The Traits Model of Leadership

The Traits Model of Leadership Hashtag: #labourleadership Mark of a Good Leader The Traits Model of Leadership There is a popular impression that being an intellectual is one thing and being an effective leader is another. Intellectuals, according to the literature, are often seen as eccentric, iconoclast, awkward, irresponsible, self-absorbed, and individualistic thus incapable of leading collective activities.   For instance, in relation to #labourleadership or UK’s Labour Party leadership where alleged anti-austerity Jeremy Corbyn was recently elected, several politicians who led this political party in the past were not effective leaders. The late Michael Foot according to author Bruce Macfarlane had very strong academic and intellectual credentials but was not prepared to compromise his beliefs for the sake of political expediency. In fact, he is always remembered as the leader who endorsed the dispatched of the task force in the Falklands War in 1982 and led the Labor Party to its greatest election defeat in 1983. The traits model of leadership suggests that the characteristics of a person are a predictor of both successful and unsuccessful leaders.   For instance, although an intelligent, self-confident, determined, honorable, and sociable person has the capacity to be a leader, he or she according to study needs to possess the five personality factors – neuroticism, extraversion, openness, agreeableness, and conscientiousness. These personality factors suggest that the most effective leaders have tendencies to be depressed, anxious, insecure, and hostile. They are not only sociable and assertive, and have positive energy, but informed, creative, insightful, and curious. They are people that have the tendency to accept, confirm, trust, and nurture. Finally, they are systematic, prepared controlled, dependable, and decisive individuals. A leader, according to the literature needs to be effective in guiding the conduct of others, thus must be effective in conveying meanings and intentions, and in receiving them. A leader for that matter does not necessarily need to be an intellectual, a quality of a person that according to organization and management expert and author Chester Bernard does not work well with leadership.   The reason is that people with superior intellect and greater intellectual accomplishments are often absent-minded, non-punctual, non-decisive, and not interested in people.   Although intellectual abilities are sometimes a critical element in leadership, it is not a substitute for the other essential qualities of leadership such as those mentioned earlier. You may like these articles: Combining Academic Knowledge and Practicality Bright Sides of Academic Intellectuals We Call Nerds The Value of Academic Debate Practice What You Preach Who and What Deserve Respect? None Creature Can Fly with Just One Wing Successful leadership occurs where heart and mind meet, the two powerful wings that allow a leader to excel.   According to the study, leaders need to have enough intellect in order to understand and perform the tasks at hand, a quality that gets people in the leadership door. However, although intellect is considered a fundamental leadership trait, it is not enough to make a leader. For instance, aside from intellect, a leader need to motivate, guide, inspire, listen, persuade, and create resonance in order to execute a vision. Intellect, according to Albert Einstein, has â€Å"powerful muscles, but no personality†¦it can serve but cannot lead†.   Moreover, Swami Vivekananda, a key figure in Indian philosophy noted in one of his London lectures that â€Å"intellect is blind and cannot move by itselfInactive secondary help, the real help is feeling†.   Moreover, intellect without feelings cannot generate â€Å"authentic power†, the sustainable type of power over individual and organizations that according to the literature is the result of mastery of authenticity and emotional intelligence – unconditional trust, respect, honesty, truth, fairness, openness, care, and forgiveness.   Authentic power is generated by a leader’s capacity to do things with others while the quality of interactions and relationships is determined by the level of his or her emotional and social intelligence.

What is the Minimum ACT Score for College

What is the Minimum ACT Score for College SAT / ACT Prep Online Guides and Tips There are a lot of numbers and scores associated with your college applications: GPA. Class rank. Maybe some AP Tests. Standardized test scores. It can be a lot to take in. If you’re taking the ACT, you might be worried about how you’ll do. What’s the worst score you could get? What’s the worst score you could get and still have a shot at your dream program? In this article, I’ll break down the lowest possible ACT score, and why you’re not likely to get it. Then I’ll discuss the minimum ACTscore for college admissions, how to choose colleges based on your score (whatever it may be), how to set a score goal based on your colleges of choice, and finally what you can do if you feel like your ACT score is too low for any of your desired schools. What's the Lowest ACT Score You Can Get? The ACT is scored from 1-36 on a composite scale. This means the minimum ACT score you could possibly receive- for example, if you showed up to the testing center and filled in every bubble on your entire scantron sheet- is a 1.The composite score is obtained from taking the average of your 4 section scores and rounding; .5 is rounded up. So to get a composite score of 1, you would have to get either 1 on each section score or three 1s and a 2. The average ACT score is a 21. The 25th percentile score is 16, and the 75th percentile score is a 24. This means that if you got a 16, you would have scored better than 25% of all test-takers. In the 75th percentile, you’ve scored better than 75% of test-takers, and so one. To give you an idea of how rare a score of 1 is, a composite score ranging anywhere from 1 to 11 would put you in the 1st percentile- meaning 99% of test-takers scored higher than 11. For individual sections, 99% of test-takers scored higher than 7 in English, 99% scored higher than 12 in Math, 99% scored higher than 9 in Reading, and 99% scored higher than 11 in Science.Even if you guessed on every question, you’d get a composite score around 11-13.Thus, it is very unlikely that you will get the lowest possible score- or even a score lower than 11- on the ACT. Even this guy got an 11! What’s the Lowest ACT Score You Can Have and Still Get Into College? Since it’s pretty unlikely that you would get the minimum ACT score, you might be more interested in knowing what is the lowest possible score you could have and still have a shot at getting into college. The answer to that question is that it depends- primarily on what colleges you are applying to, but also to a certain extent on your other qualifications. For more selective schools, you’ll need a much higher ACT score to have a shot than for less selective ones. If you’re aiming for an elite institution like University of Chicago or Princeton, you’ll need to score at least 30, and that would be on the low end for one of those schools. By contrast, you might still have a shot at a selective public school like University of Illinois with a 25 or 26. Smaller state schoolslocal to you often accept scores in the 18-22 range. In fact, public universities often have special admissions criteria for residents that allow or compensate for lower standardized test scores. For example, publicly funded Texas universities generally guarantee admission to those in the top 10% of any graduating high school class in Texas, although some have lowered the cap to the top 7 or 8% in recent years due to space concerns. You may still need to submit test scores for these schools, but they won’t keep you from being admitted. Specialized schools like art schools and music conservatories also often have lower standardized test requirements of their students, as a student’s creative work is the primary criteria for admission. Mime school only accepts your test scores if you can silently act them out. The truth is that it’s difficult to give a hard-and-fast rule as to the absolute minimum ACT score for college. Colleges and universities admit candidates along a range of test scores, although the band is narrower at more selective universities. However, you can get a general idea of what is the lowest score you could get and still have even a realistic chance at admission based on a great statistic called â€Å"the middle 50%.† The middle 50% is a statistic that most schools provide on their admissions websites that gives the test score range of the 25th to the 75th percentiles of their own admitted student pool (i.e. 25% of admits had test scores below this range, 50% had test scores in this range, and 25% had test scores above this range). This is a reliable way to figure out the scoring threshold necessary to be a viable candidate for admission. As to the lowest score you can get and still have a shot, I would say to place that mark a little (think around 1 point) below the bottom number of the middle 50%. Of course, if you pick a score that’s just a little below the 25th percentile, that does mean that people with a lower score than your â€Å"low score threshold† probably got in. There are always outliers and exceptions in the college admissions process- people who had other specific qualifications or strengths that the institution thought would be valuable. No doubt you also have unique strengths and talents that you should emphasize in college applications! But you should never assume that you are going to be one of the outliers who gets in with an ACT score at the lowest conceivable end of the admit range. That doesn’t mean don’t apply if your dream school’s middle 50% is 28-32 and you got a 26. Just be realistic that it’s quite areach school for you, and you’ll really need to differentiate yourself in other ways if you want to have a chance.By contrast, if your score is a decent cut above the 75th percentile mark (think 2+ points), you’re in a great position. Here’s a sample chart of some low and high marks as compared to some middle 50% score ranges. Sample Middle 50% Ranges and Low/High Scores Low Score Middle 50% High Score 12 13-16 18 14 15-20 22 20 21-26 28 21 22-28 30 25 26-30 32 27 28-32 34 29 30-34 36 31 32-35 36 So how is this information- about situating your own score relative to a school’s middle 50% of admits- useful? Well, it will help you choose which scores to apply to based on your own ACT score, by aiding you in identifying safety, match, and reach schools. Choosing a college is just like choosing a pumpkin, except completely different. Choosing Schools to Apply to Based on Your ACT Score If you already got your ACT score, you may be wondering how to pick which schools to apply to. In general, you’ll want to apply to some safety schools, some match schools, and some reach schools. A safety school is one where you are more qualified than the typical admitted student, a match school is one where you are as qualified as the typical student, and a reach school is one where you areless qualified than the typical student. This means that in terms of ACT scores, a safety school is one where your score well exceeds the middle 50% range (think 2+ points), a match school is one where you fall in within or just above the middle 50%, and a reach school is one where you fall in the bottom end of or just below the middle 50%. Very selective schools (think the Ivies, MIT, Stanford, University of Chicago, etc.) are a reach for everyone because they are so competitive. Let’s say Jared got a 24 on his ACT. How should we classify the following schools he is interested in: as safety, match, or reach? Northeastern Illinois University – middle 50% range: 16-21 With a score 3 points about NIU’s middle 50%, we can consider this one a safety school. Jared’s scores would put him the top quarter of applicants by a wide margin. Illinois State University – middle 50% range: 21-26 With a score right above the midpoint of ISU’s middle 50%, ISU would be a match school for Jared. Bard College – middle 50% range: 24-30 Because he is at the very bottom of the middle 50% range for Bard, we would consider Bard a reach school. Not a huge or unreasonable reach, but still a reach, as around 75% of applicants had better scores than Jared. He’ll really need for the rest of his application to be stellar. Depaul University – middle 50% range: 23-28 Jared is within the middle 50% at Depaul, but on the lower end (only one point about the bottom of the margin). This is one of those schools that sits right on the border between being a match and a reach. Just so long as you are applying to a variety of schools relative to your own test scores, it’s completely fine if an individual school’s classification seems a little ambiguous. Of course, there are other factors than test scores in choosing safety, match, and reach schools. Schools also usually provide information about the GPA and class ranks of their admitted students, so you’ll want to consider those as a factor as well. If you’re on the low end of the middle 50% in test scores, but way on the high end for GPA and class rank, it could be a match school.Unique talents or other interesting qualifications can also go a long way towards mitigating a test score that’s a little on the low end for a particular school. But what if you already have schools in mind, and you haven’t taken the SAT yet? How should you determine what score to aim for? Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. He should probably get an arrow if he wants to hit that target. Choosing a Goal ACT Score Based on Your Dream Schools You may already have some schools in mind before you take the ACT. In this case, you can use the middle 50% for those schools to set a target score for the ACT.An ideal target score would be the highest 75th percentile mark of the middle 50% among the schools you are interested in. That way, even if you fall a little short, you’ll still be well-positioned for the other schools on your list. First, make a list of all of the schools you are considering.When you have a complete list, look up the middle 50% range for each school. Then, you’ll note down the top number of the middle 50% - the 75th percentile- for each school. You can do this for total score, by section, or both- whatever is most useful for you. Note that some schools only report composite ACT scores and not section subscores. When you have all the necessary info noted down, find the highest score in the 75th percentile list.That's your target ACT score! Let’s work through an example. Here’s Alicia’s initial list of schools she’s interested in: University of Virginia Emory University Princeton University of Connecticut Syracuse University University of Maryland Johns Hopkins Now we’ll fill out our middle 50% table. An â€Å"n/a† means the school didn’t report the subscore. Sample Target Score Chart - Alicia Name of College/ University ACT English 75th ACT Reading 75th ACT Math 75th ACT Science 75th ACT Composite 25th ACT Composite 75th University of Virginia (n/a) (n/a) (n/a) (n/a) 28 33 Syracuse University (n/a) (n/a) (n/a) (n/a) 24 29 University of Connecticut (n/a) (n/a) (n/a) (n/a) 26 30 Emory University (n/a) (n/a) (n/a) (n/a) 30 34 Princeton (n/a) (n/a) (n/a) (n/a) 32 35 University of Maryland (n/a) (n/a) (n/a) (n/a) 29 33 Johns Hopkins (n/a) (n/a) (n/a) (n/a) 32 34 Target Score: 35 So given the schools she wants to attend, Alicia should be aiming for a 35 on her ACT. She’s got her work cut out for her! You can use the following table to do your own list: Target Score Chart Name of College/ University ACT English 75th ACT Reading 75th ACT Math 75th ACT Science 75th ACT Composite 25th ACT Composite 75th Target Score: By listing your match and reach schools and averaging their 75th percentile admit test scores, you can get a goal ACT score for yourself.But what if once you get your ACT scores back, it looks like every school is a reach? Are you out of luck? Did your four-leaf clover wilt? Based on My ACT Score, Every School I’m Interested in Is a Reach Let’s say you get your scores back. You open your scores. You look at your list of middle 50% ranges for the schools you are interested in. Your stomach drops- your score is at the 25th percentile or below for all of these schools! If your score is low enough that you are concerned about being accepted at any college you’re interested in, there are severalstrategies you might consider to address the issue: Prep for the ACT and Take It Again If at first you don’t succeed, try, try again! If you prepare for your test strategically, you actually can improve your score quite a lot. See our guide to the pros and cons of all prep methods. You might try atargeted, personalized test-prep program like ours, using the best ACT prep books, or tutoring. If you still have a few months left before your deadlines, taking the ACT again is probably your best option. Take the SAT Instead The SAT and the ACT used to be very different animals- enough that students would perform dramatically differently on them. This is less true now that the SAT has been revised, because it's now very similar to the ACT. If you are particularly weak in the Science test on the ACT, the SAT may be better for you; instead of having a dedicated science section it has some chart- and data-interpretation questions throughout. This could help you if you are just hoping for a little boost. Evaluate if You Need Testing Accommodations If you have a medical condition, learning disability, or psychiatric disorder, you may qualify for special testing accommodations for the ACT. If you are on an IEP or a 504 plan at your school, it is especially likely that you are both eligible for and would benefit from test accommodations. Bear in mind that the request process is time-consuming process so you need to start early- months before you are going to take the ACT again! Adjust Your Expectations If you score is too low for all the colleges on your list, look at some less selective colleges. A 26 is too low for Northwestern, but it’s a great score for Ohio State or the University of Iowa. It's likely that you'll be able to find less selective colleges that have the same qualities you are looking for. Some collegiate ivy, outside of the Ivy League. Apply to Schools That Accept Alternate Scores Some schools will accept AP Exam Scores or SAT Subject Test Scores in lieu of more traditional SAT or ACT exam scores. If you’ve already performed well on AP exams or you feel you could do well on particular SAT Subject Tests, this could be a good strategy for you.Examples of schools that accept alternate tests include: Colorado College - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. Colby College - Accepts 3 SAT Subject Tests in lieu of ACT/SAT. Middlebury College - Accepts 3 SAT Subject Tests in lieu of ACT/SAT. Hamilton College - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. New York University - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. See a more comprehensive list of test-optional and test-deemphazised colleges at Fairtest.org. Apply to Test-Optional Schools Still other colleges have implemented test-optional admissions. This means that, while you can send standardized test scores as a bonus or qualification with your application, they are not required. In this case, your GPA, course records, essay, recommendation letters, and other application materials will be the determining factors in your admission- not your test scores. Though a fairly newfangled notion in college admissions, several high-quality schools have implemented test-optional policies. This seems eminently reasonable in light of the fact that there are some courses of study where you may not take hardly any tests, and certainly not many long, grueling, marathon-style standardized ones.Test-optional schools are a particularly good strategy for applicants who are good students but poor standardized test takers. Schools that are test-optional include: Wake-Forest University, NC Bates College, Maine Wesleyan University, CT Bowdoin College, Maine American University, Washington DC Mt. Holyoke College, MA (women’s college) Sarah Lawrence College, NY (women’s college) Bryn Mawr College, Pennsylvania (women’s college) Smith College, MA (women’s college) See a more comprehensive list of test-optional and test-deemphazised colleges at Fairtest.org. Go to Community College If your score is low enough that you are worried about getting accepted to any college, you might consider starting out at community college. Most local community colleges are open to anyone in the area with a high school diploma or GED. You can start taking classes at a community college and then transfer to a 4-year university upon completion of your associate’s degree; your most recent transcripts in this case will be much more important than your standardized test scores. The august facade of Bronx Community College. With these strategies, you’ll be sure to find a college solution that works for you, no matter your ACT score. Key Takeaways The minimumACT score you could receive is a 1, although this is very unlikely to happen.You may be more worried about getting a score high enough to get into college. While it’s difficult to set any specific threshold that is too low for college, the more selective the school, the higher you’ll need to score. You can use a statistic called the middle 50%- the test score range of the 25th-75th percentiles of admitted students for a given school- to choose safety, match, and reach schools for yourself based on your score, or to choose a target ACT score based on schools you are interested in. If you find yourself with a low enough score that you are concerned about getting into colleges you are interested in, you have several options: Prep for the ACT and take it again Take the SAT instead Figure out if you need testing accommodations Adjust your expectations and apply to less selective schools Apply to test-alternate or test-optional schools If your scores are low enough that you are worried about getting into any college, period, you might go to community college. Ultimately, if you want to pursue higher education, there are strategies to make that happen in a way that works for you regardless of your ACT score. You'll find the right rainbow for you! What's Next? Check out our complete, free guides to ACT prep, all gathered in one place.Or maybe you'd like to know how important the ACT is as part of your application, anyways. Need help figuring out your college application timeline? We've got you covered. We'll also help you identify target schools, and figure out how many schools to apply to.

MODERN FRENCH THINKERS-POLITICAL SCIENCE PHILOSOPHY Essay

MODERN FRENCH THINKERS-POLITICAL SCIENCE PHILOSOPHY - Essay Example His political science thus harnesses the new natural science of the Enlightenment to address despotism, which he deems mankinds fundamental problem in older and newer times and in every land. One of his novel means for overcoming this enduring obstacle to human civilization and liberty, thus providing for mankinds needs and wants in a humane way, is a powerful but disguised judiciary which can change both the manner and structure of political life for any people or government. The best, most humane kind of government will be one most imbued, though still imperceptibly, by a judges concern with due process and protecting individual security. Throughout this examination of Montesquieu’s judging power recourse will be had to one of the â€Å"principles† of his work - principles which, he claims, explain â€Å"the histories of all nations† (Preface, 229, xliii). This is moderation, by which he means a balance, or equilibrium, which avoids extremes, and it is the fundamental principle of Montesquieus new political science. One of its particular forms is a doctrine of constitutionalism for which he is justly famous, since in its application to human beings and politics Montesquieus moderation takes the form of separation of powers. This principle of balance or equilibrium deeply informs his noted study of the constitution of England: â€Å"it is an everlasting experience that any man who has power is led to abuse it; he continues until he finds limits †¦ So that one cannot abuse power, it is necessary that, by the disposition of things, power check power" (XI.4, 395, 155). Montesquieus more general and fundamental formulation of the principle of moderation, however, is the understanding of esprit (spirit) which informs the works title, namely a Newtonian equilibrium achieved in the relations between bodies in motion (inanimate and animate). This is clearly evident in Montesquieus notion of the â€Å"principle of each [type of] government:" the right "relation between the

2000 word essay - subject PDAS301 - People, Organisations and

2000 word - subject PDAS301 - People, Organisations and Adminisration - Essay Example S. Pugh, as â€Å"the study of structure functioning and performance of organisations and of the behavior of groups and individuals working in them† (Murugan). These principles provide significant purpose to managers and members of such organizations as well as students of management, business and sociology courses. These principles are moreover, broadly categorised into the classical approach, the neo-classical approach, the modern approach and the post-modern approach. The distinctions among these different approaches lie on the primary focus with which they give importance to. In the classical approach, for example, what is given significant importance are the technical aspects of organizations like formal structures, management, and principles of organisation. Theorists belonging to this approach are Frederick Taylor, Henri Fayol, and Max Weber. The neo-classical approach, on the other hand, gives emphasis on the human aspects of organisations like motivations, behavior and conduct of people involved in the organization. Some of the theorists in this approach are Elton Mayo, Abraham Maslow, Mary Parker Follett and Douglas McGregor. The modern approach, on the other hand, combines the best of both classical and neo-classical approaches by giving emphasis both on the form and structures of organizations and the human factor. Researchers and writers who patterned their research along this model are Chester Barnard, Herbert Simon, and Amatai Etzoini . Finally, the post-modern approach, the least rigid and the most flexible, does not subscribe to any particular form or rule of organizations but stresses that organizations should adapt to internal and external factors surrounding them. Post-modernist theorists are Tom Greenfield, Tom Sergiovanni and Gareth Morgan, among others (Mullins 1999). This paper will examine four theorists representing each of the different organization and management approaches: Max Weber, of the classical approach, and

The Cold War and U.S. Diplomacy Essay Example for Free

The Cold War and U.S. Diplomacy Essay Summarize a situation that required U.S. diplomatic efforts during President Reagan’s time in office.  The situation that required U.S. diplomatic involvement was the Reagan Doctrine. In the 1980 election, Ronald Reagan advocated the elimination of all assistance to the Nicaraguan government. As a candidate, he ran on a platform that condemned the Marxist Sandinista takeover of Nicaragua and pledged support for the efforts of the Nicaraguan people to establish a free and independent government. Once Reagan took over the Presidency, high-ranking policy makers suspended and then canceled economic aid to Nicaragua. The administration began to formulate more coercive measures. President Ronald Reagan took office determined to do something about what he considered a growing tide of Soviet expansionism. To do so, his administration developed a strategy to aid anti-Soviet insurgencies in the Third World in their attempts to overthrow Marxist regimes (Alan Riding, 1980). In February 1981, when Robert McFarlane (then assistant to Secretary of State Alexander Haig) submitted a proposal for a coordinated political, economic, military, and covert approach to the Central American crisis (El Salvador and Nicaragua), the issue reached the White House. Eventually labeled the Reagan Doctrine, the strategy had matured enough by 1985 for the president to assert that the United States must not break faith with those who are risking their liveson every continent, from Afghanistan to Nicaragua to defy Soviet supported aggression. In 1986 President Reagan declared, America will support with moral and material assistance, your right not to fight and die for freedom, but to fight and win freedom in Afghanistan, in Angola, in Cambodia, and in Nicaragua. However, a conflict developed over the application of the Reagan Doctrine to Nicaragua, where rebels known as the contras opposed the Sandinista government, which came to  power in a successful revolution in 1979. This conflict reflected the high priority assigned the issue by the president and the intense scrutiny given the policy by Congress. Since the policy making process extended over several years and included many players, the Nicaragua case makes for a splendid study in the American foreign policy making process (Scott, James M., 1997). Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that occurred. During the Reagan’s first term, the Soviet leadership changed from Leonid Brezhnev to Yuri Andropov to Konstantin Cherenkov. Over that four year period, Reagan maintained his hardline rhetoric about the Soviet Union even referring to it in a Florida speech as an evil empire. He also launched a massive military expansion program, as President John Kennedy had done twenty years earlier, to impress Soviet leaders that he intended to deal with them from a position of strength in Europe, Asia, and Africa, where they had made significant gains in Angola, Mozambique, and Ethiopia. He believed he had a clear mandate from the American people to reverse the trend of the previous decade and make America militarily strong and politically decisive in foreign policy. During President Reagans time in office the Reagan doctrine was in affect, which involved military and material support for indigenous resistance movements struggling to overthrow Soviet-sponsored tyrannies. The Reagan administration supported such guerrillas in Afghanistan, Cambodia, Angola and Nicaragua in efforts to â€Å"rollback† the Soviet empire. In addition, President Reagan worked with the Vatican and the international wing of the AFL-CIO to keep alive the Polish trade union solidarity, despite a ruthless crackdown by General Wojciech Jaruzelski’s regime. During this time in 1983 President Reagan ordered American troops to invade Grenada and liberate the island from its ruling Marxist dictator. In 1983 President Reagan also announced the Strategic Defense Initiative (SDI), a new program to research, and eventually deploy missile defenses that offered the promise, in Reagans words, of making nuclear weapons obsolete. (Luard, Evan. 1987) Describe the effects of these diplomatic efforts for the U.S. and other countries. A primary achievement was reestablishment of a strong relationship with  NATO. When President Reagan came to office, European governments mistrusted the United States because of what they perceived as President Carters indecisiveness in foreign policy and excessive moralizing about human rights. President Reagan reversed those perceptions, even though he shocked many Europeans with his strong anti-Soviet rhetoric. NATO leaders applauded his defense buildup and the forceful way in which he handled the decision to proceed with INF deployments despite intense Soviet pressure against the move and massive demonstrations in Europe by antinuclear groups (J T Rourke, C T Guilford, 1991). President Reagan established a particularly strong relationship with British Prime Minister Margaret Thatcher by supporting her effort to regain control of the Falkland Islands in 1982. He did so in the face of strong opposition by Washingtons Latin American allies, which supported Argentinas seizure of the islands by force, and some opposition within his administration. However the major drawback of President Reagans doctrine was that it antagonized some of the other countries. Assess, in conclusion, the advantages and disadvantages of the particular doctrine that was followed.  In conclusion the advantages of the Reagan doctrine are the relative low cost of supporting guerilla forces compared to the Soviet Union’s expenses in the build up of client states. Another was the lack of direct involvement of American troops, which allowed the U.S. to confront Soviet allies without any casualties. Another was the fact that President Reagan was able to build up our military forces for other countries to take note that we are a force to be reckoned with. However the disadvantages is that policies such as our support of the fighters in Afghanistan created possibilities for blowback as people armed by the United States did not necessarily share the interests of the United States beyond resisting Soviet influence. One might also argue that it perpetuated, even added to, a military-industrial complex that soaks up billions in budget spending. Then, of course, there was the fact that American money and weapons went toward killing people around the world, which scarcely enhanced the image of the country. The major drawback of Reagans doctrine was that it antagonized some of the other countries. Summarize events between the U.S. and at least one (1) of the countries you wrote about in the first paper since the end of the Cold  War. In summary the events that took place between the U.S. and Nicaragua had taken place from 1981-1986. The first event was that the U.S. ended aid to Nicaragua after finding evidence the Nicaragua, Cuba, and the Soviet Union where supplying arms to Salvadorian rebels, The second event was the U.S. House of representatives passed the Boland Amendment which prohibits the U.S. from supplying the Nicaraguan contras with arms for overthrowing the Sandinista government. The third event is when the CIA mines Nicaragua’s harbors in a covert operation. Both U.S. enemies and allies condemn the action. Nicaragua sues the U.S. in the world court, and in June 1986 the court finds the U.S. guilty of violating International law. The fourth event is Daniel Ortega, leader of the FSLN, is â€Å"elected† president of Nicaragua. The fifth event is that the U.S. suspends talks with Nicaragua. U.S. president Ronald Reagan describes the Nicaragua contras as â€Å"Freedom Fighters† and compares them to America’s founding fathers. President Reagan initiates economic sanctions against Nicaragua. The sixth event was the U.S. congress approves humanitarian aid package for the Nicaraguan contras. The seventh event that took place was a plane carrying a U.S. military supply to the contras was shot down and the only American survivor is captured. And finally the U.S. government announces that contrary to the Boland Amendment the U.S. has been providing military aid to the contras. The supplies were purchased with funds diverted from the sales of U.S. arms to Iran. This would come to be known as the Iran-contra affair. Identify and describe the current relationship between the U.S. and one (1) of the cou ntries you wrote about in the first paper. The U.S. Government has clearly stated that the November 2011 elections marked a setback to democracy in Nicaragua and undermined the ability of Nicaraguans to hold their government accountable. The United States has promoted national reconciliation, encouraging Nicaraguans to resolve their problems through dialogue and compromise. It recognizes as legitimate all political forces that abide by the democratic process and eschew violence. U.S. assistance is focused on strengthening democratic institutions; stimulating sustainable economic growth; supporting the health and basic education sectors; and increasing the effectiveness of Nicaraguas efforts to combat transnational crimes, including narcotics trafficking, money laundering, illegal alien smuggling, international terrorist and criminal organizations, and trafficking in persons. Key U.S. policy goals for Nicaragua also include improving respect for human rights and resolving outstanding high-profile human rights cases; and developing a free market economy with respect for property and intellectual property rights (U.S. Department of State, Diplomacy in Action, 2011). Select a country you did not write about in the first paper, and describe the current U.S. diplomatic approach to the country. First, the United States simply did not have a diplomatic mission to Iraq that could have taken on public diplomacy responsibilities in 2003 because the United States severed its diplomatic relations with Iraq following that countrys invasion and occupation of Kuwait in 1990. In the absence of civilian human infrastructure that could have taken on public diplomacy and other civilian tasks, the Bush Administration turned to the US military which possessed a readily available and deployable capability to meet this crucial need. Since the 2003 US invasion and occupation of Iraq, a country that poses the most challenging and important test of American engagement in the region, the American military has led public diplomacy efforts throughout the country. Following the invasion, the US military began conducting many forms of public affairs and public diplomacy (PD) functions throughout Iraq. Military Public Affairs Officers held press conferences, engaged American and foreign journalists, organized cultural events, and highlighted the positive aspects of the United States continued presence in Iraq, among other significant public diplomacy activities. Needless to say, these are not functions normally conducted by the US military (S. E. Duggan, 2012). Contrast and compare the two (2) relationships The relationship between the United States of America and The Republic of Iraq are currently guided by two historic agreements: a Strategic Framework Agreement (SFA) that covers our overall political, economic, and security  relationship with Iraq, and a Security Agreement – otherwise known as the Status of Forces Agreement (SOFA) – that implements our security relationship. Both agreements protect U.S. interests in the Middle East, help the Iraqi people stand on their own, and reinforce Iraqi sovereignty. However the relationship between the United States of America and Nicaragua relations, the bilateral relationship, though tense at times, appears to be generally intact. One cause of tension has been President Ortega’s tendency to vacillate between anti-U.S. rhetoric and reassurances that he will respect private property and pursue free-trade policies. The United States provides significant foreign assistance to Nicaragua, and the two countries cooperate on counter narcotics, trade, and security matters. The relationships between the two countries and the U.S. as you can see are different, however the U.S. tends to help anyone and everyone that asks for it. The United States of America has spent billions of dollars helping these two countries get back on their feet. Using the (2) countries as examples summarize how the U.S. has changed the way it relates to other countries in the past 20 years. American political culture has changed considerably in the past twenty years, particularly with regard to American foreign policy and its relationship with the rest of the world. Your text discusses the debates surrounding the issue of â€Å"exporting democracy† to other parts of the world; this debate encompasses the humanitarian, economic, and political ramifications of the spread of democratic regimes. The changes in American political culture over the last twenty years have impacted this debate, and have affected the role that America plays in the world at large. References Alan Riding, Central Americans Split on U.S. Voting, New York Times, 4 August 1980 Scott, James M., Political Science Quarterly, Interbranch rivalry and the Reagan Doctrine in Nicaragua. 00323195, Summer97, Vol. 112, Issue 2 Luard, Evan. International Affairs. Autumn87, Vol. 63 Issue 4, p563. 12p. J T Rourke, International Politics on the World Stage, Guilford, CT: Dushkin Publishing Group, 1991, pp 295-296, 307-308. U.S. Department of State, Diplomacy in Action, 2011, www.state.gov Duggan, Sean E. Middle East Journal. Winter2012, Vol. 66 Issue 1, p53-78. 26p. Nuechterlein, Donald E., Perspectives on Political Science, The Reagan doctrine in perspective.10457097, Winter90, Vol. 19, Issue 1 McDermott, Rose. Journal of Cold War Studies. Fall2002, Vol. 4 Issue 4, p29-59. 31p. DOI: 10.1162/15203970260209509. Roskin M.G., Berry N.O. The New World Of International Relations. 2010, Pearson Education Company, Ch4, p58-59.

K is for Killer :: Essays Papers

K Is for Killer Conflict is an integral part of a literary work. Many authors use conflict as a technique to help the reader feel exactly what the character is going through in he/she’s internal battles and struggles. Both of the fictional pieces, â€Å"The Fifth Child† by Doris Lessing and â€Å"’N’ Is For Noose† by Sue Grafton, contain significant conflicts between characters which are brought out through the use of many scenarios within the novels. The novel, â€Å"The Fifth Child† takes place in London during the late 1960’s. David and Harriet Lovatt are a happily married couple who reside with their four beautiful children in an enormous home on the grassy outskirts of town. The Lovatt’s are a close-knit family until the abnormal pregnancy and birth of a fifth child, Benjamin. Ben is a strong, loud, violent toddler with an appalling appetite. Besides his actions, Ben is also very different looking compared to the rest of the Lovatt children. Ben’s behavior and attitude begin to ruin the family to the point where each of the children are sent off to live with relatives and Harriet’s husband abandons her. Harriet is stuck with the internal conflict of choosing between her newest son and her husband and other 4 children. Harriet decides to get the best of both worlds by sending Ben off to a doctor to help control and correct his problems, so her family can return home and feel safe once again. Sending away her own flesh and blood starts eating at Harriet to the point where she takes Ben back home. She was astonished to find out that Ben had not gotten any better; he had actually gotten worse. Ben was now fascinated with the local town gang and was involved in many robberies, rapes and violent acts. Harriet feels like a failure as her attempt to regain her â€Å"perfect family† was destroyed. The literary work â€Å"‘N’ is for Noose† took place during the late 1980’s in Southern California. Selma Newquist, a run-down widow, hired a private investigator named Kinsey Millhone to find out the reasons behind the sudden death of her late husband Tom. Selma felt that something had been eating away at Tom right before his death, and she was nosey to find out what exactly it was so she could be at rest with herself.

The Company Man Analysis Essay

ANALYSIS 7 Essay: The Company Man The typical business man involved in corporate America works anywhere from six to ten hours per day. Phil, â€Å"the Company Man† worked six days a week sometimes until eight or nine at night, making himself a true workaholic. Using his life story before he died Goodman is able to convey her liking toward Phil but her dislike of what the business world has turned him into. Not only does Goodman use a number of rhetorical devices but she also uses Phil’s past as well as the people who were once in Phil’s life to get her message across to her reader. Ellen Goodman sarcastically creates the obituary of a man who dedicated his life to his job and the company he worked for. Goodman uses anaphora, satire, diction, sentence structure, and selection of detail to complete her obituary of this â€Å"Company Man†. Emphasizing the fact that Phil worked himself to death, Goodman chose pure sarcasm to make this particular emphasis. She shows through this repeated phrases, that he must have chosen work over family quite often, working to provide for his family which resulted in the simple fact that â€Å"he worked himself to death, finally and precisely, at 3:00a. m Sunday morning. Goodman’s use of repetition leads to show her satirical writing. â€Å"On Saturdays, Phil wore a sports jacket to the office instead of a suit, because it was the weekend† shows Goodman’s use of satire in one of the many examples throughout the obituary. Toward the end of the essay, Goodman describes how the company president starts the funeral with a hint of sarcasm, â€Å"discreetly of course, with care and taste† using a tongue and cheek method to provide a subtle shift in tone. The president then begins to question who will replace Phil ending with a paradoxical sentence â€Å"‘Who’s been working the hardest? † getting down to the business of replacing Phil, providing another example of a stereotypical business approach. The vivid diction describes the sarcasm that Goodman has towards Phil. Goodman composes her paragraphs with careful rhythm and beat; she repeats â€Å"finally,† â€Å"precisely† and â€Å"perfect† three times. Phil’s constancy and lack of variation are embodied in rigid words such as â€Å"always,† â€Å"of course,† and â€Å"Type A. † Extreme diction such as â€Å"overweight,† â€Å"nervous,† and â€Å"workaholic† convey Phil as a worrywart with no fun at all in his life. These words mock Phil as a man sincerely obsessed with work that had lost track of his priorities. Goodman deepens her point when she introduces Phil’s family, using diction in relation to business to further emphasize the importance of work to Phil. To Phil’s wife Helen, â€Å"A company friend said ‘I know how much you will miss him. ’ And she answered, ‘I already have. ’† His eldest son tells the reader of how he went around the neighborhood gathering research on his father. His daughter recalls how whenever she was alone with him they had nothing to say to each other. When Phil’s youngest son reminisces on how he tried to mean enough to his father to keep him at home. Goodman informs the reader that the youngest child was Phil’s favorite. Goodman’s sentence structure of long, short, long, helps the shorter sentence stick out more to the reader. But she ends the paragraph with a sad ironic sentence, â€Å"My father and I only board here. † implying that he never really was successful. The descriptions of Phil in â€Å"The Company Man† are sardonically accusatory of the present way people live in society. Goodman makes light of how Phil is a heart attack waiting to happen, his seventy-hour workweeks and egg sandwiches. â€Å"Of course,† used thee times, translates as the acceptance that we have towards intolerable living conditions in order to fulfill the American dream. Like many Americans, Phil is constantly obsessed about his work and whether or not he will ascend to the top position. Through these details she describes the monotonous, repetitive way that society exists today. Throughout the column, images negatively portray the lifestyle that Phil lives. Superficially, all seems well because his family lives a comfortable existence. Emotionally, however, his family has missed his emotional support for years. His wife, Helen, gave up â€Å"trying to compete with his work years ago. † All of his children grew up in a so-called normal family with a father and mother. At his funeral, though, they do not have enough memories about him to say a proper eulogy. Phil himself was â€Å"overweight† and unhealthy, obsessed with work and negligent with his personal life. Goodman condemns the lifestyle that Phil leads by using negative and poignant imagery. Ellen Goodman develops an attitude of pity for Phil, and resentment for the company through rhetorical techniques by portraying that to his wife and to his children, Phil had become so consumed with his position as one of the Important People that he had all but completely removed himself from their emotional reach for the sake of his company life. Goodman’s vision of the corporate world and its influence and affect on our lives is portrayed through her diction and choice of detail in her anecdote of the reflection of the life of the A-Type, workaholic, Phil.