarie). Legal description of the term racial discrimination according to the submit of U. N. Convention on Racial Discrimination Elimination in March 1966, â€Å"it shall be any form of separation, exclusion, refrain, or preference based on racial origin in terms of color, descendant, nationality, ethnic group which result in impairing or infringing an equality in recognition, exercise of fundamental human right to freedom in affairs such as political platform, socioeconomic, cultural or any other diasporas in life. † British law describes racism as a concept implying the definition as a particular society in terms of their â€Å"nationality, color, ethnic, race or citizenship. A sociologist, David Wellman in 1993 thus defined racism as a cultural convention that defends Whites’ superiority owing to the incapacitated position of the derelict minorities. Feagin, a former president of American Sociological Association, submits recently in a â€Å"theory of racial oppression† in the U. S. , that the White Americans intentionally create and circulate a system of racial discrimination that has presently uncontrollable eaten deep the bone of their society. Major institutions are built on racial segregations in a non accidental manner but direct arrangement. Feagin recognizes that the operating racial system over decades have taken some forms of change, contending that there has been a significant reproduce of elemental seed of racism. The seed is a reflection of the present day’s â€Å"racial hierarchical institutions as far back as seventeenth century. The present day racial witnesses should be fast traced beyond the peripheral but seen as a rather infiltrating, and interconnected phenomenon that cut cross diverse social groups and establishments among the society. Feagin’s view is in contrast to the assumption that racism is more of an attitude or a kind of irrational bigotry that is independent of social organization. This assumption is supported by the psychologist. Human Racism within Neighborhood in my community It is a sad experience to stay in a habitation among the people of unlike minds who do not for any reason believe that men are born equal, be it white or black, Negro or others. It is rather more saddened that there is a constant atmosphere of insecurity to live among people whose signals of dealings with them constantly radiate hatred and disregard of high caliber. Where else does one needs to find rest if not home among neighborhoods? But the neighborhoods are soaked in an aura of perpetual dislike for color, for nationality and for genealogy order than the White they are. This is exemplified in a scenario when there was a call for a meeting to decide the fate of security our community one weekend. The leader do not border inviting a particular black and therefore, erroneously perceiving his opinion may not count but would rather give a second to the best of taught. And even peradventure, should he surpass every expectation; the White race would feel embarrassed and inferior. The leader presumes this may generate a violent attack and it would be in the interest of the community to live out his contribution as black. This is grossly unfair to humanity and the entire race of mankind. I doubt if the lower animals base their condemnation (if only it exists at all) on racism, how come we claim to be a better one called homo sapiens – I hope scientists will re-evaluate man as a social been. Human racism within Service groups and workplace in my community Service groups majorly constitute the White Americans. The cultural diversity is part and par sues of everyday dealings. It all began from the employment process. The communities around me often times neglect high level of hospitality to Black workers and extend apathy even in recruitment process. One researcher named, Dean Karlan with Marianne once found among a study conducted in 2003, that the extent of racial discrimination among people in workplaces is demoralizing. They discovered that people whose names where trace to black genealogy were more than fifty percent likely not to be shortlisted for the second phase of interview when they apply for a similar job with the Whites. This result is one out of the numerous societal biases forming a giant procedural method in application for job where cultural diversity triumph. I supposed securing job should rather be of intellectual competence and acumen instead of racial introduction that may corrupt the seed of greatness towards achieving the employing institution’s mission statement and its objectives. Despite the fact that blacks in this community can barely afford a day hospital bill without insurance, they are mostly faced with the major health hazard at workplace without a corresponding compensation to make up for the risk of life involved. This could be traced down to the aged fought battle on black slavery. The white society would rather hide under the canopy of existing racial system and enslave fellow mankind. I wonder where the world is heading to at this age long civilization era. If I could be opportune to effect any change in my community, I will gladly revisit this aspect of racial diversity and treat all men equally at workplace. The means of livelihood is a sensitive part of one’s live. That should not be negotiated for any racial operating system in a society with diverse culture. It should be left undiluted as this would be an eventual benefit to the company if nothing but just excellence is the sole key for employment. The disparity in the salary scale I would balance once an individual can prove his or her worth irrespective of the cultural diversity. Human racism within clubs, local governments, and schools The extension of induction to the minority black in my community for a cooperative cohabitation in a club is not a known issue but a taboo. Blacks rather form one in their own minority shell. Members of the club benefit in no small ways. They are treated equal and one among themselves. This makes it possible for numerous assistances members’ enjoy at either on an occasion or whenever there arise the need to give moral or/and financial support. The unity covers the shame of fellow individuals in the club. An applicant into the club of different race suffers these whole benefits even though he lives within this people. The psychological trauma is enough to initiate mental disturbance, mania, depression and bipolar syndrome (some psychiatric diseases) owing to a huge sense of delineation and alien among fellow human being. The presence of cultural diversity among schools at all levels of studies is certain. Students from different homes prefer one school to the others. Privilege to attend is denied by the prevailing racial discrimination. The racial prejudice begins when some school authorities reject applications from people of a particular nationality. At times, the low socioeconomic income of a racialized group of people dictates where to send their children for schooling and not a direct rejection. All tends to same racism resulting from cultural diversity. Other form of racism within exists among the students themselves. We have heard cases where a student arose on a red morning and began to shoot sporadically into the air. Over thirty six casualties were recorded. This man was a black who felt injured by cumulative experience of racial discrimination. Conclusion The people in leadership position often times play a lip service to this very sensitive issue of unfair racial human interactions as a result of cultural diversity. Concerning leaders in my community, we do quite share the same believe that one must be very careful in an attempt to resolve the ideas of inequality birthed from cultural diversity. One example is the record of black massacre in South Africa. The killing in this region in a part is due to an overwhelming dominance of Black Africans playing key roles in the economy of the country. I do disagree that there is no way to resolve it permanently. Military enforcement in a way may assist in ensuring adherence to laws pertaining to racial discrimination among societies with diverse culture. There should be gradual introduction of minority interest for the sake of balancing the democracy we practice though with caution to avoid undue attention and popularity. Government installation should be enforced by the legislature to base campaign in a way to effect eradication of racism in communities. When men of icon in the society openly campaign for racial equality, their loyal supporters would reason with them and change. The impact of media is one of the most essential tools in correcting the society for racial discrimination. Some media publicize the goods of the white and the ugly of the black. Media staff should try playing neutrality and conducting themselves in a professional manner, sharing my idea to contribute in eradicating the obnoxious outcomes resulting from cultural diversity. References Feagin, Joe R. (2006). Systemic Racism: A Theory of Oppression. NY: Routledge. Feagin, Joe R. (2000). Racist America: Roots, Current Realities, and Future Reparations. NY: Routledge. Allen, Theodore. (1994). The Invention of White Race†. Volume 1, London, UK. Smedley and Brian D. (2005) Race as Biology if Fiction, Racism as a Social Problem is Real. American Psychologist 60: 16-30. Cazenave, Noel A. and Darlene Alvarez Maddern. 1999. â€Å"Defending the White Race: White Male Faculty Opposition to a White Racism Course. † Race and Society. http://www. rohan. sdsu. edu/%7Ergison/againstracism. htm. Retrieved on June 14, 2008.

Symbolic Mediation Internalization Learning Process And Zpd Education Essay

Symbolic Mediation Internalization Learning Process And Zpd Education Essay Second language acquisition (SLA) is a relatively new field, which was seen as an adjunct of language teaching pedagogy before 1960s (Myles, 2010). Ellis (1994) defined three aspects that are responsible for L2 acquisition: external factors (social factors, input and interactions); internal factors (learners existing knowledge and internal mechanisms) and individual learner factors (P. 193). The social factors was investigated under heavy influence from Vygotskys Zone of Proximal Developments (ZPD). In this paper, major focus would be around the notion and application of ZPD, including: defining ZPD and key concepts of Vygotskys theory relating to ZPD: symbolic mediation, internalization,learning process, the role of interlocutor and learner; comparing Vygotskys social cultural theory (SCT) with Piagets cognitive theory; comparing Vygotskys Zone of Proximal Developments with Krashens notion of i+1 hypothesis Symbolic mediation, internalization , learning process and ZPD The social-cultural theory, stemmed from Vygotskys thoughts claims that the language learning process is socially mediated (Lantolf, 2000). Lantolf (1994) stressed that from Vygotskian perspective, the higher forms of human mental activity are always, and everywhere, mediated by symbolic means (P. 418) The symbolic mediation refers to the external process via symbolic signs or tools in social context through which learner can control mental process after internalization (Lightbown Spada, 2006). Lantolf (2000) regards language, among all the symbolic tools, as the most powerful psychological tool (P. 81). Through the mediation of language, the child or learner learns how to perform a task or solve a problem with the help from a more skilled individual (Mitchell Myles, 2004). In other words, the learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unski lled individual. Thus, according to Vygotsky, learning includes two stages: shared understanding in social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by individual. The learning process from a Vygotskyan perspective is described as new concepts continue to be acquired through social/interactional means (Mitchell Myles, 2004, P. 147). Vygotsky defines the concept of zone of proximal development (ZPD), as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978, p. 86). In other words, the role of more advanced interlocutor is stressed by assisting individual crossing the gap between actual level (what the learner can do alone) and potential level (what the learner can achieve with help). The learner is cognitively prepared for solving more complex problems if supported by an interlocutor. More importance has been attached to social interaction between learner and interlocutor, which is regarded as a causative force in acquisition (Saville-Troike, 2006, P. 111). Vygotsky versus Piaget Zuengler and Miller (2006) reviewed the ongoing debates on whether a separation should be made between second language acquisition and second language use and the debates on the commensurability of theories from different schools. It may be interesting to notice that the differences between sociocultural theory and cognitive theory bear relationship with their origins -Vygotsky, the father of socioculture theory and Piaget, the father of cognitive theory. Piaget and Vygotsky are among the earliest proponents to link childrens language development with their cognitive development (Lightbown Spada, 2006). For Piaget, the cognitive development for children is realized through interaction with things around them and is presented by language which is not different from Vygotskys view. They share the view of learner as a social human being who are learning through interaction with environment and of learning and development as a contextually embedded process of interactions (Vianna Stetsenko, 2006, P. 85). However, the dissimilar emphasis that they place on social interaction leads to three major differences. For Piaget, children learn and develop in the environment. For Vygotsky, children not only learn and develop in the environment but also change it through interaction. Therefore, for Vygotsky, language is seen as a more powerful symbolic mediation (Lightbown Spada, 2006). The second difference is adaption versus transformation (Vianna Stetsenko, 2006, P. 87). For Piaget, human develop by assimilation and accommodation to adapt to the environment, whereas for Vygotsky, human develop by actively changing the environment. The third difference lies in their view of the priority between learning and cognitive development. For Piaget, children need to be cognitively prepared to a certain stage before learning, while for Vygotsky, precedence is given to learning instead of development. Therefore, Vygotsky argue for teaching or learning within ZPD, where learners could do more with scaf folding from interlocutors than their independent performance (Zuengler Miller, 2006). ZPD versus i+1 Second language scholars have suggested the feasibility of integrating Krashens i+1 with Vygotskys zone of proximal development (ZPD) based on their similarities. Dunn and Lantolf (1998) have stated the incommensurability of these two concepts not only because they are unrelated but also because they are based on incommensurable theoretical discourses (P. 411) In Krashens view, humans acquire language in only one way-by understanding messages, or by receiving comprehensible input . . . that contains structures at our next stage- structures that are a bit beyond our current level of competence (Krashen, 1985, p. 2). More specifically, three factors contribute to language learning learners internalized grammar,namely the i, input containing linguistic structure a bit beyond learners current level, namely the i+1 and learners internal language processing mechanism (LAD) For Vygotsky, as mentioned above, ZPD is defined as those functions that have not yet matured but are in the process of maturation (1978, p. 86). A more holistic picture has been drawn with respect to language learning learner, interlocutor, their social cultural backgrounds, their goals and motives and all the resources available (Dunn Lantolf, 1998). Learning and development occur in both situations, where learner will surpass their current level either with assistance from a more advanced interlocutor within learners ZPD or with acquisition of linguistic structure i+1, which may contribute largely to their seemingly similarities. However, it would be cautious to notice as well that the development occur with a comparison of learners current level, that is learner himself. Therefore, it would be less justifiable to view the development in Krashens term as an equivalent to that in Vygotskys theory. Also it would be more reasonable to notice that the construct of ZPD and i+1 cannot stand without considering the theocratical frame that they root in respectively. Therefore, a comparison would be made between theories that have incubated these two constructs with respect to the relationship between learning and development, the consequence of learning, the role of language, learner and interlocutor and the role of social interaction. The fundamental difference between Krashens theory with Vygotskys theory is their diverse view on the relationship between instruction learning and cognitive development. Krashen hold the view as a separatist, who perceive learning under instruction and cognitive development as two independent process (Dunn Lantolf, 1998, P. 491). Therefore, Krashen intentionally draw a line between learning and acquisition, arguing that only though subconscious acquisition can comprehensible input be acquired, and learners cognition be developed. Conversely, Vygotsky presented a dualistic quality to development, that is whether learning consciously or not, a mutual influence exists between learning and development ( Dunn Lantolf, 1998, P. 491). Thus, learners are learning and developing at the same time, and the site where learning and development meet is called ZPD. Secondly, Krashen and Vygotsky differ in their view of the consequence of learning, based on their divergent view on learning and development. For Krashen, the outcome of learning is the linguistic structure that is a bit beyond learners current level, and with the acquisition of this feature, learner has developed cognitively, ready to obtain the next i +1. Whereas for Vygotsky, learners are developing along the whole learning process, which means that not only the immediate future, but also the maturing process account for development (Dunn Lantolf, 1998, P. 422). Therefore, it is the variability between acquisition and Internalization (Kinginger, 2002, P. 418). Thirdly, the roles of language, learner and interlocutor are interpreted differently. From Krashens point, language is conceived as a container of linguistic features with comprehensible input and learner as a container with Language Acquisition Device (LAD), the individual process mechanism built inside minds, and the assistance from interlocutor is not necessary (Dunn Lantolf, 1998, P. 418). In contrast, from Vygotskys perspective, language is one of the the most powerful psychological tool of semiotic mediation system (Lightbown Spada, 2006, P. 81), and thus representing the mediated forms of cognition (Dunn Lantolf, 1998, P. 426). Both learner and interlocutor are portrayed as a social human being, with motivation and social cultural identity, instead of a loner with an innate ability to process (Kinginger, 2001, P. 419). Moreover, unbalanced attention is given to social interaction in the frame developed by Krashen and Vygotsky. Krashen assigned relatively little importance to social interaction due to the existence of LAD, despite his support for a weak form of interaction: meaning negotiating proposed by Long (1996). In other words, Krashen argues that the strong form of interaction such as scaffolding or peer collaboration as well as learner output bear no direct relevance to SLA (Dunn Lantolf, 1998). In contrast, social interaction is viewed as the medium and the result of development by Vygotskian scholars (Kinginger, 2001, P. 422). Thus in order to maximize learners acquisition, interlocutor should scaffold the learner along ZPD and learners comprehensible output is as important as comprehensible input. Conclusion Over the past decade, there has been an increasing number of SLA researches conducted under the influence of socioculture theory (SCT) based on the work of Vygotsky (Ableeva Lantolf, 2011; Brooks Swain et al., 2010; Kinginger, 2002; Knouzi Swain et al., 2010; Lantolf, 2007; Foster Ohta, 2005; Swain Deters, 2007; Swain Lapkin et al, 2009). This theory differs from other theory describing the SLA in the stance that social environment is not only a learning context but rather a significant contributor to language acquisition (Swain Deters, 2007). Thus the concept built in SCT framework such as ZPD, cannot be viewed separately away from its origin, which implies that it would be best for any future comparison or commensuration of concepts from unlike theories be made with their roots considered. Also the incommensurability precisely add the value to the theory building in SLA field, not only for the sake of the this particular school itself but also for a helpful reflection for ot her schools.It is with this sharp comparison between different perspectives, a more holistic picture can be draw for L2 acquisition, despite the criticisms been made and the debates ongoing (Zuengler Miller, 2006). Lantolf (1996) have shown his welcome for a future of letting all the flowers bloom in SLA theory building and I simply cannot agree more with him (P.713-49).

Gilmans The Yellow Wallpaper -- Feminism Literature

American playwright and active feminist Clare Boothe Luce once pronounced, â€Å"Because I am a woman, I must make unusual efforts to succeed† (â€Å"Clare Boothe Luce Biography† n.p.). Societies primarily controlled by the male gender have been the vast majority since the origination of the first civilization. Throughout history, many women lived feeling superior to men only in a domestic setting. This domestic way of life generated considerable false judgments and stereotypes about the female gender as a whole. However, some chose to venture past what society deemed appropriate. These women often sought only for an opportunity where their voices could he heard. As Luce expressed, she and a great number of others found themselves fighting a remarkably hard battle as a result of gender inequality. Luce noticed that when a man articulated his thoughts, others listened. The perpetual request for females to simply be heard is still frequently denied today. A multi tude of women instead turned to writing books and stories in order to communicate the problems they faced. With symbolism, metaphors and other aspects of figurative language, authors, such as Charlotte Perkins Gilman, found themselves making a point without directly speaking their intention. In The Yellow Wallpaper, the narrator represents a woman’s ability to express her beliefs and that disregarding this right only hinders the oppressive, male-dominated society. Charlotte Perkins Gilman, in The Yellow Wallpaper, tells the tale of a woman who documents the hardships she must endure living with a condition known as nervous depression. The story begins as the narrator marvels at the grandiose nature of the home she and her husband will be residing in for the summer. Her... ...re drastic compared to the nineteenth century, but we are still nowhere near having a perfect equality. I honestly feel that we will make one more step toward a solution if more people read Gilman’s story and understand the message she clearly portrays. Every individual’s voice matters regardless of gender, race, or religion, and with The Yellow Wallpaper, readers can easily see what happens when this crucial fact is ignored. Works Cited â€Å"Clare Boothe Luce Biography.† Henry Luce Foundation. N.p., n.d. Web. 13 Dec. 2010. . Gilman, Charlotte Perkins. â€Å"The Yellow Wallpaper.† College of Staten Island Library. N.p., n.d. Web. 13 Dec. 2010. . Weiten, Wayne. â€Å"Stereotype Vulnerability as an Explanation.† Psychology Themes and Variations. 6th ed. 2004. Print.

Disneyland Essay examples -- Disney Amusement Parks essays research pa

Disneyland   Ã‚  Ã‚  Ã‚  Ã‚  The greatest place on the face of the earth is Disneyland. Nowhere else has the magic that a day at Disneyland possesses. From my childhood to my adulthood, I have never experienced a day at Disneyland that didn't put enough joy in my heart to far exceed the admission price. Rides, shops, shows, and characters. These are just a few of the many great aspects of a wonderful place called Disneyland.   Ã‚  Ã‚  Ã‚  Ã‚  Disneyland has always been a very special place to me. My parents took my family there for the first time when I was about three. To this day I still remember shaking Mickey Mouse's hand, giving Goofy a hug, and meeting all of the rest of my favorite Disney characters. It was a truly euphoric experience to meet stars of all my favorite cartoons that I so loyall...

Tragedy in Jewish History Essay -- Jewish History

Tragedy in Jewish History The Jews are a people with a multitude of dilemmas. From the Israelite tribes to the prosperous modern day Israel , bigotry towards the Jews has been greatly evident. The Jewish race has acted as Escape Goat for many crisis throughout history including the black plague which swept across Europe in the 14th century. The establishment of Israel was a great incident was something the Jewish people were striving to obtain for generations. This, however, led to four major conflicts between Israel and the Arab countries. One of the most meaningful wars was the Six-Day War. Events such as the holocaust have also had a dramatic effect on world history and whose mysteries are still being unravelled. For twelve years following 1933 the Jews were persecuted by the Nazi's. Jewish businesses were boycotted and vandalized. By 1939,Jews were no longer citizens,could not attend public schools,engage in practically any business or profession, own any land, associate with any non-Jew or visit public places such as parks and museums. The victories of the German armies in the early years of World War II brought the majority of European Jewry under the Nazis. The Jews were deprived of human rights. The Jewish people were forced to live in Ghetto's which were separated from the main city. Hitler's plan of genocide was carried out with efficiency. The total number of Jews exterminated has been calculated at around 5,750,000. In Warsaw ,where approximately 400,000 Jews had once been concentrated,was reduced to a population of 60,000. they, virtually unarmed, resisted the German deportation order and had held back the regular German troops equipped with flame throwers,armou... ...ed it to its rightful owners , Israel. As is clearly visible through these few examples the Jewish race have had a very trailing history. This however is only a small representation of the rest of the Jewish problems. War , for example, is still present. In 1991 in the Persian Gulf Israel was continuously bombed by Iraq. If Israel would have fought back chances are there would have had most of the Arabian countries join in with Iraq to eliminate the common enemy. Therefore the problems are yet not resolved yet it seems there is never a perfect solution to any problem. Bibliography 1. Holocaust : the Jewish tragedy Gilbert,Martin, COLLI 1986 2. Israel & the Arabs: The June 1967 War Facts on file, INC. New York, N.Y. 1968 3. The Holocaust in Historical Perspective Yehuda Bauer University of Washington Press 1978

Behavioral Science TV Character Evaluation

Sigmund Freud’s chief contributions to the field of psychology are his investigations into the nature of the â€Å"unconscious† and the psychosexual development stages of human beings especially the infants. It was Freud who proposed that a crucial part of human development depends on the person’s ability to overcome or control his respective pleasures during the stage of infancy or childhood.The inability to control these pleasures, Freud claims, will certainly take their toll on the individual during the latter stages in life. On the other hand, Carl Rogers proposed that understanding human personalities and relationships require an approach that focuses on the individual rather than on the external environment that are presumed to influence people’s behaviors.He formulated a person-centered theory that is founded on at least nineteen propositions, all of which are tied to the general notion of treating the individual as the foundation of any inquiry int o human personalities and relationships. His concept of a person who is able to function fully departs from other ideas in the sense that he does not discount the idea that even those things which we perceive as destructive can also contribute to the growth of the person.Finally, Carl Gustav Jung championed the idea that spirituality is an integral part of human development, even taking an important role in his concepts of therapy in curing an individual from both physical and emotional difficulties. He also focused on the concepts of the â€Å"archetype† as well as the anima and the animus, quite apart from his elaborate discussions on the concept of the â€Å"collective unconscious† and the â€Å"complex†. Moreover, he also espoused the concept of â€Å"individuation† as a way for an individual to realize his fullest potentials.

Key Values of US Culture in any Disney Movie

IntroductionMovies speak volumes about a particular subject. It is even understood that most animated motion pictures even hammer the point much clearer than their non-animated counterparts. It has been a tradition that with every animated movie, a corresponding moral accompanies it to the end of the credits. The ability of animated films to send out messages within the confines of its story has been one of the hallmarks of animated American movies.With The Lion King, the movie stresses the importance of family through the relationship of both Simba and Mufasa. It also clearly does the same with the movie Finding Nemo as the whole story is about a dad clown fish tries to find his lost son, Nemo. There are a lot of subtle undertones and values which are also placed in some animated movies—some even more poignant than the next. This paper aims to shed some light on that fact. Walt Disney’s Aladdin, through the genie of the lamp, depicts equal opportunity and material comf ort, which even solidifies the classic American dream.The American DreamThe great â€Å"American dream† is defined by James Adams as â€Å"the dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to his ability or achievement† (Adams, 2001) It has been one of the most treasured features of the United States as the wealthiest nation on the face of this earth. It is in this particular country that â€Å"dreams are made† and where one’s past is quickly covered in prosperity upon reaching this particular land. As grandiose as this claim is, the different testimonies of all sorts of people have given justice to it on more than one occasion. If one looks closely at the Walt Disney animated film, Aladdin, certain aspects of this dream are also embedded in it.The GenieThe genie of the lamp in the animated film Aladdin can symbolize so many different things but more than anything, it is able to sig nify the American values of equal opportunity and material comfort. Gleaning from the genie’s character, it is not as hard to associate material comfort with him. The genie of the lamp is required to fulfill absolutely any three wishes that his owner desires. With the exception of making people fall in love, killing someone or wishing for more wishes, the master of the genie is quite literally powerful beyond measure. One of the most memorable scenes in the movie is when Aladdin, who is now already Prince Ali, parades across the streets of Agrabah. During the latter part of the song, the lyrics of the song gives testament to how much has changed with Aladdin’s situation:â€Å"Prince Ali!  Amorous he! Ali Ababwa  Heard your princess was a sight lovely to see  And that, good people, is why  he got dolled up and dropped by  With sixty elephants, llamas galore  With his bears and lions  A brass band and more  With his forty fakirs, his cooks, his bakers  His birds that warble on key  Make way for prince Ali!† (Clements, 1992)The former â€Å"street rat† has now become a prince because of the genie. This alludes to the fact that the genie is a very good provider of material comfort, should one choose to get that from him. In the same sense, the land of America is also able to provide material comfort from those who ask and willingly strive to make it happen.The last American value, which is equal opportunity, is much more subtly expressed in the character of the genie. Since the rules of the lamp is that whenever a person gains ownership of the lamp, the genie of the lamp is now bound to serve that person and that person only. All of the wishes of the owner of the lamp are satisfied by the genie. The â€Å"equal opportunity† clause enters here by giving absolutely anyone a fair shot to being â€Å"rich and powerful† The only negative thing about relating this particular equal opportunity clause with the genie is that no one is able to share that equal prosperity in such a way that the genie sort of has an exclusivity clause that does not allow him to grant two separate wishes of two different masters at the same time. (Clements, 1992) One person must be able to wield the lamp in order for the genie to grant their wish.ConclusionLooking deeper at the animated feature film Aladdin, one sees a much more poignant picture of how America essentially is as a superpower and a proverbial land flowing with milk and honey. As the film and as this paper suggests, America is a land where one can prosper materially in terms of wealth and it is also a land where equal opportunity is stressed. As long as someone works hard enough, they will simply have both within their lifetimes. Maybe, just maybe, you really don’t need a magic lamp with a genie after all.ReferencesClements, Ron. (Producer & Director). (1992). Aladdin [Motion picture]. United States: Walt Disney PicturesAdams, J. (2001). T he Epic of America. Phoenix: Simon Publications

Law in the Modern Times

Dietrich v The Queen Argued that there Is Immunity from conviction unless such a person In provided with counsel at the public expense. Mason C. J. And Brenan J. â€Å"The applicant is entitled to succeed because his trial miscarried by virtue of the judge's failure to stay or adjourn the trial until arrangements were made for counsel to appear the public expenseÃ'›. He was deprived of his right to a fair trial. † â€Å"Indeed, where there is no legal representation, and save in the exceptional case of the skilled litigant, the adversary system, whether or not It remains in theory, in racist breaks down † – Lord Devil.There Is an argued analogy with the united States Constitution, however as It Is based on their Constitution It has no parallel In Australian law. Could create difficulties – egg. Accused could demand counsel of a particular degree, skill or experience. Lack of representation may mean that an accused is unable to receive, or not receive a f ar trial. Brenna J. Whilst dissenting, Brenna acknowledges: â€Å"The entitlement of a person charged with a serious offence to be represented by counsel at public expense would be an important safeguard of fairness in the administration of criminal justice.Argues that our common law is different to other common law countries that have a Bill of Rights. â€Å"In the present case, there is no constitutional or statutory provision which supports the applicant's case. † â€Å"Every right or title must be enforced or administered in some form. † Deane J. â€Å"The entitlement of an accused person to a fair trial according to law Is recognized as the central thesis of the administration of criminal justice. † and right' which subjects innocent men t increased dangers of conviction merely cause of their poverty. However, viewed in the context of the overall trial, impropriety or unfairness could not have infected the verdict in the sense that it could not have advers ely influenced the final verdict which the accused was convicted. † Dawson J. The Trial Judge addressing Jury â€Å"The fact is he unrepresented, and you should make whatever allowances you believe appropriate for that fact. † â€Å"Entitlement to appear by counsel is not the same thing as entitlement to have counsel at the public expense. † â€Å"If he is convicted, an appeal cannot succeed merely because he was at a equidistant in being unrepresented. â€Å"There cannot be a miscarriage of Justice merely because an accused in unrepresented when he has no entitlement to representation. † Dietrich relied on Article 14(3)(d) of International Covenant on Civil and Political Rights: â€Å"To have legal assistance assigned to him, and without payment by him in any such case if he does not have sufficient means to pay for it. † However Dawson J. Believes that the common law can hold a fair trial with an unrepresented accused. Robinson v The Queen Man ac cused and convicted of murder in JamaicaMinority Judges dissented – found that accused had no defense counsel and a denial of such a right was sufficient to impair the trial. The UN Human Rights Committee responded to the trial of Robinson by stating that â€Å"the absence of counsel constituted an unfair trial. † In the common law country of Canada, the Charter of Rights and Freedoms holds that in serious offences, counsel is essential for a fair trial. Deane J. â€Å"Central of our criminal law†¦ That no person shall be convicted of crime otherwise than after a fair trial according to law. † Gaudier J.A trial is not necessarily unfair because it is less than perfect, but it is unfair if it involves a risk of the accused being improperly convicted. † â€Å"What makes a trial without representation unfair is the possibility that representation might affect the outcome of the case. † Miscarriage of Justice. Mason C. J. â€Å"By reason of the la ck of representation of the accused, the resulting trial is not a fair one, any conviction of the accused must be quashed by an appellate court for the reason that there has been a miscarriage of Justice in that the accused as not been convicted without a fair trial.Where an accused has no representation, proceedings should be adjourned to enable accused to find counsel. Paragraph issue? If the trial proceeds without a defense counsel, and the accused is convicted, the conviction will almost certainly be quashed. The notion that a trial Judge may be able to give helping hand to accused is illusory and bound to cause problems in course of trial. No Judges prepared to fashion a constitutional right to state-funded counsel. Murphy J. Is McGinnis: â€Å"Putting aside an accused to trial in a serious case is barbarous.