A Midsummers Nights Dream by William Shakespeare Essay -- Papers

A Midsummer's Nights Dream by William Shakespeare William Shakespeare wrote a midsummer's night dream in 1595. He wrote this comedy to celebrate the marriage of a noble man. An important guest at the wedding was Elizabeth 1st. The play describes the adventures of two sets of lovers as they pass through the forest outside Athens, they are misused by immortals Oberon the fairy king and puck his messenger. To get revenge on his wife Titania, Oberon misuses Bottom a labourer. The love tangles are all resolved at the end of the play when love rules all end married and happy. Shakespeare wishes his audience to enjoy the falling in and out of love of the characters. His message is that true love never runs smoothly. The theme of love is involved with all of the characters from the quarrel of Oberon and Titania, to the play Pyramus and Thisbe performed by the labourers for the wedding celebrations of Theseus and Hippolyta. Oberon has power over all the elements. He can change weather and seasons. "These are the forgeries of jealousyà ¢Ã¢â€š ¬Ã‚ ¦ But with thy brawls thou hast disturbed our sportà ¢Ã¢â€š ¬Ã‚ ¦ The seasons alterà ¢Ã¢â€š ¬Ã‚ ¦ The spring, the summer, the childing autumn, angry winter, changeà ¢Ã¢â€š ¬Ã‚ ¦" This speech of titanias shows us that the seasons and all the growth of nature are changed because of their jealousy arguments and disagreements. This is because Oberon and Titania are king and queen of immortals and have control over them and all nature. Their argument causes evil to occur. Later in the play when they are reconciled they bring blessing to the mortal world. He therefore decided to teach his wife a lesson when she refuses to .. ...eron's "bed and company" we see how determined Oberon is to have the little Indian boy, his wife refuses. While angry with his wife Oberon feels sorry for Helena when he hears Demetrias treats her badly. How strange that Oberon intends to use the flower juice on his own wife to misuse and embarrass her. The swing of the emotion is typical to mood swings through the play. It is Oberon that controls the lives of the other characters and brings changes of mood and atmosphere. It is he who moves he story to a happy end. When Titania agreed to give Oberon the little Indian boy he takes the juice of her eyes. The lover's muddles are sorted out and they are happy. This is a very different Oberon from which we see at the start of the play, he is a much better person. In the same way he acts like a spoilt child.

Christmas Project: Interviewing Santa Claus

I would guess our deal of 10 tons of cookies still counts? R: Absolutely! Fifty trucks from Centuries News Delivery are parking right in your enormous front yard. SC (laugh): Now that's what I want to hear. According to our deal, you get your five minutes. Hurry up because the spell wears away quickly. R: Right into our first question from 9-year-old Mr.. Augustine. Santa Claus, how do you know we are naughty or nice for the whole year when you only come to see us for one night on Christmas Eve? SC: (Its supposed to be a secret, but since we have a deal I will share it with you, only you though. All y little elves who work for me, only a few are making presents now because everything is easily made by machine. In the old time, say before 2050, I have to make them work overtime on the days before Christmas. They spy the children for about a week and talk with the children's parents to figure out if they are naughty or nice. I believe children are mostly nice in the bottom of their hea rts because they are born with love, and they are not contaminated by the world. That's why I linger my eyes on the â€Å"naughty† kids for a little bit longer, and can always find their little hearts lit with love.Nowadays, since aging presents doesn't need the elves any more, I send them to each house all year round to watch the children, and of course to help them to be good in various ways. They are invisible under my spell, but on Christmas Eve I need to use the magic power to send gifts to children, so the magic power disappears and they become visible again. So, if you see a little elf running away from your house on Christmas Eve, don't fret and try to say hello to him. R: Oh my world! You'd better watch out, because there are invisible elves living in your house! SC (wink): That's right. I always have my eyes on you.R: Our next question is from 7-year-old Mr.. Chris. It's also a question from all of us. How do you make the reindeer fly? SC: Now this is a hard questio n. My reindeer only fly on Christmas Eve. Their magic power does not just pop out. The truth is, all the power that is stored throughout the year is used on Christmas Eve to deliver presents. Normally, I cannot fly up the chimneys, carry all those presents or drive a flying sleigh. The power Of love, kindness, goodness and faith on me from each family all over the world gathers in their chimneys and goes through the factory to power the machine.The rest of the power goes into my reindeer so we can fly on Christmas Eve together. R: How fascinating! The present factory is not powered by some special magic or the elves, but love. SC: Oh, yes. Love is the most beautiful and powerful magic in this world. The more love in this world, the more presents can be produced, and the more hearts will receive warmth and joy. (smile) R: Here's my last question from 5-year-old Miss. Jimmie, and this is also a question have been wondering myself. Santa Claus, how old are you? Do you have any family w ho love you and live with you?SC Lowly laughter): Such a sweet little girl! Of course you too. I existed since the year 280 in Turkey. Since then, I am favored in Holland, Switzerland, Germany, and many other places in Europe. I was not popular in America until Washington Irving and Clement Moore introduced me in the asses. Thus, am more than 1700 years old, but my memory gets vague for things a thousand years ago. As for my family, I exist because there are all those children who love me and believe in me. They ARE my family, and don't need any more than that. Besides, have all my little elves and nine reminders who live with me.I am much loved and very happy. You don't need to worry about me. Ifs my job to bring joy to all of you. R: Thank you very much, Santa Claus. It was a wonderful time talking to you, but our time is about to end. At the end of the interview, do you have anything to say to our little audience all over the world who are watching us? SC (joyfully): To all the c hildren in this world a happy new year and a good night! Be good this year and I will come to you again (wink). See you all on Christmas Eve! (wave) carry all those presents or drive a flying sleigh.

World War One Germany Essay

After World War One German had to confront serious jobs. such as the Treaty of Versailles. disfavor of the weak and unpopular Weimar Government. serious economic jobs of rising prices and unemployment in the early 1920s and once more after 1929 and the Great Depression. Furthermore. fright and concern about the rise of communism with work stoppages and rebellions. Hitler used powerful persuasion techniques such as propaganda and in other circumstance aggression and force to extinguish his oppositions. therefore helping him to go a totalitarian dictator. This essay will discus the Treaty of Versailles. disfavor of the authorities and economic jobs and besides fright of communism and the techniques Hitler used to derive power. Basically. why the Germans were so angry about the pact of Versailles. A pact is an understanding which sorts out penalties. land boundaries and could be designed to forestall future war. After the First World War. a pact had to be made to penalize Germany. This had to be done as Germany had lost the war and had signed the Armistice on 11th November 1918 by the new German authorities. The Paris peace conference foremost met in January 1919. It was its occupation to compose the pact of Versailles. At this peace. conference there was a representative from America. France and Great Britain. Germany was non allowed to house a representative as the Allies knew that they were traveling to penalize Germany. so there was no point holding a representative merely so they can reason their instance. President Woodrow Wilson represented America and he wanted the Treaty of Versailles to be based on his fourteen-point program. This did non take to penalize Germany but aimed to forestall future war. He did non desire to penalize Germany as merely 116. 000 American soldiers died. This is as they merely entered the war in the last twelvemonth. Besides their land was non damaged as conflicts were fought in Europe. The war attempt besides did non be them much financially. This once more was because America had entered the war in the last twelvemonth. Their president Georges Clemencea u represented France and he wanted to penalize Germany as much of their land was damaged as many conflicts were fought at that place. In add-on. 1. 500. 000 Gallic soldiers died. Great Britain were represented by their Prime curate Lloyd George. He wanted to penalize Germany as 1. 000. 000 British soldiers had died and the war attempt had cost Britain a batch financially. The pact of Versailles was signed on 28th June 1919. Germany had no pick but to subscribe. This was as if they did non subscribe it would ensue in war. which Germany could non afford to make. America did non give their formal consent to the pact and subsequently signed a separate pact with Germany ( pact of Berlin on July 2nd 1921 ) . The Germans were so angry about the pact of Versailles. because they thought that as the war was lost they would be punished and be in peace. This nevertheless did non go on. Germany was at peace with other states but it was a dictate ( determined peace ) . This meant that the Alliess were still in control of the state of affairs. This would oppress German pride. This is as it gives the feeling that they are under co ntrol by another state. They might every bit good be portion of person else’s imperium. Again. the fact of authorities propaganda comes up. The populace likely thought that they could be ordering the peace alternatively of being under control. Another specific country. in which Germany was punished by the pact of Versailles. was their military loss. Germany was punished in footings of fring out militarily a batch. This essay will merely pick out two points to assist associate to the sum of penalty. First. the German ground forces was restricted to merely a 100 1000 soldiers. In add-on. Germany was non allowed to hold an air force. Both these points meant that Germany were really vulnerable to assail. This helped the Alliess. as they knew that Germany would non be able to establish a successful onslaught on a state. Besides they knew that they could easy assail Germany if they needed to. Another pieces of grounds proposing a dictate. Besides holding a little ground forces dented Germany’s pride . We know that Germany like to hold a large ground forces as one of the major long term causes of the first universe war was the weaponries race between Britain and Germany. There would besides be a batch more unemployment in Germany. This meant fewer taxpayers. which would non lend to the reparations that Germany had to pay. The authorities may besides hold to raise the revenue enhancements doing the authorities less popular with the people. Another specific country in which Germany lost out is territorially. Germany lost many topographic points to other states due to the footings and conditions laid out by the pact of Versailles. Firstly. Germany lost 13 % of its overall land to other states. This would do a job and do the Germans unhappy. as they would be less powerful. In add-on. Germany lost a batch of their industry. This is every bit many of their most productive countries of excavation were taken off. for illustration the Saar coalfields. Wholly. Germany lost 16 % of their entire industry. One of the countries lost was Alsace – Lorraine that was home to many German people. Not all of this would assist Germany financially or in footings of the military. They would free out financially as they would free their income from the industrial parts lost. Besides they would lose the revenue enhancem ents that would hold been paid by citizen life in other states which belonged to Germany. They would free out in footings of the military. as they could non trust on citizens from other states to contend for them. Wholly. Germany lost 6 million people. Another facet of penalty that was laid out by the pact of Versailles was that Germany had to pay reparations. The figure was set at around 100. 000. 000. 000 Markss. With all the losingss Germany had suffered people began to inquire the inquiry if Germany could afford. The people would be unhappy through high revenue enhancements. Germany had lost many of their industrial states and there was high unemployment. This did non assist Germany financially. There were no revenue enhancements from other states so Germany was worse off. The German would experience peculiarly humiliated and angry through this point as they felt that they alone were non responsible for all the costs of the war attempt. In add-on. they would be under changeless humiliation. as they would ever experience. as they owe something. They besides would non hold a opportunity for their economic system to turn. as they couldn’t invest. This would dent their pride as they would non be known as a powerful state. Germany was really severely affected by the depression and since 1929 ; unemployment had been on the rise. By Ja nuary 1933 the unemployment figure in Germany had risen to 6. 100. 000. bing concerns were making really severely and homelessness and poorness had become really common amongst immature people. Taxs were raised and unemployment benefits were cut. The government’s failure to cover with the depression left the Nazis with a really defeated state. particularly the business communities. workers. immature people and husbandmans ( who had been making severely since 1925. ) The economic crisis allowed Hitler and the Nazis to come in Germany’s political scene. which is what they had antecedently been seeking to make. If it hadn’t have been for this awful economic crisis so Germany would likely still have been making moderately good under Gustav Stresemann’s leading and the Germans would hold had no demand to re-consider re-electing Stresemann. The Depression helped the Nazis addition much needed support because it meant that Weimar authorities was making severely. The outlook of Germany were no longer being met by the authorities. which meant that the Germans had to re-consider who they were traveling to vote for at the following election. This means that the two grounds ( The Depression and Weimar ) are li nked closely. because it was Weimar’s failure to cover with the depression that allowed the Nazis to prehend their chance and set their new. more peaceable and caring attack into action. In November 1917. the world’s first communist authorities set up in Russia USSR. Many socialist and Communist in German supported the thought of Communism distributing to German. In November 1918. Germany was dislocated and discontent. In add-on. Communists sparticists began an extreme and violent effort to subvert the new Weimar authorities. Soldiers and crewmans were in rebellion. Finally. in January 1919. exsoldiers ( the free Corps ) violently put down the communism rebellion and the sparticist leaders were murdered. In March 1919. more public violences occurred and work stoppages by Communists in Berlin began. In early 1919. the socialist leader Kurt Eisher was shot by a right wing extremist in Bavaria and it seemed to German people that they were earnestly threatened by Communist violent. Communism became more utmost and set up a Soviet manner democracy. In maintaining with Communist philosophy. they took money and belongings from rich people and redistributed them to the workers. After the Red Communist Army was set up. the Weimar authorities sent in the free Corps military personnels to beleaguer Munich. Six hundred Communists and protagonists were ki lled. Communist workers started work stoppage and they set up a Communist ground forces of 50 50. 000 members. Again. the free Corps moved in and killed 2000 workers. Therefore. there was tonss of grounds that shows that Communism was a violent and existent menace in German. Besides many people feared and resented Communism and wanted a strong party or leader to stand up to the Communist and extinguish Communism in German. Propaganda was an of import tool used by both Germany and Russia. Hitler appointed a adult male by the name of Joseph Goebbles to head the Ministry of Public Enlightenment in Germany. This adult male used newspapers. magazines. and wireless to distribute Nazism. Even if a adult male bathed in ideas of discontent at place. he was bombarded with propaganda in public. and at the workplace. Banners hung from edifice. postings on about every mark or lamppost. Anyone with a leery expression on his or her face was foremost detained. and the sent to a prison cantonment. It was no longer merely desirable to be a Nazi sing the benefits like authorities contracts or being able to stand foremost in line. but necessary for employment. Russia employed much the same tactics with much more accent on fright. The signifier of propaganda that Hitler used. and was successful in utilizing. was his words. Hitler made many addresss. but the most celebrated address. was his concluding address at his test for lese majesty. In this address he gave his positions and sentiments on the events predating the test. This is an extract from his address: â€Å"†¦I aimed from the first to†¦ . go the destroyer of Marxism†¦ . The ground forces that we are constructing grows more from twenty-four hours to twenty-four hours. from hr to hr. Gentlemen. non you who will be the 1s that deliver the finding of fact over us. but that finding of fact will be given by the ageless judgement of history. which will talk out against the accusal that has been made against us†¦ . That tribunal will judge us†¦ . as Germans ( who ) wanted merely the best for their people and their Fatherland. who fought and were willing to decease. You might merely every bit good happen us guilty a 1000 times. but the goddess of the ageless tribunal of history will smile and rupture up the gestures of the provinces lawyer and the judgement of this tribunal: for she finds us non guilty† . After Hitler gave this address. the tribunal was sympathetic towards him. he was sentenced to merely five old ages in prison for his offense. After nine months of his sentence had been served. he received word. Bing able to derive Nazi party control and addition adequate protagonists. proves that he was an efficient user of propaganda. Hitler besides had his ain curate of propaganda when he became leader of the state. This proves that Hitler was a user of propaganda. In decision. due to the grounds shown. such as the great depression. disfavor of the weak Weimar authorities. economic jobs. fright and work stoppages of the communism and successful techniques that Hitler used to derive their people support. We can see that Hitler became a powerful totalitarian dictator Sue to his development of jobs faced by Germany and her people.

Multiple Intelligence Theory Essay

Many students choose to attend APUS because the University fosters differing educational styles and empowers the students through education. The Student Handbook states, â€Å"The University System fosters an environment that promotes a life of learning for its constituents and uses feedback from its participants and supporters to improve the quality of its teaching, learning, and support†¦ The University System anticipates and adapts to its changing environment and responds to the needs of the organization and its constituencies in manners both appropriate and timely.† In the beginning of College 100, students are introduced to the different learning styles and the theory of multiple intelligences. By becoming familiar with other students learning styles and exploring the multiple intelligences students became more tolerant towards others and were able to strengthen their learning power. Being familiar with multiple intelligence theory, knowing the different learning sty les, utilizing appropriate classroom methods, and exploring the interdisciplinary classroom will empower students towards a lifetime of learning. Recognizing the multiple intelligence theory is the first step in capturing the different learning styles. â€Å"Howard Gardners multiple intelligence theory (Gardner, 1993) proposes the idea that we all have various levels of intelligence across a range of intellectual areas† (Pritchard, 2008). The concept that people learn in different ways, and perceive and learn by different methods is what makes up the theory of multiple intelligences. There are at least nine different intelligences in which people display in varying ways (Pritchard, 2008). The styles are as follows: linguistic, logical/mathematical, musical, spatial/visual, kinesthetic, interpersonal, intrapersonal, naturalistic, and existential (Pritchard, 2008). Student’s particular academic strengths have a direct impact on how effective their learning will be for their overall education. When applying multiple intelligences to the classroom, it is very important to cater to all the types of learning styles. When discussing learning styles in the forums of College 100, every student had a different way of learning that especially worked for them. If every single assignment or activity in a classroom is slanted towards visual learning, then the students who are auditory or kinesthetic learners will be at a serious disadvantage. These students will not be able to express themselves or be able to conform to the teaching style if their learning needs are not met. â€Å"In planning for multiple intelligences, teachers consider the range of activities related to the content of the lesson and the intended learning outcomes will give a range of opportunities to the children’s different intelligence strengths† (Pritchard, 2008). It is very important for a teacher to introduce a range of activities and presentations in order to make the most out of multiple intelligences. A learning style is reflected by a students preferred method of learning, which is a direct result of their type of intelligence. It is irresponsible for a teacher to assume that all of their students will learn in the same manner. The four main styles of learning are visual, auditory, kinesthetic, and extrovert. Every style has strengths and weaknesses. It is crucial in the educational environment to exploit the student’s strengths and protect the weaknesses. A student’s self-worth and esteem can be very much tied up with their learning capability. Teachers must exhibit a range of teaching styles, so that their students learning styles will be compatible. â€Å"Diverse personalities impact relationships, motivation, and ease of learning in classroom and work environments. Where there are diverse personalities within groups, people generally prefer and choose to be with others who are similar to themselves; individuals may even dislike those who have different attitudes and behaviors from their own† (Richardson & Arker, 2010). What Richardson and Arker are implying is that people of different personalities and learning styles tend to stick in the same groups. It would be to the benefit of everyone if individuals of different personalities and persuasions were put together in one group, that way the group will be more powerful and will benefit greatly from the input of everybody. A truly good teacher will ensure that they have designed their curriculum in such a way so that students learning needs are met. Classroom arrangements can be made so that individuals of similar temperaments are brought together in what is called compatibility scheduling. This arrangement will enhance the overall productivity of students as well as teachers† (Richar dson & Arker, 2010). As multiple intelligence theory has developed, advances in classroom methods have also been made. There are at least three different methods that combine multiple intelligence theory with learning styles in order to better the classroom environment. â€Å"Brain-based education supports the need to differentiate instruction† (Richardson & Arker, 2010). Some studies in brain research have shown that there is such a thing as a left-brain and a right-brain. People can be left or right brain dominate, which largely determines the individuals learning style. â€Å"Collaborative learning is a method of teaching and learning in which student’s team together to explore a significant question or create a meaningful project† (Educational Broadcasting Corporation, 2004). This type of classroom learning will serve to help the entire group. The students and teachers will be able to pick out the roles that suit them best, thus serving the group to the best of their ability. Another method that is similar to collaborative learning is cooperative learning. In cooperative learning, â€Å"Students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team† (Educational Broadcasting Corporation, 2004). Cooperative learning is becoming a very popular method. It uses individuals best qualities for the betterment of the group. By using these methods in the classroom learning becomes an active process and engages all types of learning styles. The Western world has divided education into blocks, and then further divided the blocks into disciplines. While convenient on paper, it is clear that education and disciplines overlap, the world is a fluid place. Interdisciplinary education is an approach that blends different disciplines and utilizes multiple intelligence theory and varying learning styles. â€Å"The exponential growth of knowledge in the twentieth century revealed how disciplinary cultures and perspectives could discourage inquiries and explanations that spanned disciplinary boundaries. Disciplines, it now seems clear, are powerful but constraining ways of knowing† (Lattuca, 2001). By breaking down the walls of the disciplines, students are empowered to use their differing learning styles. This will result in students having positive experiences with education. Students will then seek out a lifetime of learning, and encourage other to seek knowledge. Recognizing the theory of multiple intelligences and defining each student’s learning style will lead to success in education. By utilizing methods such as brain-based learning, cooperative learning, and collaborative learning teachers can empower students by giving them the educational method that works best for each individual. Combining all of these aspects yields the concept of interdisciplinary learning, leading to a lifetime of successful education, teaching, and learning. References Concept to Classroom: Course Menu. (2004). THIRTEEN – New York Public Media. Retrieved December 2, 2012, from http://www.thirteen.org/edonline/concept2class/index.html Lattuca, L. R. (2001). Creating interdisciplinarity: Interdisciplinary research and teaching among college and university faculty. Nashville: Vanderbilt University Press. Pritchard, A. (2008). Ways of Learning [electronic resource]: Learning Theories and Learning Styles in the Classroom. Hoboken, NJ: David Fulton Publishers. Richardson, R., & Arker, E. (2010). Personalities in the Classroom: Making the Most of Them. Kappa Delta Pi Record, 46(2), 76-81.

Leading marines

Identify the author's mission (task and purpose) in writing this book. The author's purpose in writing this book was to explain the role of the ‘leader' in the Marine Corps. To accomplish this the author used examples of corps values, ethos, individual courage and unit spirit. 2. What part of the book was the most effective in accomplishing the author's mission? What part of the book was the least effective? The part of the book that I think is most effective at accomplishing the author's mission is chapter three: Challenges. Friction dominates war, it makes simple tasks hard'. The author touches on how friction affects us anywhere from the marine-air- ground task force down to the most forward fghting positions and how getting over the brick wall that is adversity is key to being able to lead marines. 3. What does the author assume to be true in order to accomplish his mission? Does the author validate these assumptions in the book? The author really shows the importance of th e lessons we learned in boot camp and OCS as the basis of what is needed to accomplish any mission.The author validates these assumptions as he goes back to what we learned in training as xamples of how we should carry ourselves as leaders and Marines. 4. The part of the book that is most relevant to what I / we do is: The part of the book that is most relevant to what â€Å"we do is chapter three. The author talks about Friction and overcoming challenges in everyday life such as physical challenge and the importance of being combat effective. This is relevant to me because I think physical fitness is key to anyone in the Marine Corps who wants to be a leader. . Identify the author's specific and implied conclusions. What I took as an implied conclusion was that there's a bigger purpose for veryone and you won't know what that purpose is unless you take risks to find that purpose. What part ot the book was the most ettective in accomplishing the author's The part of the book that i s most relevant to what l/we do is chapter three. The ground task torce down to the most torward tgnting positions and now getting over purpose. 1.Identify the author's mission (task and purpose) in writing this book. ground task force down to the most forward fighting positions and how getting over The part ot the book that is most relevant to what I / we do is: 6a. With respect to the author's conclusions (either specified or implied), I / we ccept or agree with the following: I agree with the implied conclusion that the fundamentals of leading marines is engraved in each of us as marines in boot camp or OCS and that those fundamentals are the basis of being a leader and a Marine. b. With respect to the author's conclusions (either specified or implied), I / we reject or do not agree with the following: There was nothing that I did not agree with. 7a. This book made a favorable impression on me and it will change the way I approach: This book will definitely make me think back to the basics when I am approached with adversity.

Africas Slow Growth And Development Politics Essay

Africas Slow Growth And Development Politics Essay This paper examines the causes of slow growth and development of Africa with emphasis on some selected countries. The paper argued on the basis of Madison’s (1995:65) estimates of per capital Gross Domestic Profit (GDP) for a sample of countries that, during the first half of the century, Africa had grown considerably more rapidly than Asia. By 1950, the African sample had overtaken the Asian sample. In the 1960s, Africa’s future looked bright, especially that the continent was gradually disengaging from the bondage of colonial imperialism. But today, Africa is the poorest continent in the world. While there has been a steady growth in countries of Asia, such as Malaysia, Singapore, South Korea, and Taiwan, African states have lagged behind. Why is African development growing slowly? What went wrong in Africa? How can these problems be solved? This paper attempts to provide answers to some of the fundamental issues that have bedeviled the continent in the 21st century. In order to assess the level of growth and development in the continent, the concepts of ‘growth and development’ is critically examined within the confines of Africa in the paper. The paper attributed the slow growth and development of Africa to ‘Internal influences and external dimensions’. At the same time, the paper provides some plausible suggestions that would serve as a panacea to the problems militating against the growth and development of Africa. Introduction From what direction should one view the slow growth and development of Africa: is it from the perspective of bad leadership couple with wide spread corruption? Or is it that of policy failure, or geographic and demographic factors? Africa as well as the rest of the world is battling with this provocative question: Why does Africa continue to lag behind the rest of the world in terms of social and economic development? Mathew Paris writing in Times August (2002), believes the answer to the co ntinent’s development problem lies in four simple words: †swagger, Indolence, self indulgence and hot air †he points out †failure of leadership, the individual means that what is created or started is not maintained. Further more, it has also been argued that after 1960, particularly when majority of the countries in the continent gained political freedom, the potential of governments were not responsive to the people’s needs, aspirations and wishes, Mathew Parris (2002). The dream were shattered due to bad leadership, corruption, wars, poverty and eventually, economic underdevelopment. Could this entire unfortunate phenomenon be considered as factors militating against the growth and development of Africa? In terms of structure and for the purpose of understanding and clarity of the main thrust of this article, we have divided the paper into four parts. The first part focuses on the interpretation and application of the terms ‘growth and develo pment’ as concepts of analysis. It is necessary to understand that the two concepts were used based on what the paper takes them to be. Perhaps the greatest weakness in the literature of social sciences is striking lack of precision with which terms are used and under the conditions they are studied. However, a clear distinction between growth and development is explained in this part. The second part discusses African perspective. The rich complex of minerals, ecological hung provided by the continent, the continent’s archeological sites and the richness of African culture and its contribution to global community is captured in the first part. The third part investigates the causes of the slow growth and development in Africa. On this part different explanations were presented to justify the strength of points on the topic under review. However, few examples of some selected countries were cited. The fourth part poses a fundamental question: whether or not Africa will ever grow and develop? Perhaps, this is the greatest challenge to African leaders in the 21st century whose time has come. While the final section concentrates on the concluding remarks. This part provides some plausible suggestions that would change the predicaments in Africa, at least if not all, some parts of it.

Leadership Development within XXX Ltd Case Study

Leadership Development within XXX Ltd - Case Study Example Charismatic leaders were attributed powerful qualities by those who follow them; traditional leaders were powerful by virtue of hereditary wealth or peerage; legal leadership draws its power from professional knowledge and technical expertise, and formal authority was legitimised through roles or position in the bureaucratic hierarchy. As such, formal authority is legitimated by subordinates' understanding and respecting rules and authority (Buchanan, Huczynski, 2003, pp. 90-98). In contrast to Weber's approach, more recent sociological approaches to leadership have been more concerned with notions of power rather than leadership per se. As such, the study of leadership is less about the individual and more about how power structures allow domination and control over others. XXX Ltd. has considered leadership programmes that give their employees' with a self-directed career path that initiates their individual and professional development within the company. Buchanan and Huczynski (2003, pp. 90-98) discusses that the programmes courses present a number of leadership activities that enhances the learning value whilst sharpening the skills of the leaders and their leadership skills within the company. XXX Ltd. has given their employees the opportunity to utilise these leadership development programs in initiating the growth of their career and to cultivate business diversity and cross-functional flexibility. These programmes are offered up to the 'high potential' employees who are deserving of succeeding through the various stages of the leadership development process on both a novice and advanced level. Either level of the programme will hold specialised leadership activities that sustain the six sigma methodologies and incorporate a 360-Degree feedback approach to a multi-faceted learning environment that incorporates classroom learning with multi-business rotational assignments. This paper discusses leadership development in the context of XXX Ltd. in a concise and comprehensive way. The paper also discusses key concept and theories of leadership development i.e. transformational leadership, transactional leadership and other key concepts and theories. Aims and the Objective of the Study The aim of this study is to discuss leadership development in XXX Ltd and to critically examine BM's Integrated Leadership Framework for middle managers; in particular it's effectiveness in developing the required transformational leadership capabilities, with a view to developing a set of practicable recommendations for enhanced practice. This study tries to achieve the following aims and objectives. a-This study achieves a critical literature review on Leadership, especially on contemporary transformational leadership and describes, in particular, the potential benefits, challenges and recommendations of good practice. b- The study aims to profile BM's Leadership Framew