Internet Regulation Should Not Be Regulated Essay

Introduction In this paper, I will be arguing against the text by Lawrence Lessig by providing evidence and reasoning that proves that complete internet regulation would never be implemented on a global scale due to the privacy concerns that the United States would face while minimal internet regulation, like what Lessig suggests, would be unable to coexist with countries like China and Saudi Arabia who morally conflict with a global majority. Internet regulation will never be consistent in a global scheme and would require constant revision which makes it not provide enough utility to be considered when judging from Utilitarianism. Background Lessig argues that, during our progress to a truly online world, we are compelled to adjust our traditional values to ones that are more suited to the internet world. He says that the internet is already regulated by four different things: Architecture, Society, Market and Law. 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Analysis Of John Hughes s The Tale Of Asylum

Published in March 2016, Asylum is a complex, fractured novel that hovers on the border of reality and unreality. It is the most recent work by author John Hughes, whose novel The Idea of Home received the Premier’s Award for Nonfiction in 2005. The tale of Asylum is intriguing, a Kafkaesque allegory that binds the strangeness felt by refugees seeking asylum, with an image of purgatory borrowed from classical works of fiction. It is split into two acts, and within these acts, multiple fragments. The reader encounters excerpts from reports and inquiries as well as ‘Legends’ of both ‘The Doors’ and ‘The Place’. The landscape of the text is split into three places, ‘Sanctuary’, the ‘Doors’, and ‘Place’. Its protagonists are Baba and Ash, and†¦show more content†¦In this respect, Hughes alienates readers who prefer a linear narrative plot, with characters and motives that are easy to decipher. E d Wright (2012) incurred the same issue upon reading Hughes’ earlier novel The Remnants. He argues that there are books ‘that can only be fully appreciated once the real terror of one’s own mortality has been felt’. His own experience reading Proust before he was able to full appreciate it returned upon reading The Remnants (Wright 2012). The confusing nature of the text can be, admittedly, difficult at times to follow. Only upon a second reading can the true meaning of the text be gaged. The first chapter of Asylum, which introduces Baba, sets the tone for the novel. ‘The Official’, as Hughes calls the character, asks for Baba’s name. The reader is able to see inside Baba’s mind, as he comments that he ‘only knew a handful of their words’ (Hughes 2016, 3). From the outset there is uncertainty and mystery, as the reader does not know the identity of the Official, just their title, or the true identity of Baba other than what he tells the Official. Baba then ventures into the outside world, where he happens upon the ‘Sanctuary’, a place that is ‘a temple built to resemble a ruin’ (Hughes 2016, 13). It is here that he meets Ash, a barber who wears a white robe, and who tells Baba when he arrives that he will wear the black. They cut the hair of their clients and listen to their stories, before the client

The Removal of the Cherokee free essay sample

The Cherokee, whose journey was known as the trail of Tears, and the four other civilized tribes, Chickasaws, Choctaw, Creek and Seminole, were forced to emigrate to lands west of the Mississippi River, to what is now day Oklahoma, against their will. During the journey westward, over 60,000 Indians were forced from their homelands. Approximately 4000 Cherokee Indians perished during the journey due to famine, disease, and negligence. The Cherokees to traveled a vast distance under force during the arduous winter of 1838-1839. This is one of the saddest events in American history, yet we must not forget this tragedy. In order to understand the lack of morality on the part of the United States, the actions taken by the group in favor of removing the Indians and their opponents needs examining. The seeds of the Indian Removal Act of 1 830 are rooted in colonial times and continued to grow during the early years of the American republic. We will write a custom essay sample on The Removal of the Cherokee or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To comprehend this momentous tragedy we must first examine the historical background of the Indian problem and seek rationale for the American governments actions.This includes looking at the men who politically justified the expulsion of the Cherokee nation and those who argued against it. The Cherokee lived along the eastern part f the Tennessee River thriving in the bottomless from Virginia southward, and built their houses in villages, which were separated by daylong walks. Their houses were made of wood and stone, fields planted, nuts and berries gathered, game cured, and tobacco was smoked. The Cherokees predominantly relied upon hunting as their sole source of food, and lived peacefully with the Creek tribe, with whom they shared hunting grounds. Their hunting grounds extended from the Mississippi River to the Blue Ridge Mountains and from Central Georgia all the way north to Ohio River. The Cherokeegs first glimpse of white people was during the Spanish exploration in the when they openly traded with the foreign invaders and began peaceful negotiations. Life was never the same after the Spaniards arrived. The Spaniards brought foreign diseases, horses, chains, knives, and guns to America. The Spaniards did not settle the area north of the ROI Grandee because Spanish explorer Despot did not discover gold.Spain reacted to news of Despot's failure by blaming the Indians for his defeat. The Spanish developed a prejudice against the Indians, which others followed. # During the American Revolution the Cherokees, discontented with the colonists expansionist habits sided with the British. In the early periods of the Revolutionary War Southern militia attacked the Cherokee people. A peace treaty with the Cherokees was made on May 20, 1777, acknowledging defeat at the hand of the Americans.Consequently, the Cherokee Nation ceded large amounts of land in the Carolinas and Eastern Georgia to the United States. After the Revolution General Elijah Clarke of the Georgia Militia attacked the Cherokee nation on behalf of the American revolutionaries. In 1787 he defeated Indians at Jacks Creek and prompted the Cherokee nation to cede more land in Northeastern Georgia. To thank Clarke for his service the Georgia House of Assembly granted him a plantation, which was located on old Indian land. After the Revolutionary War the Cherokee Nation placed itself under the protection of the united States and agreed to specified boundaries for its territory by the Treaty of Hopeful in 1 785, which was written under the Articles of Confederation. Later the opponents of Indian Removal Act would try using the Treaty of Hopeful to nullify any acts of removal. The first treaty with the Cherokee under the Constitution of the United States was signed in 1793; George Washington, the first President of the United States, guaranteed the same rights obtained in the Treaty of Hopeful. With the presidency of Washington, the American government began to alter its policies towards Indians. The basic problem was how to get the Indian Territory. The Washington Administration viewed four possibilities for the Indians. First, extermination was often favored but impractical. Second, isolation was equally impossible. Third, citizenship many believed the Indians should come citizens, but the Indians refused this. Fourth, removal was at first rejected by the Indians but became the only alternative. The Washington Administration first tried regulating the Indians under the Secretary of War, Henry Knox. The administration then began a policy of Landis civilization. It wanted to create a race of Indian people that relied less on hunting and more on agriculture. The Washington Administration continually entertained the notion that once the Indians were proficient in agrarian sciences, they would be able to cede their lands in the east and move westward. Certain Cherokee refused to assimilate into the tithe' agrarian way of life and voluntarily immigrated to the western regions of the country.These Cherokee were a minority, for most Cherokee stayed in their homelands and worked toward a more civilized' way of life. In 1802, the Jefferson Administration made a pact with Georgia (the Georgia pact of 1 802), in which the sale of Georgians western lands to the united States for $1 was agreed upon. The Compact stated that the US would forfeit her treaty rights with Native American tribes in Georgia, and Georgia would gain legal title to Cherokee lands as soon as the United States could buy the land from the Cherokee Nation through peaceful treaty terms. In 1806 president Thomas Jefferson, with no intention to disregard the Cherokees rights of humanity, sent Lieutenant Zebu Montgomery Pike and Lieutenant James B. Wilkinson on an expedition to explore the western regions of the Arkansas River to evaluate the area for settlement. Jefferson however lost interest in helping solve the Indian problem when international pressures caused by the British and French arose; thus, Indian removal was postponed. # In 81 6, Andrew Jackson, then a United States General and Indian Commissioner, started negotiations to see fifth whole Cherokee Nation would move to the west.The Cherokee were divided on the Issue of emigration. The Lower Cherokee of Georgia favored removal, while the Upper Cherokees of Tennessee were adamant about keeping their homelands. The negotiations led by Jackson ended with the Cherokee Treaty of 1817, with the Cherokee ceding their lands to Georgia. However, in the following two years the two bodies of Cherokee had a complete reversal of opinion. The upper Cherokee began to move west, while the Lower Cherokee minded in Georgia. The Cherokee council, wishing to stay on their land, put forth a plea to the united States. Brother: We wish to remain on our land, and hold it fast. We appeal to our father the President of the United States to do us justice. We look to him for protection in the hour of distress. # President James Monroe declared that the Cherokees who had previously ceded their land could legally remain on their land in Georgia. The federal decision to allow the Cherokees to remain in Georgia made Georgia furious, and prompted her to promulgate cries of tyranny at the hands of the US government. Georgia maintained the opinion that it was sovereign over actions within its state.Georgia held that the United States government could not violate the rights of their state, and the Georgia Compact of 1 802 had not been fulfilled. While the Monroe Administration tried to peacefully remove the Cherokee Indians, the state of Georgia was growing impatient with not owning the Cherokee lands. Through an attempt to purchase the entire Cherokee landholdings in Georgia, President James Monroe in 1 820 approached the Cherokees concerning the possibility of ceding their lands and titles to the state of Georgia and moving heir people westward.The Cherokee Nation replied that having seen the suffering of their brethren as they traveled west, they would reject any possibility of ever emigrating. John Ross, the Chief of the Eastern Cherokee wrote President Monroe that: The Cherokee Nation have now come to a decisive and unalterable conclusion not to cede away any more lands, the limits reserved by them under the treaty of 1 819 is not more than sufficient for their comfort and convenience, taking into consideration the great body of mountains and poor lands which can never be settled.It is gratifying truth, hat the Cheroke es are rapidly increasing in population, therefore it is an incumbent duty on the nation to preserve unimpaired the rights Of posterity to the lands of their Ancestors. # Georgia became enraged at the Cherokee assertion that their sovereignty would not be recognized. President Monroe met with John Ross and other tribal leaders in Washington, receiving them with diplomatic status; this enraged the Georgian government. Georgia asserted that too much time had transpired and now the Indians were farther away from removal than in 1817. Georgia also asserted that, if a peaceful negotiation that prompted theCherokee's forfeit of their land could not be arranged, the Cherokee Nation should be immediately removed and compensated for their land. Monroe refused to answer Georgia's demands and stated that the Federal Government was no longer obligated to provide Georgia with the Cherokee lands. Georgia Governor George M. Troop insisted that the Cherokee Nation had no right to impede any discussions of ceding their land to the sovereign state of Georgia. #O Despite the growing political debate that ensued between Georgia and the Cherokee Nation, the Cherokee began to truly assimilate themselves into a civilized way of life.In 1821, Sequoias, a half blood Cherokee with the loyalty of a full blood, developed the Cherokee alphabet. Sequoias had no formal schooling, but brought the power Of literacy to the Cherokee Nation. #l In 1826, the Cherokee wrote a constitution modeled after the United States Constitution. The constitution stated that the Cherokee Nation was an independent and sovereign nation, and that it would only abide by the laws that were made by representatives of the Cherokee government.This assertion implied that Georgia's laws were not applicable within the borders of the Cherokee Nation, an assertion that romped Governor Troop to verbally assault President John Quince Adams administration. Troop maintained that the IIS government was not acting in good faith towards Georgia#2 Troop continued to assert that: Deal the lands, appropriated and inappropriate, which lie within the conventional limits Of Georgia belong to her absolutely; that the title is in her; that the Indians are tenants at her will , . ND that Georgia has the right to extend her authority and her laws over her whole territory an d to coerce obedience to them from all descriptions of people, be they white, red, or black, who may reside within her limits. 3 President John Quince Adams refused to address Georgiags demands and the question of the sovereignty was unanswered during the duration of Adams Administration. Georgia declared that the government was undermining its integrity, since the federal government had aided Ohio, Kentucky, Tennessee, Missouri, Arkansas, Alabama, North Carolina, and South Carolina in obtaining cessions of Indian land.Due to the inactivity of the United States government, Georgia passed a law on December 29, 1828, that declared all Cherokees to be subject to Georgia law and that the Cherokee constitution was not a recognized document. The law also made it illegal for any man, including missionaries who had not taken an allegiance to the state of Georgia or who did not possess a legal license, to live within Cherokee boundaries. #4 Before any debates on the legality of the law ensued, gold was discovered on the disputed Cherokee land in July of 1829.This led nearly 3,000 men from all over the United States to flock to the Cherokee lands. #5 The invasions by these men on to Cherokee land were illegal within the frameworks of three governments: the United States, the S tate of Georgia, and the Cherokee. United States law prohibited any man from riding or settling within Indian Territory without a special license, while government held that these men were illegal intruders within own jurisdiction. The Cherokee asserted that no man could seek settlement or trade within their boundaries without their approval.This created a problem within the infrastructure of the three governments. The invasion of Cherokee land by settlers caused an outrage in the North and amongst religious leaders. Jeremiah Averts, a Boston clergyman, and others demanded, that the federal government protect the tribesmen from white intruders #6 In 1828, Andrew Jackson was elected President of the United States. Jackson Was completely different from his predecessor Adams and continually sided with Georgia.President Jackson believed Georgia to be the sovereign power within the entire border of her State. #7 Jackson, a former Indian fighter and venerable frontiersman believed that: the federal government . . .Could not prevent the states from extending their jurisdiction over Indian Territory. #8 Jacksons presidency was a blow to the Indian cause. Jackson asserted that he was only following past precedent and was not instituting any new mechanisms in handling Indian land cession; however, his was not the case.Traditional policies of past administrations were to purchase Indian lands before forcing their removal, yet Jackson endorsed Georgiags proclamation that Cherokee lands were the property of Georgia, without a substantial treaty or financial restitution. In Andrew Jackson first annual report to Congress, he said tit has long been the policy of Government to introduce among them [Indians] the arts of civilization, in the hope of gradually reclaiming them from a wandering life. #9 Jackson believed that, despite any efforts to civilize the Indians they would retain their page ways and only take away from the ideals of Manifest destiny. Jackson would not recognize any Indian nation as a sovereign entity and proclaimed that the Indians only had two options, to emigrate beyond the Mississippi or submit to the laws of these Jackson justified his policies towards the Indians through traditional precedent. He asserted that the Indians were once unobstructed masters of their own destiny, yet a new time of American dominance had surfaced. He put forth that certain Indian tribes were becoming extinct and the population of others was radically diminishing.It became apparent that the only solution was to accept the inevitable and endorse the removal of Indian tribes to the west. They may be secured in the enjoyment of governments of their own choice, subject to no other control from the United States than such as may be necessary to preserve peace on the frontier an d between the several tribes. There the benevolent many endeavor to teach them the arts of civilization, and, by promoting union and harmony among them, to raise up an interesting commonwealth, destined to perpetuate the race and to attest the humanity and justice of this Government. 1 It became apparent that President Jackson would never recognize the Cherokee Constitution and he continually denied the Cherokees any right within the domain of GeorgiaIsis jurisdiction. The proponents of Indian removal pressed their removal bill into Congress. Jackson continually supported Georgia in its attempts to suppress the Cherokee Nation as a recognized political state. The debate for the congressional bill started at the same time statute began nullifying the Cherokee constitution.The topic of removal was contestable and the proponents of the bill knew that Jackson would undoubtedly help them win the passage of the bill. Jackson adamantly wanted the adoption of this bill, although he knew of its controversial nature. Jackson had already informed several Southern governors of his intentions. The War Department deployed numerous delegates to the Southern tribes to encourage endorsing removal. Jackson knew that if Georgia was overly vocal or passed any new laws against the Cherokees the removal bill would be defeated.Jackson wanted relations with the southern Indians to remain quiet and peaceful' until they could build sufficient public support for removal' #2 The primary proponent of the removal bill was Representative Wilson Limpkin from Georgia. He asserted that Northern members of Congress could not truly understand the Indian problem, for they were sheltered from all or relatively little Indian contact. Representative Limpkin, a frontiersman from Northern Georgia, said amongst my earliest recollections are the walls of an old fort, which gave protection to the women and children from the tomahawk and scalping knife of the Indians. #3 Limpkin asserted that Georgia was being unlawfully blamed for false humanitarian crimes. Limpkin believed others states that had posse ssed substantial Indian populations had been helped by federal government intervention. Limpkin declared that Georgia did not have the outright intentions of abolishing the Cherokee, yet twenty-eight years of government subsidies to promote their growth had proved futile at the expense of Georgia. #4 Similar to other states in the union, Georgia was attempting to define her sovereignty; no other state in the Union had their sovereignty questioned by an Indian Nation.Limpkin claimed that the states, such as Tennessee, had somewhat eradicated their Indian problem by forcing the Cherokees into Georgia. Limpkin said They have actually forced the Cherokees from their lands in other States, settled them upon Georgia lands, ND aided in furnishing the means to create the Cherokee aristocracy. #5 mumping asserted to the delegates of the states who believed Georgia to be inhumane that they were the inhumane ones, not Georgia.He proclaimed that: Georgia, it is true, has slaves; but she did not make them such; she found them upon her hands when she became a sovereign State . . . Elf she has ever owned an Indian slave, it has never come to my knowledge; but more than one of the other States of this Union have not only reduced Indians to a state of slavery, but have treated them as brutes, destitute of human rights.. Holding out rewards for their scalps, and even giving premiums for the raising of a certain breed of dogs, called bloodhounds, to hunt savages.. Sir, compare this legislation with that of Georgia, and let the guilty be put to shame. #6 This assertion was brilliant it shifted the question of humanity from the Georgians and to the issue at hand, the removal of Indians. Limpkin held a vested interest in the debate, yet he shifted the emphasis from Georgiags prior actions to what most frontier citizens desired, to expel the Native Americans, and to demolish the Native Americans influence. The opponents of the bill primarily concentrated on two issues that they felt were necessary to defeat the bill.Senator Theodore Frighteningly, of New Jersey, was the most prolific speaker for the opponents of the bill. He utilized the questionable humanity of the bill and past governmental treaties as the justification for his cause. Frighteningly was a very pious man who had devoted much of his time to humanitarian and religious reform. His opposition to the Removal Bill promoted Christian benevolence for the Indians and simultaneously attacked what he referred to as Jacksons hypocrisy. #7 His speech reaffirmed the Southern Indiangs right to remain in his ancestral homeland. Frighteningly asserted that intention was not to force the removal of Indians, but to rescind, modify, or explain away our public treaties with the Indians. #8 Frighteningly maintained that because of past treaties the actions of the US government and Georgia were unethical and intolerable. He questioned how they could turn their backs on a race of men whom they depended upon during the early years of their nation, whom they had fought with in the Revolution. Frighteningly was unable to envision turning his back on the Indians, for he loud not turn his back on any man.He saw that the past treaties declared that the United States would protect the Indians political and civil rights, and now the United States wanted to endanger those very rights. Frighteningly asked Do the obligations of justice change with the color of skin? Is it one of the prerogatives of the white man, that he may disregard the dictates of moral principles when an Indian shall be concerned? #9 Frighteningly was app alled that the issue Of Indian Removal was even raised, for the American people were in the same predicament only fifty-five years earlier with the oppression of the British.He asked And how was the tea tax met, Sir? Just as it should be. There was lurking beneath this trifling imposition of duty, a covert assumption of authority, that led directly to oppressive exactions [sic]. No taxation without representation, became our motto.. .Our fathers buckled on their armor, and from the waters edge, repelled the encroachments of a misguided cabinet. We successfully and triumphantly contended for the very rights and privileges that our Indian neighbors now implore us to protect and preserve to them. 0 Frighteningly blamed Georgia for this whole problem; he cited Georgias actions as intolerable. Frighteningly felt that the fact that Georgia attempted to usurp the political powers of the Cherokees undermined the entire political system. He questioned how one could justify that certain laws of morality and justice are only applicable to certain people. Along with Frighteningly the Removal Bill, was opposed by frontiersman and Congressman, David Crockett of Tennessee.Crockett also attempted to address the compassion of the American people, and asked if any Christian person would ever impose these sanctions on an entire race of people. The compelling argument that Crockett raised in opposition to Limpkin is that he too, was from the frontier. mumping used his frontier status' as a justification for removal, yet Crockett could not fathom this rationale. Crockett stated they [Indians] had been recognized as such [an independent people] from the very foundation of this government, and the United States were bound by treaty to protect them. #1 Crockett believed that the only Christian way of dealing with this decision was to offer the correct financial compensation to the Indian, and then the choice was his. Compulsory expulsion was wicked and was intolerable in a moral government. Crockett simply stated that the US has gotten everything they should have ever desired. They wrote the treaties and the Cherokees signed them; the US dictated their allegiance after the Revolutionary war, and the Cherokees obeyed. It was ludicrous to ever expect any more of the Cherokee.Crocketts pleas were not productive to the debate. Realizing defeat on the removal bill, Frighteningly proposed an amendment that would make it mandatory for the government to recognize the treaty rights of the Indians wishing not to emigrate and to guarantee a safe journey for those who emigrated to the west in exchange for heir Southern holdings#2 Frighteningly wanted to delay the removal campaign until Congress could publicly declare that western sites wo uld be suitable for those who emigrated. Despite the efforts of Frighteningly and his colleague's efforts, the Indian Removal Act passed by a margin of 1 02 to 97 in the house. The Senate consented to the same terms as the House and the bill became a law on May 28, 1830. Many viewed the passage of the Indian Removal Act as inhumane. This prompted the creation of the Memorial Of the Cherokee Nation, an essay that showed the utter horror ND inhumanity of expelling the Cherokees from their ancestral homes.It conveyed the same message as speech, which questioned what rationale could ever proliferate the Indian Removal Act of 1830. It asserted that the Cherokees never defied their treaties with the United States, and solely wanted to remain peaceful. #3 In an attempt, to remain a separate political entity within the bounds of Georgia, the Cherokee Chiefs, led by John Ross, filed suit against the state of Georgia. The case went directly to the Supreme Court for the Cherokee nation filed the suit as a separate state. In the case of Cherokee Nation v. E State of Georgia (1831) John Ross asserted that the laws of Georgia are not applicable within the domain of the Cherokee confederacy. . It will be remembered that in the course of the last winter I served a notice upon the Governor [George R. Gilder] Attorney General of the State of Georgia, that a motion would be made by the Cherokee nation thro their Counsel [William Writ] before the Supreme Court of the United States for a writ of injunction to restrain that state from the enforcement of her laws within our territorial limits.The motion was accordingly made and the agreements heard, and upon the simple question whether the Indian Tribes within the limits of the United States are to be viewed as a foreign State in the sense of the constitution, or not#4 Cherokees thought that Chief Justice John Marshall would entertain their notions of sovere ignty based on the past treaties between the United States and the Cherokee nation. Chief Justice Marshall was opposed to the politics of Andrew Jackson, who disregarded the institution of the courts as a legal entity of government. Chief Justice Marshall also continually maintained the rights of individuals and of property, thus it appeared as though the Cherokees still maintained a fighting chance. The outcome of the trial brought little hope to the Cherokees, as the Court decided that Cherokees were a separate domestic, dependent nation within the United States. Georgia was the guardian and the Cherokee Nation the ward. 5 Chief Justice Marshall acknowledged the views Of the Cherokee when he wrote his consenting opinion, yet in his opinion he decides against the legitimacy of Cherokee independence by saying: Elf it be true that the Cherokee nation have rights, this is not the tribunal which those rights are to be asserted. If it be true that wrongs have been inflicted, and that still greater are to be apprehended, this is not the tribunal which can redress the pas t or prevent the future. #6 By this Marshall asserted the Cherokee Nation grievances would need to be brought before the Georgia court of law. The charges were never heard in a Georgia courtroom. The Cherokee Nation forged ahead in defiance of Georgia. The Cherokee Chiefs sent a letter to both the governor of Georgia, George Gilder and to President Andrew Jackson relaying that they wished to remain on the land of the ancestors. The Cherokee believed that the treaties of the past guarantied them the right to stay. #7 The Cherokee nation then faced a setback; the Georgia Statute Of 1830 reestablished the law that any white person residing in Cherokee territory without an oath of allegiance to the State, or an authorized license was there illegally.Twelve missionaries were living in Cherokee territory without the approval of Georgia or the United States. These missionaries held a meeting at New Echoed, the capitol of the Cherokee Nation, in which they passed declarations protesting Georgian laws over the Cherokees. The state of Georgia arrested the twelve missionaries. The council pleaded the case on the premise that Georgia law over the Cherokees was unconstitutional. The missionaries temporarily were released on the basis that the men were agents of the United States.

The Problem of Sustainability Essay Example For Students

The Problem of Sustainability Essay In this chapter the author David Orr explains the causes of our unfortunate condition from the social confining situation to those that are inevitable part of human condition. As the author looks into the future three crises will be imminent: the food crisis as result of worldwide soil losses and rapidly expands of population, The cheap energy, the race between the fossil fuels and the solar energy, and the climate change. This has to do with the limits of the natural resource. Besides these crises the writer mentions the crisis of the spiritual resources. Human need a new vision of the link them to the planet in a more life-centered. We will write a custom essay on The Problem of Sustainability specifically for you for only $16.38 $13.9/page Order now The crisis as a social trap is part of lucid behavior in situation typified by multiple but conflicting rewards. The rewards are short terms but the costs are long term and paid by all. One of the solutions that will deter the human to get into those traps will be if the costs are paid up front as part of the purchase price. Effort to build a sustainable society on assumption human rationality must be regarded as partial solution. Recognition of these social traps and making policies to avoid them will help in building sustainable society. The crisis as consequence of the economic growth has to do with the propensity of all industrial society to grow beyond the limits of the natural systems. Human use 40 percent of the net productivity of the ecosystem on the planet, changing the was the climate, exterminating species, and toxifying ecosystem. The writer also elucidates that the importance of the economy in the modern world is a great deal of the tendency of the social trap. The cultivation of mass consumption through the advertising promotes the psychology of instant satisfaction which creates pressure that lead to risky technological perhaps the most danger one. The crisis as the result of the urge to dominate over the earth, to be fruitful, to multiply, and to dominate its creature is inherent in the bible. The idea that the science should be limited on the grounds of ecological prudence struck too close to the presumption of establishment science for ease. In effort to build a durable social order we must acknowledge, that effort to change society for the better have a release history. Societies change continually but seldom in direction hoped for, for reason that everyone will understand and will consequences that are anticipated. Ecological Literacy In this chapter the author explains what the ecological literacy is, and its importance on educating our society for the benefits of the future generation. Failure to develop ecological literacy is a sin of omission and of commission. Our society is failing to teach the new generation about the basic earth and how it works. Also we are teaching them things that are wrong. Our students dont know that the environment subject is as important as history, politics, economics, mathematics, etc. To become ecologically literate one must not only be able to read and like to read but also to observe the nature with insight. People who do not have idea about the ground on which they stand will miss on of the elements of good thinking which is the capacity to distinguish between health and disease in the natural systems and their relation to health ad disease in human ones. To help our society become ecological literate we must recognize that all education is environmental education. Second environmental issues are complex and can not be understood through a single discipline. Third, for inhabitants, education occurs in part as dialog with a place and has characteristic of good conversation. Fourth, experience in the natural world is both an essential of understanding the environment and contributing to a new thing. .u1bc91ba122bcb14754c4b7d14ab7fac0 , .u1bc91ba122bcb14754c4b7d14ab7fac0 .postImageUrl , .u1bc91ba122bcb14754c4b7d14ab7fac0 .centered-text-area { min-height: 80px; position: relative; } .u1bc91ba122bcb14754c4b7d14ab7fac0 , .u1bc91ba122bcb14754c4b7d14ab7fac0:hover , .u1bc91ba122bcb14754c4b7d14ab7fac0:visited , .u1bc91ba122bcb14754c4b7d14ab7fac0:active { border:0!important; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .clearfix:after { content: ""; display: table; clear: both; } .u1bc91ba122bcb14754c4b7d14ab7fac0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1bc91ba122bcb14754c4b7d14ab7fac0:active , .u1bc91ba122bcb14754c4b7d14ab7fac0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .centered-text-area { width: 100%; position: relative ; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1bc91ba122bcb14754c4b7d14ab7fac0:hover .ctaButton { background-color: #34495E!important; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1bc91ba122bcb14754c4b7d14ab7fac0 .u1bc91ba122bcb14754c4b7d14ab7fac0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1bc91ba122bcb14754c4b7d14ab7fac0:after { content: ""; display: block; clear: both; } READ: Dday Essay Intro Fifth the way education occurs is as important as its content. Sixth, education relevant to the challenge of building a sustainable society will enhance the learners competence with natur .

Brady Act Background Checks, History, and Application

Brady Act Background Checks, History, and Application The Brady Handgun Violence Prevention Act is perhaps the most controversial federal gun control law enacted since the Gun Control Act of 1968, and several events in the U.S. led to its creation and enactment. In an effort to deny guns to those who would misuse them, it requires firearms dealers to perform an automated background check on prospective buyers of all rifles, shotguns or handguns. Brady Bill History On March 30, 1981, 25-year old John W. Hinckley, Jr. tried to impress actress Jodi Foster by assassinating President Ronald Reagan with a .22 caliber pistol. While he accomplished neither, Hinckley did manage to wound President Reagan, a District of Columbia police officer, a Secret Service agent, and White House Press Secretary James S. Brady. While he survived the attack, Brady remains partially disabled. Driven largely by the reaction to the assassination attempt and Mr. Bradys injuries, the Brady Act was passed, requiring background checks on all persons attempting to purchase a firearm. These background checks must be performed or applied by federally licensed firearms dealers (FFLs). NICS: Automating the Background Checks Part of the Brady Act required the Department of Justice to establish the National Instant Criminal Background Check System (NICS) which can be accessed by any licensed firearms dealer by telephone or any other electronic means for immediate access to any criminal information on prospective gun purchasers. Data is fed into the NICS by the FBI, the Bureau of Alcohol, Tobacco, and Firearms, and state, local, and other federal law enforcement agencies. Who Cannot Buy a Gun? Between 2001 and 2011, the FBI reports that over 100 million Brady Act background checks were performed, resulting in more than 700,000 gun purchases being denied. People who may be prohibited from purchasing a firearm as a result of data obtained from the NICS background check include: Convicted felons and people under indictment for a felonyFugitives from justiceUnlawful drug users or drug addictsIndividuals who have been determined to be mentally incompetentIllegal aliens and legal aliens admitted under a non-immigrant visaIndividuals who have been dishonorably discharged from the militaryPeople who have renounced their American citizenshipPeople under domestic violence restraining ordersPeople convicted of misdemeanor domestic violence crimes Note: Under current federal law, being listed on the FBI Terrorist Watchlist as a suspected or confirmed terrorist is not grounds for denial of a firearm purchase. Possible Outcomes of a Brady Act Background Check A Brady Act gun buyer background check can have five possible outcomes. Immediate Proceed: The check found no disqualifying information in the NICS and the sale or transfer can proceed subject to state-imposed waiting periods or other laws. Of the 2,295,013 NICS checks done during the first seven months the Brady Act was enforced, 73% resulted in an Immediate Proceed. The average processing time was 30 seconds.Delay: The FBI determined that data not immediately available in the NICS needs to be found. Delayed background checks are typically completed in about two hours.Default Proceed: When a National Instant Criminal Background Check System check cannot be completed electronically (5% of all checks), the FBI must identify and contact state and local law enforcement officials. The Brady act allows the FBI three business days to complete a background check. If the check cannot be completed within three business days, the sale or transfer may be completed although potentially disqualifying information might exist in the NICS. The dealer is not required to complete the sale and the FBI will continue to review the case for two more weeks. If the FBI discovers disqualifying information after three business days, they will contact the dealer to determine whether or not the gun was transferred under the default proceed rule. Firearm Retrieval: When the FBI finds that a dealer has transferred a gun to a prohibited person due to a default proceed situation, local law enforcement agencies, and ATF are notified and an attempt is made to retrieve the gun and take appropriate action, if any, against the buyer. During the first seven months, the NICS was in operation, 1,786 such firearms retrievals were initiated.Denial of Purchase: When the NICS check returns disqualifying information on the buyer, the gun sale is denied. During the first seven months of NICS operation, the FBI blocked 49,160 gun sales to disqualified people, a denial rate of 2.13 percent. The FBI estimates that a comparable number of sales were blocked by participating state and local law enforcement agencies. Typical Reasons for Denial of Gun Purchases During the first seven months in which Brady Act gun buyer background checks were performed, the reasons for denial of gun purchases broke down as follows: 76 percent - Criminal history of a felony8 percent - Criminal history of domestic violence6 percent - Criminal history of other offenses (multiple DUIs, non-NCIC warrants, etc.)3 percent - Criminal history of drug abuse3 percent - Domestic violence restraining orders What About the Gun Show Loophole? While the Brady Act has blocked more than three million gun sales to prohibited purchasers since taking effect in 1994, gun control advocates contend that up to 40 percent of gun sales occur in â€Å"no questions asked† transactions that often take place over the Internet or at gun shows where, in most states, background checks are not required. As a result of this so-called â€Å"gun show loophole,† the Brady Campaign to Prevent Gun Violence estimates that about 22% of all gun sales nationwide are not subjected to Brady background checks. In an effort to close the loophole, the Fix Gun Checks Act of 2015 (H.R. 3411) was introduced in the House of Representatives on July 29, 2015. The bill, sponsored by Rep. Jackie Speier (D-Calif.), would require Brady Act background checks for all gun sales including sales made over the Internet and at gun shows. Since 2013, six states have enacted similar laws.

Historical Context Matrix Essay Example

Historical Context Matrix Essay Example Historical Context Matrix Essay Historical Context Matrix Essay As you learn about health care delivery in the United States, it is important to understand the history of health care delivery to develop a working knowledge as you progress through the course. The following matrix is designed to help you develop that working knowledge. Fill in the following matrix. Each box should contain responses between 50 and 100 words. |Historical Context |Historical background? |Where is the care |Who is the caregiver? |Goal of the care? |How is care paid | |Matrix | |delivered? | | |for? . The |that they wanted. | | |full of different |people as possible. |were real drugs, the |doctors were a little |So instead of | | |potions and elixers |Once they got done |town doctor would have|bit more advanced in |paying with the | | |made from the many |with their speech |their patient come to |medicine and started |regular currency of| | |herbs found in their |and had everyone |their house and |being able to mend and|that time, they | | |travels. With every |believing their |administer the drug, |stitch the cuts and |would trade for it. | | |new area they went |remedies would work,|procedure or whatever |also to dig out the  |Sometimes the | | |there would be new an |they would sell |might need to be done |bullets in order to |sellers would want | | |elixer or potion that |their remedies of |to bring the patient |save the life or limb |supplies; sometimes| | |a medicine man or |snake oil in the |back to health. |of their patients. | They want food or | | |another doctor could |street, at houses, | | |drinks, or animals. | | |show them to make and |in stores, wherever | | |Whatever it is that| | |they would in turn |people were willing | | |the snake oil | | |bring them into towns |to buy. | | |sellers ask for in | | |and sell them and heal| | | |trade. | | |those that they can. | | | | | |Early hospitals |Hospitals in the |The idea for |Universities around |As advancements in |Hospitals did not | | |United States emerged |Hospitals grew in |the world had been |medicine and |work for trade like| | |from institutions, |the big cities to |training people to |technology grow, the |the old snake oil | | |notably almshouses |care for the sick |become doctors for |doctor’s job changed |sellers used to. | | |that provided care and|and poor. From this |years. That same thing|from simply bandaging |They would accept | | |custody for the ailing|generous idea came |is where these |or stitching a |cash as payment or | | |poor. Rooted in this |about the beginnings|hospitals got their |patient, to figuring |if cash was not | | |tradition of charity, |of multifaceted |staff. After years of |out what was wrong |available at the | | |the public hospital |municipal |training and a few |with them such as a |time your insurance| | |traces its ancestry to|institutions. |years of internship a |virus or disease and |company could help | | |the development  of . Whenever someone had|student of the medical|giving the proper |pay for the | | |cities and community |a sickness or injury|practice could become |medicine to alleviate |majority of the | | |efforts to shelter and|that could not be |a doctor and get paid |it. The goal for |hospital bills. | | |care for the |taken care of at |to work in the |doctors has always |Insurance was | | |chronically ill, |home, they could |hospitals healing the |been to heal sick or |accepted at most | | |deprived, and |come to the hospital|sick, delivering |injured patients and |places back then | | |disabled. |to receive the care |babies, and mending |to maintain the good |and would most | | | |that they need. |wounds. |health of those who |likely be the | | | | | |are not sick. |primary way to pay | | | | | | |hospitals around | | | | | | |the time of the | | | | | | |great depression. | |Local hospital |Over the years there |Facilities have |As more people arrive |There are a lot of |Most people do not | |autonomy |has been a population |advanced over the |needing help at |injuries occurring due|have the cash money| | |boom. Now that there |years from simple |hospitals and |to accidents and |needed to pay for | | |are more people in the|help organizations |advancements are being|shooting and break |the operations, | | |world that need help |for the poor and |made in the medical |ins. Also there are |tests, and | | |and it still takes |elderly to a |field. Doctors do not |more illnesses and |procedures that are| | |years for someone to |monopoly of |have the time needed |viruses being |done at the | | |go through all the |institutions in all |to see all the |transferred from |hospitals. However | | |schooling to become a |the cities of every |patients. So the role |person to person. It |the hospitals still| | |doctor, there is less |state. These |of helping people has |is the goal of the |need to be payed | | |time for doctor and |facilities have all |opened to Nurses and |hospital staff to |for their services | | |patient to become |the up to date |Interns to help those |stitch up the |and for medicine | | |acquainted so there is|equipment and |with less serious |injuries, give the |for the next | | |a lack of a personal |technology required |ailments or injuries. |proper medicine for |patient, so in | | |touch. The technology |to help their | |illnesses and viruses |order for them to | | |has got better over |patients with | |to keep people in the |get paid insurance | | |the years but the |whatever is needed | |best health possible. |takes over and | | |simple number of |heal them of | | |allows you to not | | |people needing help |injuries or | | |pay the full price | | |has caused the staff |sicknesses. | | |of the hospital | | |of hospitals to become| | | |bill. | | |less hospitable. | | | | | |Specialized care |There are more than |Originally all care |Those people who have |The mentally ill |If cash money is | | |just physical things |for people was given|gone to school and |patients need very |not available then | | |that keep a person |in hospitals, but |studied the specifics |specialized care over |insurance can cover| | |sick. Mental illnesses|due to the amount of|of these illnesses are|a long period of time |the medical bills | | |were brought into the |people and the |not your everyday |in order to completely|of the therapy that| ||medical field to try |specialized care |doctors. These are |make sure they are |is required for the| | |to provide care for |needed by the |your Psychiatrists, |cured or at least able|mentally or | | |the mentally |patients, facilities|Therapists, |to function properly |physically | | |challenged people. |were made |Neurologists and other|in normal society |impaired. Most | | |This care does not |specifically for the|specialized medical |without wanting to |people who are | | |fall under that of |mentally handicap, |practitioners. These |cause harm to |under this kind of | | |regular doctors, so |those needing both |specialized trained |themselves or others |specialized care | | |people went to school |physical, mental, or|professionals give |around them. The |are not able to pay| | |and studied these new |emotional therapy, |care to their patients|physical impaired such|for the treatments | | |medical phenomenons in|and those who are |with the most up to |as those who have lost|themselves, so | | |order to learn how to |suffering from |date technology and |a limb or have gone |their families | | |treat them. |insanity or other |treatment procedures |under a major surgery,|usually pick up the| | | |major illnesses such|available. |need to be watched |bill or watch over | | | |as PTSD. | |over by a trained |the patients funds | | | | | |professional to make |from before the | | | | | |sure they get the |accident or illness| | | | | |proper therapy needed |set in, until the | | | | | |to relearn how to use |funds are gone or | | | | | |those muscles and not |the family member | | | | | |hurt the joints or |decides to take | | | | | |tendons in their |over the payments. | | | | | |bodies. | | Write a 300-word summary describing how the history of health care has influenced health care today. The history of health care has influenced health care today by encouraging a lot of people to go to school and become a doctor and nurse. It influenced people to get the proper training to see about sick people and treat them. In the old days people did not know how to save people lives. They also didn’t have a hospital to go to. Everything was done at the house by a mid wife or the doctor came to the house to see you. In this generation you have a doctor office and a hospital to go to when you are sick. The only thing that I see that they have like the old days or a mid wife they call in the hospital if you are giving birth to a child and you want to do it the old fashion way. But the history of health care has change the way people feels about other people health in this life time. References http://thinkprogress. org/yglesias/2009/10/02/194591/health-care-in-1500/? mobile=nc medieval-life-and-times. info/medieval-life/medieval-doctors. htm http://patients. about. com/od/decisionmaking/a/Snakeoil. htm naph. org/Homepage-Sections/Explore/History. aspx.

Explain Descartes theory in relation to doubt and evaluate his Essay

Explain Descartes theory in relation to doubt and evaluate his rationalism - Essay Example f Descartes effort to overcome skepticism through showing whether if one proceeds to consider matters systematically and the truths that one cannot doubt. Descartes uses a method of doubt and method analysis to ascertain the hypothesis. The doubt method involves the act of creating and posing strong and skeptical hypotheses that ultimately call into the doubt classes of the claims of knowledge. Cartesian doubt method normally gives more details regarding the method. Under normal circumstances, determination of the classes take place through three facilities that Descartes hold and that might come to understand things, senses, imagination and ultimately understanding or reason(Clemenson 2007,p.78). Having eliminated all the truths that emanating from senses and imagination, many of such things that come in the mind will finally emanate from reasoning. Therefore, Descartes concludes that it is not possible to fall under deception of thinking that he does not exist when in real sense he exists (Clemenson, 2007, p.56). Therefore, unless something existed, there would be nothing that one can deceive. Therefore, this a truth found with absolute certainty. The Descartes method has appealed many philosophers through finding certain foundation where one can base all the claims. The ability to sustain test of time and crucible foundation has made it endure well throughout the twentieth century. However, there are some philosopher who has challenged the theory affirming that it has critical problems of incoherence and skeptical hypotheses. On the other hand, rationalism is a view that takes reason as the main test and source of knowledge. It also backs any view that supports reason as a source of justification. In terms of formal and acceptable definition, rationalism is the methodology of truth where the truth does not depend on the sensory system; rather it depends on the intellectual and deductive reasoning. The rationalists believe in reality and have intrinsically

How to Minimize Costs with Effective Project Management Essay

How to Minimize Costs with Effective Project Management - Essay Example In addition, one should ensure not to put too many people in the project and do should avoid bad vendors at all cost. In addition, ensuring that the teams employed have the right skills to pursue the specified goal is also of great importance. This is because the staff does what they know best hence reducing cost and time wastage.secondly, any staff member who meets the desirable goal should be rewarded to motivate them and to encourage the others to do their best, thirdly, should value the contributions of in members’ dimensions to ensure that they are left out. In addition to this, appointing of a qualified project manager to deal with should be in the forefront to ensure that the project remains on the right course to attain. In conclusion, all the contributions of every employee should be valued in all dimensions to avoid favoring some, which leads to low productivity. This is to mean that each individual should be given credit according to what he does

To what extent was naval rivalry the main cause of the first World War Essay Example for Free

To what extent was naval rivalry the main cause of the first World War Essay One of the main causes of World War I was the Anglo-German naval race. Britain, as an island empire, always had the navy as one of her top priorities. A key event in Britain’s naval expansion was the 1889 â€Å"Naval Defense Act† that established the two power standard: Britain considered necessary to have a navy that was not only the largest in the world, but also equal to or greater than the sum of the worlds second and third largest navies. On the other side of the channel, also Germany saw naval expansion vital and as the only way to succeed in the acquisition of overseas colony; therefore, the â€Å"official† aim of Germany’s naval expansion was to reinforce their colonial empire, but this expansion was also seen as an obvious response to the British naval plans. This situation exacerbated the relations between the two European power and set basic elements for a naval race. In 1906, the Naval Race took an important turn. Britain launched the ‘HMS Dreadnought’, this new battleship was faster (21 knots), with a bigger range ( 9-12 Km), and powered with ten twelve-inch guns instead of the usual four, it was such an advancement of naval technology that it rendered all existing battleships obsolete. A couple of years later Germany responded to Britain, planning to build four dreadnoughts in a three years time. Britain inevitably had to counterattack Germany’s expansion by announcing the building of eight dreadnoughts instead of three. Consequently the relations between them were obsessed from the building of the navies, and a direct and evident rivalry was created. The results of this frenetic naval rivalry was that by 1914 Germany ,even if Britain’s fleet remained considerably larger , had become the second naval world power; they were both ready for a more than ever imminent war. Although the naval rivalry was one of the main causes of World War I and profoundly contributed to create an aggressive situation between the European nations, there was other long terms causes beside it. One of them was the alliances system that divided Europe in two main faction: on one side the triple alliance, including Germany Austria and Italy, on the other the triple entente, including France Russia and England. These alliances were defined as defensive, but choosing allies obviously also implicate choosing the most likely enemies, therefore this two blocs were ready to fight in case of a war. Another long term cause was the colonial rivalry. In the decades preceding WWI almost all the European nations were involved in the â€Å"Scramble for Africa†. All the nations wanted to demonstrate their strength occupying vast areas of Africa. France was one of the most successful, controlling almost all the West and Centre Africa. Also Germany started an intense colonial expansion and gained a million square miles territory between 1884 and 1899. Britain gained the control of some areas in the south of Africa, in Egypt and on the East and Gold Coast. The colonies were often seen as a source of free raw materials and as the only areas of possible expansion without deeply compromising European balance. Effects of the colonial rivalry can be analyzed in two different ways, on the one hand colonies were a sort of safety valve allowing the European power to keep the contrasts away from their continent; on the other hand this rivalry implemented the tension between the colonists nations, causing aggressive foreign policy. Besides this long term causes there was also the event that formerly caused the outbreak of war: the assassination of Archduke Franz Ferdinand. The heir to the throne was assassinated on 28 June 1914 during a visit to the provinces of Bosnia and Herzegovina. The attack was planned from a group of six young Bosnians, even if their first plan to kill Franz Ferdinand failed, Gavrilo Princip, one of them, was able to approach the car and shot the Archduke and his wife. The assassination was the perfect pretext for Austria to start military actions against Serbia, and after gaining Germany’s support Austria-Hungary finally mobilized her troops against Serbia on 25 July. As a reaction Russia mobilized against both Germany and Austria, Germany declared war on France and Britain declared war on Germany for violating Belgium neutrality. In conclusion none of these causes can be defined as the only cause of war. All of them contributed to create hostility between European powers and to create the basis for a World War. The Naval Rivalry was probably a result of the pre existing tensions but certainly increased the hostility between Britain and Germany. Anyway the presence of such a great navy and army do not implicate a war but should be a deterrent since large scale destructions would be inevitable. It’s also true that the possession of a great and expensive navy and army pushes to use and test them. The overwhelming impression is that the long term causes made a conflict inevitable and that the short term causes such as the Balkan and Moroccan crisis just helped to increase the tension; while the Franz Ferdinand’s assassination was just the excuse the nations were looking forward to start the conflict.

Why Shark Bay (Australia) is a World Heritage Site :: Biology

Why Shark Bay (Australia) is a World Heritage Site Shark bay is recognised as one of the worlds heritage sites as it fits into all four of the major categories they are: * â€Å" as an outstanding example representing the major stages in the earth’s evolutionary history; * as an outstanding example representing significant ongoing ecological and biological processes; * as an example of superlative natural phenomena; and * Containing important and significant habitats for in situ conservation of biological diversity.† (June 4th Shark Bay World Heritage area: http://www.geology.ucdavis.edu) The shark bay region has a number of plant species that are threatened and the last of their kind.This contributes to the beautiful flora and importance of the area. Shark bay is well known for its beautiful marine fauna. The populations of animal life in this area are of great numbers. This contributes to its importance of being on the world heritage list. The region is also noted for the diversity of many reptiles and amphibians they have adapted very well to the stromatolites in this area and have used theses formations as there homes. There are in fact 12 species of sea grass in Shark bay which make it one of the most varied seagrass areas in the world. These Sea grasses have contributed significantly to the evolution of Shark bay and along side which the cyanobacteria have made many homes for the vast variety of organisms existing. The barrier banks associated with the growth of the sea grass over the last 5000 years as well as the low rainfall has contributed to the saline Hamelin Pool and Lharidon Bight. These very salty conditions are best for the reproduction and growth of the cyanobacteria which trap and bind sediments to produce a variety of mat and other structures including stromatolites. Stromatolites are found at shark bay and they represent the oldest form of life on earth. The saltiness of this area has the best conditions for the growth of cyanobacteria which trap and bind sediment to produce a variety of mats and structures including these

Criminology Reaction Paper

Lea Harebells Guest Speaker Reaction Paper Principles of Criminology When I began listening to guest speaker, Marie Allen, I knew all the given information on heroin was going to be very informative and important. Vive heard many lectures on how drugs affect a person and what kind of life drugs create for someone. Although, when listening to Marie Allen, I realized that this information was going to be much different than other lectures. What I didn't know was that the Marie Allen was truly going to put an impact on my heart and in my life.Marie Allen presented he class with more knowledge and factual information on heroin then any website or television show could ever tell you. There were many things about heroin and heroin addiction that I have never heard before this presentation. Learning that heroin use usually begins in middle school, 7th and 8th grade, really surprised me. I couldn't imagine seeing such a young person addicted to this awful drug. When I heard this, I remembere d that I have a niece who will be starting 8th grade this year and eventually there may come a time that she is offered to try this drug.I feel that now that I know more information on heroin and addiction that I will be able to pass it onto her so if and when that time comes, she will make the right decision. I have also learned that addiction to heroin does more damage to a person than most drugs; it not only creates addicts but it paralyzes them and their lives. We learned that when a person is addicted to heroin they are not the person they use to be. These people become untrustworthy, and their physical and mental health declines terribly.The effects of heroin go deeper than the surface affecting things such as a persons weight, coordination, and heart rate. Towards the end of Marie Allen's presentation, she informed us about many of the people who have lost their lives to heroin. It was devastating to hear about how many people, and many children, who have lost their lives to this drug. The last thing Marie Allen showed us was a video. This video showed a girl when she was very young until she was in her late teens. At the end of this video we found out that the girl was Marie Allen's daughter.What Marie Allen said next was probably one of the most heart wrenching things I have ever heard. She went on to tell us about her daughter and her life long addiction to heroin. We heard about her struggle to fight the addiction, and the many times she thought her daughter was finally free from the drug. Marie Allen then went on to tell us how her daughter was not able to break free from the drug and she was no longer with us. My heart truly went out to Marie Allen. Hearing this information was definitely an overwhelming moment for me.I have eared so many stories about people who have been addicted to drugs and have not lived to see the rest of their lives, although I have never actually met someone who knew someone addicted to this drug or any drug. In my life I have never been in the situation to see someone go through drug addiction. To meet someone whose daughter suffered from drug addiction made me put addiction into a whole new perspective. After hearing and seeing this presentation from Marie Allen, I feel that I am more interested in what these drugs are doing to people and how they are effecting our country.The last time that I heard a presentation or lecture on any type of addiction or drug use, I was probably in the first years of high school. Before this presentation began I was wondering what the speaker would talk about that I didn't already know. I have been taken back by this presentation and the information that Marie Allen provided us with. I have nothing but respect for Marie Allen and everything she has been through. Now that I have heard this presentation on heroin, I definitely have a new outlook on drugs and addiction.

Man’s Innate Evil †“Lord of the Flies” by William Golding Essay

The Savage inside us all, when certain situations are brought up the primitive human nature is unleashed. Aspects of human nature in the world alert us to our potential to descend from law and order to chaos, good to evil and civilization to savagery. The break down of civilization towards savagery dramatizes the struggle between the ruling element of society which include law, morality, culture and the chaotic element of humanity’s savage instincts which include anarchy, amorality, and a desire for power. Throughout the novel, Lord of the Flies, Golding explicitly articulates that circumstances creates decay in moral value, innocence of human being and deteriorates the democratic system. Ralph the leader is the symbols for morality and leadership, while their enemy Jack is the symbol for the desire for power, selfishness and amorality. Simon the intellect who was the only boy who realizes fear is innate and the beast is within the boys. Lord of the Flies reveals how people ca n descend into barbarism in an atmosphere of chaos. The protagonist, Ralph, who personifies order, pragmatism, and everyman’s natural weakness, displays power and influence in the beginning but is almost tempted into savagery in the end; his use of the conch in the beginning of the book exhibits his characteristics and his civilized nature. He at first is presented as an activist individual, but also possesses an innate savage nature like everyone else and this is displayed when he partakes in the killing of Simon. Dont you understand, Piggy? The things we did He may still be. Although Ralph commits murder, he is still not completely submerged into savagery since he is able to realize what they have done, and this is clearly allegorized when he says he is afraid of them and wants to return home. These examples of Ralph show that when humans are not under the right circumstance, or away from civilized world they are most likely to unleash their inner selves their evil side. They also show how Ralph descended from Civilization to Savagery. In spite of Ralph’s display of civility, wisdom and the confident view for man’s fate, Jack on the other hand reveals the credence of man’s fall into savagery. Jack, who personifies savagery, bloodlust, and the hunger for power, shows the unavoidable fate of man. When Jack painted his mask, he had liberated  from shame and self consciousness. This is one of the major turning points for the alteration of Jack’s character is his relevance of the mask. Jack’s hiding behind the mask is a way for him to unleash his savage nature without feeling repentance. He also desires power from the beginning of the novel to the point when he declares himself the new leader. Jack persuades the boys to join him by using fear about the beast, and he does so until they all come to believe in its existence. After Jack diffuse this fear and belief in the boys’ minds, all aspects of civilization, culture and dissolve quickly. Absurdity emphasizes Jack’s bloodlust when he kills the sow and when he attempts to kill Ralph also. Jack hunts not with the sole intention to get meat, but he particularly enjoy exercising power over living creatures while hunting. Though it is not accomplished, Ralph’s potential murder also illustrates Jack’s ridiculous and savage nature. Jack is completely descended from good to evil in an atmosphere of chaos. On the opposite side Simon is the only boy on the island who really knows who the beast is. Simon was the only boy who did not descend into savagery. He is really the only one on the island who realizes that the fear is innate and that there is no beast. What I mean is†¦ maybe it’s only us. Simon’s delirious confrontation with the Lord of the Flies confirms his theory of evil being instinctive to man and actually within all of us There isn’t anyone to help you. Only me. And I’m the beast†¦ fancy thinking the Beast was something you could hunt and kill! †¦ You knew didn’t you? I’m a part of you. These examples validates that savagery was always there in mankind but need a proper circumstance to come out. So when Simon climbs the mountain and sees the parachutist and comes back to tell everyone that there is no beast, the inner beast of the boys made them kill Simon thinking that it is the beast. As Jack had implanted that there is a beast in real into their brains. Even after Simons death Jack and his tribe did not stop hunting and did not think about the murder they did the night before. The inner beast led to the loss of religion, and turned Jack and his tribe into complete savages. These are examples of the events that happened away from the civilized world. Simon the only boy to know the original beast mans innate evil. Jack turning completely savage; and Ralph the leader who was often tempted by the  savagery of the others. All the above examples conclude that aspects of human nature in the world alter us to our possibility to descend from law and order to chaos, good to evil and civilization to savagery. Lord of the Flies showed that the evil residing within everyone could be unleashed. It proved the dark side of human nature could be really brutal and even the most innocent of us are vulnerable to it. Bibliography â€Å"Lord of the Flies†, William Golding, The Berkley Publishing Group, New York, 1954

Splash Splash

Splash Splash Splash, Splash, Splash; that is the sound of my friends and I splashing water on each other at the nearby lake. To get to it you have to cut across Marsh Fields then and pretty soon you stop seeing streets and only trees are there, growing out of the mucky ground. You stop seeing people too, especially in the summer on account of the bugs. Then my friend Lizzy yells "I am going to try to swim to the bottom of the lake." I said that was a stupid idea. She did it anyway; she is too stubborn to listen. When she returned she yelled "Jasmine, Jasmine come see this pretty cool fish I saw!" Then cried out Maria and said "You should do your project about this very spot!" Then Latisha said "That's a great idea!" Mrs. Jefferson would love it.The problem was the next day at school when I went to go tell Mrs.English: US Postage stamp, Jefferson, 1894 Issue, ...Jefferson about it. She said it has to be about things in my social studies book I tried to convince her to let me use my idea. Now I kne w it was up to me to try to get my teacher to change her mind about the project. After school that day I returned to lake again with my friends. We tried all thought of ways to try to convince Mrs. Jefferson. Like Lizzy she said " Cry till she feels bad and will let you do the project about this place." Lizzy had said "Try writing her a note begging her to allow you to do it about here. The Maria came up with an almost perfect idea take pictures of the place and show them to Mrs. Jefferson."Then it hit me. I should ask her to come here...

University of the People - A Tuition-Free Online University

University of the People - A Tuition-Free Online University What Is UoPeople? The University of the People  (UoPeople) is the worlds first tuition-free online university. To learn more about how this online school works, I interviewed UoPeople founder Shai Reshef. Heres what he had to say: Q: Can you start by telling us a little bit about the University of the People? A:  University of the People  is the world’s first tuition-free, online academic institution. I established UoPeople to democratize higher education and make college-level studies available to student everywhere, even in the poorest parts of the world. Utilizing open-source technology and materials with a peer-to-peer pedagogical system, we can create a global chalkboard that does not discriminate based on geographical or financial constraints.   Q: What degrees will the University of the People offer to students? A:  When UoPeople opens its virtual gates this fall, we will offer two undergraduate degrees: a BA in Business Administration and a BSc in Computer Science. The University plans to offer other education options in the future. Q: How long does it take to complete each degree? A:  Full-time students will be able to complete the undergraduate degree in approximately four years, and all students will be eligible for an associate degree after two years. Q: Are classes conducted entirely online? A:  Yes, the curriculum is internet-based. UoPeople students will learn in online study communities where they will share resources, exchange ideas, discuss weekly topics, submit assignments and take exams, all under the guidance of respected scholars. Q: What are your current admissions requirements? A:  The enrollment requirements include proof of graduation from a secondary school as evidence of 12 years of schooling, proficiency in English and access to a computer with an Internet connection. Prospective students will be able to enroll online at UoPeople.edu.  With minimal admission criteria, UoPeople aims to provide higher education to anyone who welcomes the opportunity. Alas, in the beginning stages, we will have to cap enrollment in order to best serve our students. Q: Is the University of the People open to everyone regardless of location or citizenship status? A:  UoPeople will accept students regardless of location or citizenship status. It is a universal institution that anticipates students from every corner of the globe. Q: How many students will the University of the People accept each year? A:  UoPeople anticipates tens of thousands of students to enroll within the first five years of operation, although enrollment will be capped at 300 students in the first semester. The power of online networking and word-of-mouth marketing will facilitate the growth of the University, while the open-source and peer-to-peer pedagogical model will make it possible to handle such rapid expansion. Q: How can students increase their chances of getting accepted? A:  My personal goal is to make higher education a right for all, not a privilege for the few. Enrollment criteria are minimal, and we hope to accommodate any student who wants to be a part of this university. Q: Is the University of the People an accredited institution? A:  Like all universities, UoPeople must comply with the rules set forth by accreditation agencies. UoPeople intends to apply for accreditation as soon as the two year waiting period for eligibility is met. UPDATE:  University of the People was accredited by the  Distance Education Accrediting Commission  Ã‚  (DEAC) in February 2014. Q: How will the University of the People help students succeed in the program and after graduation? A:  My time at Cramster.com has taught me the value of peer-to-peer learning and its strength as a pedagogical model in maintaining high retention rates. Additionally, UoPeople plans to offer guidance and support for students upon graduation, however specific programs are still in the development phase. Q: Why should students consider attending the University of the People? A:  Higher education has been a pipedream for too many people, for too long. UoPeople opens the doors so that a teenager from a rural village in Africa has the same opportunity to go to college as one who attended the most prestigious high school in New York. And UoPeople doesn’t just provide four years of education for students worldwide, but also the building blocks for them to go on to create a better life, community and world.

Argumentative ethical essay - Marijuana should be legal in the United

Argumentative ethical - Marijuana should be legal in the United States - Essay Example The stance taken in this paper is that marijuana must not be regarded as illegal since cigarettes and alcohol are considered legal at the same time. This is a very wrong phenomenon that has taken center stage and must either be diverted in one direction or the other to make it look balanced. Marijuana’s intake is a very legal right of every American and the laws which are made against the intake of marijuana are not only unethical but also in direct contrast of the rights of the common Americans. These laws and regulations must have a solid base before they could be obeyed in the most basic sense. There needs to be an understanding on the part of the lawmakers to realize the pitfalls and rights of the people before promulgating any laws that embody the banishment of marijuana within the boundaries of United States of America. Crude marijuana, as researchers have been able to extract possesses more than 400 chemicals as a combination. This however occurs during smoking when all of these 400 chemicals split up into thousands of other chemicals themselves. Notwithstanding the nearly 12,000 studies done on the medical utility of marijuana, a staggering common consent does exist in the scientific community of late which suggests that the smoked form of marijuana cannot be termed as a medicine. One should thus make laws that go against putting the users or sellers of marijuana in jails as they have a right to exercise their lives in the best manner that they deem fit. (Hough, 2003) Then again, cigarettes and alcohol comprise of tobacco and a host of other items within them but no one raises voice against their use. Marijuana is singled out as the only item that receives all the criticism and this is a very depressing situation. There must be criticism for other products as well and singling out marijuana is no t only wrong but also unethical from the people’s perspective when it comes to their rights. Similar bans

Malcolm X Essay Example | Topics and Well Written Essays - 750 words - 1

Malcolm X - Essay Example His following into the wrong crowd is the aftermath of finding a job with the New York-Boston line, where he is forced to make the choice of joining a gang by virtue of being a black person and being of a different ethnic grouping from the rest of society, which is being black (Omi 10). The scene of Malcolm facing justice is peculiar to race issues in that other members of society from other races engaging in similar or worse activities were let off, as is the case of the Ku Klux Klan, who killed his father and no action was taken against them. This shows that certain members of a certain race can be held accountable for their own actions, while the rest based on their race can go scot free with no charge. Still on this scene, another concept comes up, where there are races that are higher than the rest in regard to who qualifies to join which corps in society and who does not, which brings forth the concept of segregation based on race. This is seen in the same scene in that there a re certain social problems that only affect certain races and not others, as Malcolm X is forced into the wrong crowd, where he joins a gang, not out of choice, but out of circumstances that he cannot help. With this in mind, race shows the scene shows the inequity amongst different races as it shows the gang problem as being unique to young black people living in the ghetto. The scene also raises the concept of moral responsibility found among different races, which is not common to all, as certain races tend to engage in certain conduct. This issue is intertwined with the earlier issue raised on unique problems affecting certain races in that joining gangs is made to appear as a thing only black youth would do and not the rest of the society. This is to mean that only black youth did drugs, as Malcolm X was an active participant in peddling coke for the local gang leader, according to the 1992 movie. The movie only depicts one other gang that is not of African American origin enga ging in gang and criminal activity, which is the Ku Klux Klan, and its depiction is that it is a white supremacist groups aimed at lowering the dignity of the local black people. The awareness of the moral issues is that racially, white supremacy groups are not morally wrong in trumping on the interest and rights of the black people, who they perceive as lesser beings compared to themselves (Omi 11). In race, the issue of double standards is brought again in this scene in that it shows the shifting goal posts of morality and rulings based on who is who in society, all based on the color of the skin and ethnicity. The same scene of the Ku Klux Klan draws the concept of race as a concept, where segregation thrives based on cultural differences, as well as the differences of skin color. This is as can be seen in the killing of Malcolm X’s father when Malcolm X was a child, which then brings to perspective how race makes people socially incompatible based on color and cultural va lues. The Ku Klux Klan could not handle the fact that there were black people and white people in the same society thus social supremacy comes in. In conclusion, the movie Malcolm X of 1992 on different levels draws out the concepts of race based on

Creating my own religion Essay Example | Topics and Well Written Essays - 1500 words

Creating my own religion - Essay Example All these faiths teach people how to believe in themselves and understand the true meaning of one’s existence on this planet. However, a person can always wonder, what is it like to create one’s own religion? This question comes in because of the idea that all the religions that people do follow today, have been set down and created by people who wanted to help others comprehend the meaning of living and the art of existence. This paper helps to provide an insight regarding how an individual might take to creating a religion of their own, as well as the kind of personal theological beliefs that I possess with respect to a religion of my own. Religion is the base of a cultural system that a human being follows and this very faith helps to provide him with a sense of assurance and security and helps to provide a meaning to his or her life. Religions help a man to soul search and understand the purpose of his own existence. They may consist of symbols of worship, doctrines and scriptures that consist of wisdom and regulations, as well as morality and ethics with respect to the law of nature and survival. If one thinks about it, many years ago, there was someone who thought about the kind of philosophy that a man must follow his life by and helped to gather followers with the help of a story that consisted of faith in the supernatural; human beings gain assurance by knowing that there is a higher power that exists somewhere in the universe so that whenever something goes wrong, they will be able to have someone to answer to, or have someone who is accountable to them for doing something or carrying out a specific action. Religion thus forms the base of a man’s faith and thinking and helps him to understand the meaning of life and all its subsidiaries. On a basic grass root level, it is easy for a person to ‘form’ a religion. All one has to do is to understand the

Transforming Leadership Analysis Essay Example for Free

Transforming Leadership Analysis Essay Introduction â€Å"The strategic environment, national guidance, and operational requirements demand that todays US Army forces conduct operations of a type, tempo, and duration that differ significantly from those of the past. The late 20th century required a force able to execute a fixed number of deliberate war plans and prepared to provide small forces for infrequent contingencies. The 21st century requires a force able to conduct sustained operations against several ongoing contingencies while remaining prepared to execute a number of deliberate war plans. Sustained operations and readiness to meet both old and new threats will be normal for the foreseeable future.   This situation requires changes in both structure and mindset. The Army is rapidly transforming itself to meet both requirements. The War on Terrorism has given the Army a strategic opportunity to reshape itself. It is leveraging its wartime focus to build campaign quality Army forces with joint and expeditionary capabilities. It is shedding inefficient processes and procedures designed for peacetime and re-examining institutional assumptions, organizational structures, paradigms, policies, and procedures. (Kane Tremble 1994) This ongoing transformation is producing a better balance of capabilities. When complete. Army forces will be able to deploy more promptly and sustain operations longer to exercise decisive land power across the range of military operations. The Armys goal is to transform itself into a more responsive, effective expeditionary force capable of sustained campaigning any where in the world. Meanwhile, it continues to sustain operational support to combatant commanders and maintain the quality of the all-volunteer force†. (Our Army at War Relevant and Ready) Within the last century, the scale of war has made necessary a different type of leader. We no longer fight for our farms, villages, and hunting lands. Our interests have shifted from straits and mountain passes. In our current world, as a result of technological revolutions and ever growing political instability, we live in the threat of a global war. Actions have the potential to resonate in many continents subsequently influencing the economies, policies, and war strategies of nations worldwide. For these reasons, leaders must study the past and integrate historys lessons learned with the new challenges of leading within a heightened threat. Military leaders must maintain their grasp and focus on the technical mastery of war fighting, personal courage, and the ability to inspire men to fight for a common cause. Victory will lend itself to the commander who can master the terrain and find new or creative ways to employ his weapons and men. Leaders must be technically proficient with the arms they use to wage war. In a broad example, the Spartans studied the natural tendency of phalanx formations to shift right and employed special tactics to break off part of their formation and bring it upon the flank of their enemy. Even here with similar weapons and tactics, the Spartans pursued the mastery of their war fighting system and stood victorious on the field of battle. (Bass 1990) For a more detailed analysis, in 480 BC, during the Greco-Persian wars, a Spartan leader named Leonidas used terrain to his advantage to inflict incredible damage upon his Persian enemy. The Persian army numbering between 200,000 and 250,000 men marched towards the northwest pass into Greece. Leonidas moved his forces to block the vital passage at Thermopylae, a narrow passage with high walls. Though he reinforced his army along the way, Leonidas could muster only 7,000 men. He immediately began building a wall between the pass to further narrow it and channel his enemy. Overwhelmed, the Spartans lost the pass but managed to kill 20,000 Persians to their 1,000 lost. Several centuries later in the US civil war, General Lee used his mastery of terrain at the Maryes Heights during the battle of Fredericksburg, Maryland. Mid-November in 1862, union forces under General Burnside began to occupy positions outside Falmouth near Fredericksburg to meet Lee. In response, Lee entrenched his forces at Maryes Heights, a higher ground outside the town. In addition, the armies were now separated by the Rappahannock River. In December Burnside began his assault. Lee allowed the union forces to cross the river and then instructed his entire army to open fire, which pinned Burnside between the Heights and the Rappahannock River. Lee managed to inflict 3 to 1 casualties upon the northern armies during several futile, uphill charges and Burnside is forced to call off his offensive. He would try again in January 1863, but would be repulsed by Lees army in their superior position. (Kane Tremble 1994) Army Transformation â€Å"Transformation describes the process by which the current force is becoming the future force. It occurs as the Army incorporates new capabilities into its force structure and trains soldiers to use them. The future force is what the Army continuously seeks to become. It will be strategically responsive and joint interdependent. It will be capable of precision maneuver and able to dominate adversaries and situations across the range of military operations envisioned in the future security environment. The future force will be lighter, more lethal and agile, and optimized for versatility. It will be capable of seamlessly transitioning among the different types of military operations. Army transformation is more than materiel solutions. Adaptive and determined leadership, innovative concept development and experimentation, and lessons learned from recent operations produce corresponding changes to doctrine, organizations, training, materiel, leadership and education, personnel, and facilities (DOTMLPF). DOTMLPF is a problem-solving construct for assessing current capabilities and managing change. Change is achieved through a continuous cycle of adaptive innovation, experimentation, and experience. Change deliberately executed across DOTMLPF elements enables the Army to improve its capabilities to provide dominant land power to the joint force. Authoritative basis that sets into action the Armys transformation strategies, It provides specific objectives, assigns responsibilities for execution, and synchronizes resources. It directs the planning, preparation, and execution of Army operations and Army transformation within the context of the nations ongoing strategic commitments. These commitments and resource availability dictate the synchronization and pace of change. The Army Campaign Plan also sustains operational support to combatant commanders and maintains the quality of the all-volunteer force†. (FM 1) In contrast, when in history a leader has demonstrated cowardice, it has stripped them men of their warrior spirit, unity, and willingness to fight. When Antony fled the battle at Actium, his unit became disorganized and confused and subsequently lost the battle. The same result occurred when Napoleon abandoned his army at Waterloo. (Kane Tremble 1994) These characteristics of valor and moral courage are illustrated in the battles of General Washington. He sat with the remnants of the Continental Army at Valley Forge starving, inadequately sheltered, and with their only clothing rotting off their backs. Though he had been successful earlier on, Washington now found his army suffering through one of the worst American winters and troubled by low morale and desertion. In response to his pleas for additional funds and supplies the American congress suggested he quarter his troops in the nearby towns. Quartering was an acceptable practice and certainly expected given his circumstances, but Washington feared the impression his troops would have upon the American public and how it would affect the support for the war and the resulting government. After much moral deliberation, he gathered his troops and spoke to them. His decision to stay in the blistering cold and suffer the winter was unpopular at first, but his men began to understand his reasons and responded to his exemplary leadership. Washingtons personal actions and moral courage renewed his mens faith, convinced them to stay the course, and above all to do the right thing. In the combat action of the Revolutionary war Washington had a dozen mounts shot out beneath him, and was once missed by a round that struck through his overcoat and he narrowly escaped injury. His morality was accompanied by his physical courage in battle inspiring his men to fight on despite their hardships. (Tremble 1992) Literature Review Nearly a century later, the moral courage and personal character of its commanding general held together an undersupplied, undermanned, yet confident Confederate army. In the final battle of the Civil War, Lee demonstrated his dedication to his men and willingness to sacrifice himself over his command. The opposing armies were prepared for battle in a field near the town of Appomattox. Near the beginning of the assault Lees lines began to give way forcing him into a moral dilemma that affected the overall course of the war. In this moment Lee replaced his personal drive for victory with the sobering realization of defeat. Understanding the futility of further efforts against his enemy, Lee sent a flag of truce to his counterpart, despite the war cries and urging of his men to return to battle. He sacrificed personal pride and commitment to victory for his duty and loyalty to his men. General Lees character and obligation to do the right thing tied together and motivated the armies of the south and his soldiers understood that Lee acted for the benefit of the Confederacy and not for personal gain. In WWII, 80 yrs after Lees surrender, the US was at the height of submarine patrols against Japan in WWII, and Commander Howard Gilmore set a course from Brisbane, Australia into Japanese waters to interrupt their shipping lanes in the USS Growler. While surfaced to charge the submarines batteries, Gilmore was engaged and rammed by a Japanese ship. Attacking the crippled and idle Growler, enemy gunners quickly sprayed the bridge of the submarine killing the Assistant Officer of the Deck, lookout, and wounding Gilmore. The submarine remained under still heavy fire from the enemy machine gunners. Aware that the Growler would be sunk in the time needed for him to crawl below decks, Gilmore made the supreme sacrifice for his shipmates. Commander Gilmore put his command before himself and through his selfless and courageous act saved his crew at the cost of his own life. His ordered his crew to, Take her down! and then perished at sea. Perhaps the most decisive aspect of moral leadership is the ability to inspire a fire within people to fight for a common goal or unit objective. Moral courage and technical expertise and skill are the enabling devices for which a leader may instill confidence and trust among his troops, but it is the ability to produce a common objective that will inspire men to fight. A free and voluntary army requires an indisputable cause. (Tremble 1992) For example, General Washington was able to contain the rivaling factions of the American Revolution and then unite and direct them towards a common purpose. Unable to agree amongst them as to an appropriate course of action, it was Washingtons decisive and assertive leadership that unified their purpose. Despite their conflicting ideas, the Americans believed unanimously in the ability of Washington. In much the same way, Robert E. Lee fused and gave purpose to the Confederate states in the Civil War and Winston Churchill unified the rivaling factions of the British government during WWII. One of the better examples of inspirational leadership is from recent history. Al-Qaeda forces draw their strength and morally rationalize their terrorist attacks through their fanatical belief in the justness of their cause. The terrorist leaders harness the energy created by this fanaticism in their culture and focus it towards a common goal. This leadership style establishes a purpose and allows for a transition into active fighting spirit. These leadership traits are fundamental and remain at the foundation of successful military leadership. They remain a leadership challenge for all fighting men in the worlds militaries and occur at all levels within the military force. Those who master and arm themselves with these concepts are positioned to succeed while those who ignore them are destined to fail. Transformational Leadership and Subordinate Outcomes on Army a Case Study Basss (1985a, 1985b) ideas have enthused Ð ° substantial amount of study. The mass of this study has investigated the foundation line or Ð ° circuitous effect of transformational behaviors on Ð ° leader or unit recital and effectiveness. Research on the hypothesized straight effects of ordinate outcomes: admiration, respect, and Ð ° trust of the leader, motivation and commitment to Ð ° shared goals and visions; innovative and creative approaches; and growth reflecting the unique needs and desires of Ð ° individual followers. According to Bass, Ð ° follower outcomes promoted by transformational behaviors result in Ð ° levels of organizational attempt and recital over and further than what are possible by Ð ° transactional behavior. These effects of Ð ° transformational leadership on Ð ° subordinate outcomes defines the augmentation hypothesis, which has Ð °, guided empirical testing of Basss ideas about transformational leadership.   Basss (1985a, 1985b) ideas are particularly striking to organizations, like todays military, in which Ð ° success depends on the participation and Ð ° active participation of all organizational members. U.S. Army doctrine, for instance, mentions leadership as the most essential component of combat power or the ability to fight and win. This doctrine more envisions that leaders add to effectual unit recital by inspiring Ð ° purpose, direction, and Ð ° will to win. Basss ideas for the expansion of successful army leaders have been so striking that the U.S. military in recent times published Ð ° volume discussing issues and insinuations raised by the distinction among transformational and transactional behaviors (Bass, 1996). Study in U.S. Army units has Ð ° supported these doctrinal views relating to the significance of the interactions between leadership, soldier circumstances, and unit performance. Siebold (1994), for instance, measured the work enthusiasm of soldiers 2 to 4 weeks earlier to their units contribution in replicated battle exercises. Strong, optimistic correlations were obtained among pre-exercise modes of soldier enthusiasm and rated success of units throughout the exercises. In adding, the motivation-unit-performance association was moderated by leader efficiency. So as to, when units were grouped by discernments of leader efficiency, strong, optimistic correlations were obtained for units with the uppermost leadership ratings but not for units with Ð ° lowest ratings. Savell, Teague, and Tremble tested the connection among leader-follower characteristics. They reported that Ð ° positive association existed among the enthusiasm levels of leaders and followers and that the force of that association augmented as followers reports of Ð ° Leader’s overall ability also increased. (Tremble 1992) Organizational Level and Transformational Behaviors Bass (1990) argued that the principles of Ð ° transformational leadership apply to all organizational levels. Consistent with Ð ° argument, transformational research has Ð ° examined samples ranging from cadets at military institutes to executives and Ð ° world leaders. Potentially inconsistent with Basss (1985b) quarrel, though, is the deviation in results obtained across organizational settings. For example, Spangler and Braiotta (1990) reported that transactional scope was slightly more strongly correlated with audit committee efficiency than were transformational features. In this framework, monitoring mistakes and satisfying accuracy may have been essential for leader recital. As such, lively management by omission and dependent reward predicted recital as powerfully as did transformational actions. Spangler and Braiotta as well found that active, management by omission was as powerfully connected with the transformational scales as those scales were connected between one another. In difference, Howell and Avolio reported that active management by omission was unconstructively connected with unit recital and transformational leadership in monetary institutions.   (Bass 1986) How to report for these unreliable effects is not overall clear. Relationships among leaders and followers vary crosswise organizations. As leaders move on in organizations, they grow carefulness and authority, use less time intimately supervising followers, and take on broadened responsibilities. Crossways levels, followers frequently vary in status, carefulness, independence, and promise. In adding, the progressive understanding and training conventional by organizational personnel might generate diverse expectations between junior leaders, more senior leaders, and followers about actions that comprise suitable leadership actions. Therefore, the unreliable effects obtained for transformational and transactional behaviors could reproduce a number of issues, together with the suitability of a single-form device, for instance the MLQ, for recitation variations across levels in leadership roles, in function relationships, or in contexts. (Bass 1986) Though the connotation of leader actions and of follower prospect concerning that behavior might modify crosswise organizational levels, the regularity of precise types of behavior might also vary. Kuhnert and Lewis explained that adults are extra liable to connect in transformational behaviors after they have attained advanced stages of ethical growth. Behind this outlook, increased transformational behavior (but not essentially transactional behavior) was originated for other senior Army leaders (Bass et al., 1987b). On the contrary, transactional behavior was originated to typify victorious cadets all through their pre-commissioning preparation and learning at a state military college. Contrary proof was obtainable by Lowe et al. (1996), who completed in their meta-analysis that transformational leadership did not considerably vary as a purpose of organizational level. (Bass 1996) Our current National Security Strategy (NSS), National Military Strategy (NMS) and existing Army force structure were ill conceived for the future of the Army. As a result of the Bottom-Up Review (BUR), the Army was right sized and structured to meet the requirements to fight and win two major theater wars (MTWs). However, this force structure was never intended to support current deployment levels for military operations other than war (MOOTW). In fact, the BUR warned that, Protracted commitments to peace operations could lower the overall readiness of US active duty forces over time, and in turn, reduce our ability to fulfill our strategy to be able to win two nearly simultaneous major regional conflicts. Increased MOOTW deployments such as Somalia, Haiti and Bosnia have driven the Armys operational tempo (OPTEMPO) to historically high levels. As prophesied by the BUR, the Armys overall readiness is declining. Moreover, given our current NSS, a turbulent international community ripe with MOOTW opportunities and continuing fiscal pressures, it is unlikely the Army can expect a reduction to OPTEMPO in the near future. In short, the Army is faced with a strategy and force structure mismatch. To compound this mismatch, the Army faces another pressing problem in its responsibilities to support joint war fighting. As joint war fighting doctrine continues to evolve and improve, deficiencies concerning critical missions such as rear area protection of the joint logistics and sustain base and the need for a war-termination force have surfaced (US Department of Defense, 1995, pp.1-9). These unique Army missions pose a difficult challenge. How can the Army correct these joint war fighting deficiencies in an environment that already overtaxes its capabilities and resources? Late in the Cold War, the Armys strategy for using its Reserve Component (RC) forces was totally different from todays. Born of the joint vision of General Creighton Abrams and Secretary of Defense Melvin Laird, the Total Force concept was embraced by an Army all too aware of the problems created by not using significant RC forces in either the Korean or Vietnam Wars. The Armys overall readiness is declining. Moreover, given our current National Security Strategy, a turbulent international community ripe with opportunities for military operations other than war and continuing fiscal pressures, it is unlikely the Army can expect a reduction to OPTEMPO in the near future. In short, the Army is faced with a strategy and force structure mismatch (1993). It is time to abandon the conflict between the active Army and Army National Guard (ARNG) over Guard readiness and look at ARNG maneuver unit utility from a new perspective. The search for a new paradigm properly begins by considering the connection between readiness and risks. Reserve Component (RC) units cannot attain the readiness levels of equivalent Active Component (AC) units in 39 days of yearly pre-mobilization training. Therefore, some degree of risk will always be associated with early deployment of RC units. The key question is: how much risk is acceptable? If the risk of deploying ARNG maneuver units early is within acceptable limits, the Army could benefit greatly. (Bass 1996) The decision to deploy these units meant that the Army was accepting some degree of tactical risk that units could not perform some of the missions for which they were organized. Even during the defense build-up in the mid-80s, the Army maintained its strategy of early deployment of RC maneuver forces. In a security environment of high threat and increasing resources, the Army was willing to accept the tactical risks associated with deploying these RC units (Noyes, 1995, pp.8-9). Today, the Army faces no peer competitor such as the massive Soviet Army, just a small group of ill-trained, ill-equipped regional armies. Army and joint capabilities for precision deep attack of enemy forces have revolutionized the ground combat concept of battle space. No longer must the enemy be reduced in a desperate fight by maneuver elements along the forward line of troops (FLOT). Deadly surface and air joint operational fires, many miles away, can now reduce enemy maneuver units from the FLOT. Although resource constraints have reduced the active Armys relative maneuver combat power by nearly half since the RC units cannot attain the readiness levels of comparable AC units in 39 days of yearly pre-mobilization training. Therefore, some degree of risk will always be associated with early deployment of RC units. The key question is: how much risk is acceptable? If the risk of deploying ARNG maneuver units early is within acceptable limits, the Army could benefit greatly. (Waldman et al 2001) In November 1999, US Army Chief of Staff Eric K. Shinseki directed the US Army Training and Doctrine Command (TRADOC) to undertake a comprehensive review of the Army force structure. In response, the TRADOC commander, General John Abrams, began developing a brigade-sized force capable of rapid deployment, yet with the staying power of the current heavy force (1993). This force would have to be able to respond to the growing number of peacekeeping and small-scale conflicts, as well as, facing the problems of nontraditional threats and the likely hood of terrorist threats. The Army today is built on a heavy force and a light force. The heavy force has the necessary firepower and sustainability but require too much time to deploy. The light force can deploy quickly, but lack the power and sustainability to remain for extended periods of time. (Waldman et al 2001) Under this new transformational plan, there would be a combat force comprised of elements of the active Army heavy and light forces, along with, elements of the Army National Guard and Army Reserve forces. This would provide a mix of forces that could deploy fast, pack the necessary combat power, and be able to sustain contact for an extended period of time without direct support. It would also provide our part-time soldiers with the necessary additional training to sustain their combat readiness and confidence. This will bring the armed forces to the realization of an Army of one. As we can see from the events of today, that the conventional Army of the past is no longer the Army of the future. The forces have to be ready to react to any possible action or conflict that may arise. Terrorism is an entity that has a broad hand. The multitude of the armed forces has had to come together to provide the necessary force to not only fight abroad, but to secure to home front from attack. The part-time soldier has stepped up in this new transformational Army to take to job of homeland protectors while the specialized forces have taken on the challenge of rooting out the evil. Did the US Army Chief of Staff Eric K. Shinseki have a premonition of the events that unfolded over the last few months? He may or may not, but the fact is that he new that the Army of old could not fight the battles of the future. Transformation was inevitable, and he was the man to see the emerging trend of modern day warfare. Present The observations illustrated above show how far the Army has come in the past 15 years concerning civilians in the Total Army. The new FM 22-100 is the latest indicator that the Total Army must depend on all its components in performing todays missions.   The Army is smaller today than at any time since before World War II and it continues to downsize. In less than a decade, the Army reduced its ranks by more than 630,000 people, closed more than 700 installations and changed from Ð ° forward-deployed force to a Continental United States-based, power-projection force. The number of deployments in that same period increased by 300 percent accordingly, missions were realigned and force structures changed. The bottom line is that DACs have assumed responsibilities in the Total Army that were not even envisioned a couple of decades ago. The Army simply cannot mobilize, deploy or sustain itself without its civilian component. The old ways of doing business do not work anymore. The outdated paradigms that endure about DACs should be revisited. DACs roles, responsibilities and leader challenges are in constant flux. Emphasizing the need to develop civilian leaders for positions of greater responsibility, Reimer stated, We cannot leave the development of our civilian leaders to chance. The development of civilian leaders starts with the accession and training of interns. We must hire the best and train them to meet the challenge,; of the 21st century . It is important that we continue the emphasis on professional development for all civilians through the executive level. (Waldman et al 2001) It was only a little more than a decade ago that the Army began providing progressive and sequential competency-based leadership training for civilians through the Center for Army Leadership (CAL), Fort Leavenworth, Kansas, and the Army Management Staff College, Fort Belvoir, Virginia. Before the mid-1980s, a career track comparable to those for officers and noncommissioned officers (NCOs) did not exist for DACs. Historically, the career program functional chiefs for about 25 percent of DACs who were in career programs determined their technical requirements. Supervisors determined the appropriate training for those not in career programs. Not enough attention was given to identifying civilians with potential for advancement or systematically determining the skills needed to prepare high-caliber individuals for progressively more responsible leadership roles. In essence, leader development for DACs was not a consideration. (Tremble et al 1997) The difficulty of creating a civilian training program was compounded by the fact that civilians enter the federal work force at various levels based on their qualifications for specific jobs, rather than at a single point as officers and enlisted personnel do at the start of their careers. An individual is hired with a presumption of having the training needed for the position he is to occupy. Additional training is provided only after finding that the person needs to enhance the skills required by the job. Bringing such a person to a high-performing level in a reasonable amount of time is a tremendous challenge for any commander or leader. Historically civilian training does not compete with military training for resources. The Army has made considerable progress in the past 15 years in modernizing civilian personnel management. Programs such as the Army Civilian Training, Education and Development System (ACTEDS) and the Total Army Performance Evaluation System (TAPES) have eliminated many of the earlier systems complexities, resulting in some civilian developmental programs more closely resembling those for officers and enlisted personnel. ACTEDS provides a career progression road map for developing and training civilians from entry to senior level. The development of civilian leaders, like that of their uniformed colleagues, is a blend of institutional training, operational assignments and self-development. The Civilian Leader Development Action Plan provides similar frames of reference as plans developed for officers, warrant officers and NCOs. ACTEDS specifies training in two areas: professional technical career training and leadership and training. There are some underlying concepts that are common to all three courses. The content in each course is embedded in the Armys leadership doctrine and values. Participants experience leadership in its purest formexperience being the operative word. Experiential learning permeates the course from the moment class begins and continues until the participants depart. CLTD courses are the only ones the Army offers that employ experiential learning. Adults learn better if they experience a situation rather than simply hearing about it from others. In experiential learning, everyone in a situation has his own personal experience. Human nature being what it is, no two experiences are exactly the same because of individual backgrounds, prior experiences, biases, values, beliefs and attitudes. Once the common experience is complete, participants examine the varied perspectives in the group and look at why those different views exist. Through discussion, participants begin to discover the factors that came together to create the behaviors others saw. They consider the lessons they can take away from the experience and then examine possible new courses of action. Through this process, greater and deeper understanding develops, trust grows and teams build. (Kane Tremble 1994) The focus is on how people work together, as contrasted to what they may be working on. Participants examine how the group made decisions and how those decisions affected members commitment to the final product, how conflicts were resolved, how people communicated with one another and how groups dealt with common issues or problems. In doing this, the participants learn more about themselves and others. Many opportunities arise throughout each course for participants to discover how influential they can be with other members. They live the Armys values and come away with a real understanding of those valuesnot merely slogans that are little more than bumper stickers. They polish influential communication skills and gain a better understanding of their individual strengths and the areas where they may want to change. Opportunities abound for those who desire to practice new behaviors and receive feedback from others in the group. They also examine the choices they have in their lives, which often yield surprises. If individuals see that they are empowered to influence their own behavior, then they can do a better job of influencing and motivating others. Leaders also learn how to diagnose the culture in their organizations, develop visions for their organizations and lead change. Class participants learn what works for them personally and do not simply take home cookie-cutter recipes for leadership. Condition: Peace and War The previous debate was concerned mainly with serving leaders comprehend how the leadership equation develop as Ð ° leader moves from strategic leadership to superior levels. As Ð ° general rule, the wartime mission is more serious and Ð ° result of breakdown takes on Ð ° potentially disastrous consequences. Therefore, the arrow under the assignment column is considerably bigger than the other arrows. A unit that breakdowns to convene its peacetime tasking might ruined an operational readiness inspection (ORI) or acquire a commander fired. Over time of Ð ° war, the mental state of followers takes on superior meaning since terror complicates their aptitude to execute. Leaders have to take this aspect into reflection when transitioning from tranquility to war. To recompense for fear and the superior significance of mission achievement, leaders might understandably turn out to be more demanding.   In case we deduce too much from the above case, we would propose that a demanding style is not Ð ° routine response to a battle environment. Under usual conditions, a leaders style wont transform simply as the bullets are flying. It depends on the circumstances and the leader. If one has never individually practiced combat, one cannot recognize in what the difficulties continuously mentioned actually consist, nor why a commander should need any brilliancy and outstanding skill. . . . Everything in war is straightforward, but the simplest thing is not easy. The difficulties build up and end by producing Ð ° kind of resistance that is unthinkable if one has experienced war, Ð ° last war versus peace related issue should be addressed at the present. As we change to a more follower-oriented, empowering leadership model in peace for example TQM, there are possible pitfalls for us when busy in battle operations. The basic principle of essential training over the years has been to smash down the individuals civilian mind-set that is obviously opposed to subsequent potentially life-threatening battleground orders. In place of the inhabitant mind-set, we replacement military discipline throughout fundamental training, an automatic compliance to Ð ° strict leadership style. The objective of Ð ° QAF is just the contradictory. It seeks to move authority from the leader to subordinates and to Ð ° solicit ideas and insights from followers in a very friendly, benign atmosphere. How will the methodically indoctrinated and empowered QAF follower react if the units control takes on a more despotic style during battle? This is a matter that prospect leaders, mainly at the unit level, need to address. (Spangler Braiotta 2000) Condition: Combined Leadership One more difference in the leadership equation that will turn out to be more and more significant in todays atmosphere involves the mixture of friendly forces. A single-service process is comparatively simple to organize since like-minded persons are concerned in accomplishing the task. Their communication is facilitated by an ordinary dictionary and a ordinary orientation to their exacting way of combating. One time we comprise members of an additional service, though, additional considerations and sensitivities require to be addressed. Differences in service doctrine and operational methods not merely aggravate working jointly but can have a harmful, even deadly consequence on operations. Additionally, inter service rivalries have intricate and will carry on to confuse mission achievement. The rivalry between Gen Douglas MacArthur and a admirals Ernest J. King/Chester W. Nimitz in the World War II Pacific Theater led to a less than best harmonization of operations. Alternatively, Army general Omar Bradley and an Air Force general Elwood R. Quesada worked fine jointly. The circumstances become especially multifaceted when allies are drawn in. Additionally to doctrinal and service mismatching, cultural and chronological differences complex efforts to organize joint operations. In an Airpower Journal article The Staff Experience and Leadership Development, Gen John Shaud noted that a likelihood of your contribution in a joint alliance staff in this post-cold war world has augmented by an order of magnitude. He served as a chief of staff for the Supreme Allied Commander, Europe (SACEUR) until lately and as of that skill made the following observation: On the alliance staff, as is the case with some new management position . . . my main assignment was to organize the activities of the workforce. . . . Additionally to what you might usually wait for that to entail, I originate that I also had to be a negotiator, diplomat, taskmaster, and cheerleader. I learned also that on the SHAPE staff (as well as on most coalition staffs), some of the most significant factors to be measured were appreciating intrinsic differences in culture and speech and possessing a solid intellect of history. Future Operating Environment Challenges and Recommendations â€Å"The Army is preparing today to meet the four types of challenges: Traditional, Irregular, Catastrophic, and Disruptive. To address traditional challenges, the Army is extending its mastery of major combat operations. It is maintaining the ability to counter todays conventional threats while preparing for tomorrows anti-access environments. The ability to prevail in major combat operations is a crucial responsibility and primary driver of capabilities development. Many capabilities required for major combat operations apply across the range of military operations. Those capabilities include: Strategic and operational mobility; Advanced information systems to support command, control, intelligence, surveillance, and reconnaissance; Precision weaponry; Force protection: and Sustain. The Army is broadening and deepening its ability to counter irregular challenges. However, because the Nation cannot afford two armies, the Army is meeting this requirement by increasing the versatility and agility of the same forces that conduct conventional operations. In many situations, the combination of traditional and irregular threats presents the most demanding challenges to military effectiveness. This combination requires soldiers and units able to transition between the operations required to counter conventional and irregular threats. Preempting catastrophic threats includes deterring the use of, or destroying weapons of mass destruction. It is increasing its ability to rapidly project forces and decisively maneuver them over both global and theatre distances. It is seeking minimal reliance on predictable, vulnerable deployment transition points (intermediate staging bases) or ports of entry. To prepare for disruptive challenges, the Army is maintaining and improving a range of capabilities, minimizing the potential for single point strategic surprise and failure. It is also developing intellectual capital to power a culture of innovation and adaptability, the Armys most potent response to disruptive threats. While preparing for irregular, disruptive, and catastrophic challenges, the Army is retaining its ability to dominate land operations in traditional conflicts. American land forces clearly occupy a commanding position in the world with respect to defeating traditional military challenges. The Army must retain a superior position, particularly in the face of modernizing armies that might challenge US partners and interests. Failure to maintain a qualitative edge over these traditional threats would promote instability and create vulnerabilities that adversaries might attempt to exploit. While technology will be crucial to achieving greater operational agility and precision lethality, the human dimension will continue to be the critical element of war. The soldier will remain the centerpiece of Army organizations. As the complexity of operations increases, well-trained, innovative, and disciplined soldiers and leaders will become more important than ever. Recruiting, training, educating, and retaining of soldiers is vital to maintaining land power dominance in all forms of conflict†.   (FM 1) Conclusion The research of Bà  ss, Burns, Kà ®uzà ¥s and Pà ®snà ¥ had one major preliminary task, then, was to assemble a list of behaviors that seemed to be critical. That list would be used in surveys and discussions with the study participants. While this study focused on division commanders, the requisite behaviors were typically relevant to any level of the organization, and discussions with participants, who ranged in grade from captain to lieutenant general, went beyond the exclusive behavior of division commanders. (As one indicator of the relative universal applicability of basic leader behaviors, an Army Research Institute study a few years ago on leader effectiveness in light infantry platoons showed many critical behaviors at that level were similar to those seen important for division commanders.) An interesting but not surprising finding from that exploration of previous studies was that certain behaviors kept surfacing as crucial to good leadership. There is no doubt that Army officers over the years have had a solid feel for what good looks like. While there are some differences of opinion on the relative importance among behaviors, there is remarkable agreement across grades and branches on which set of behaviors really make a difference. It is also important to note that in distinguishing good leaders from others, the distinction did not fall between leaders on one side, who focused on mission, and leaders on the other, who focused on people. Rather, it was how leaders approached mission and people that accounted for the perceived differences in the quality of their leadership. The team that created the study also recognized that operations in Iraq present an environment that epitomizes two fundamental challenges for leaders of all organizations: the need to attain immediate tactical success while maintaining the long-term health of the force; and establish the necessary centralized control to ensure integration of operating systems while encouraging and supporting the required initiative at subordinate levels. The study team eventually isolated 29 behaviors, derived from current leadership doctrine and the synthesis of prior studies. That preliminary list was further reviewed by a number of active duty and retired officers who had extensive leadership experience. An Army War College class and some scientists familiar with Army leadership principles and methods also helped to refine the list. The final list became one of the survey instruments used in the study. These 29 behaviors were seen as relevant and comprehensive by the 77 officers from the four divisions, who eventually participated in the study at their home stations within a few weeks of returning from OIF. To gain an external view of division mission accomplishment, two corps commanders and a deputy corps commander were queried about the combat performance of the divisions and the styles of the division commanders (individual or unit data was not specified in the report; subordinate participants provided survey input anonymously). In each division, the division commander, the assistant division commanders (when available), the chief of staff, eight members of the division staff, and from six to ten subordinate commanders completed survey instruments and participated in lengthy and wide-ranged discussions with study team members. These participants had observed the division commander during most or all of the divisions deployment to OIF. (Waldman et al 2001) The study report provided a number of conclusions and recommendations. The study concluded that we have a lot of impressive people in todays very busy Army! The study further concluded that we still have some development and selection work to do. In particular, we must have the interpersonal skills to gain trust and build the essential horizontal and vertical teams needed to take full advantage of the high level of tactical and technical competence that typically exists in our Army. Twelve behaviors, validated by officers returning from a combat theater, were selected as the most important factors in creating a command climate that supports operational excellence and motivating competent people to continue their military service. These behaviors, referred to in the study as the Big 12, also best differentiate between good and poor leaders. Note that the criterion included both short- and long-term mission requirements: tactical success today; a strong Army tomorrow. Army doctrine should explicitly acknowledge that being a good manager is not the same as being a good leader. FM 22-100 and related publications ought to provide all officers and NCOs with textual resources to clearly articulate the differences between supervising, administering and creating leadership within their units, and they should suggest ways in which the skills and aptitudes that contribute to each of these complementary, but distinct, competencies can be independently trained and appraised. The Officer Evaluation Report and Noncommissioned Officer Evaluation Report and their governing regulations must also be modified to reflect leadership-management distinctions and provide means to separately evaluate performances in each of these areas. To determine pure leadership competency, in particular, serious thought should be given to incorporating nontraditional forms of assessment such as 360-degree evaluations into the rating process. Here, the observations of peers and subordinates are factored into the rated soldiers performance review. When properly interpreted, such data can be useful in matching the right person to the right job, as well as helping to focus leaders attention on truly serving their teams and organization, rather than just pleasing their boss. Impressive gains in performance and productivity are being reported by civilian companies such as Frito Lay and Intel, which have successfully merged 360-degree and similar assessment methods into their human resource systems (Champy). Armed with such tools and an expanded accent upon critical self-evaluation, those in command or other positions of responsibility can then more accurately identify strengths and weaknesses in their own personal inventory of people skills, as well as in the collective inventory of their staff, and make appropriate adjustments. Finally, the importance of participative, emotionally engaged followers in the leadership process can hardly be overstated. Because all military leaders are also followers in some context, leadership doctrine must explicitly consider the characteristics of effective followers and instruct leaders how best to forge and encourage them at all levelsfrom the fire team on up. Creating wide parameters within which followers may exercise judgment and make decisions, exploring/aligning the personal goals and values of soldiers with those of the organization and providing meaningful, responsive incentives to excel must be stressed as critical leadership tasks. When effectively executed, these musts will combine to create teams with genuinely shared vision and commitment, operating via an influence connection between leaders and followers that transcends the tacitly coercive nature of military relationships. In this way, authentic leadership will underpin effective command in our Army, attracting and retaining the high-quality soldiers so vital to future operations. (Waldman et al 2001) References Bass, B. M. (1985a). Leadership and performance beyond expectations: New York: Free Press. Bass, B. M. (1985b). Leadership: Good, better, best Organizational Dynamics, 3(3), 26-40. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. Bass, B. M. (1996). A new paradigm of leadership: An inquiry into transformational leadership. Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. FM 1 http://www.army.mil/fm1/chapter4.html Accessed, May 22, 2007 Kane, T. D., Tremble, T. R., Jr. (1994) the impact of leader competence and platoon conditions on platoon performance in simulated combat exercises (Tech. Rep. No. 1001). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Our Army at War Relevant and Ready http://www.army.mil/thewayahead/intro.html Accessed, May 22, 2007 Spangler, W. D., Braiotta, L., Jr. (2000) Leadership and corporate audit committee effectiveness: Group and Organization Studies, 15, 134-157. Tremble, T. R., Jr. (1992) Relationships of leadership competence with leader and unit performance effectiveness (Res. Rep. No. 1625). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social: Sciences. Tremble, T. R., Jr., Kane, T. D., Stewart, S. R. (1997). A note on organizational leadership as problem solving (Res. Note No. 97-03) Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Waldman, D. A., Bass, B. M., Yammarino, F. J. (2001). Adding to contingent reward behavior: The augmenting effect of charismatic leadership: Group and Organization Studies, 15, 381-394.