Committee on Public Information, Americas WWI Propaganda Agency

The Committee on Public Information was a government agency created during World War I to distribute information intended to influence public opinion to inspire support for Americas entry in the war. The organization was essentially a propaganda arm of the federal government, and was presented to the public and the Congress as a reasonable alternative to government censorship of war news. The administration of Woodrow Wilson believed a government office dedicated to providing favorable publicity for the cause of entering the war was necessary. Americans had never sent an army to Europe. And joining the war on the side of Britain and France was a concept that needed to be sold to the public the way an ordinary consumer product might be sold. Key Takeaways: Committee on Public Information Government propaganda agency was created to convince American public of the necessity of the U.S. entering World War I.Public and Congress believed that the CPI would ensure no censorship of the press, and that reliable information would be provided.Agency provided tens of thousands of public speakers, arranged events to sell bonds and promote the war, created posters, and published booklets.Following the war there was a backlash against the agency, and excesses of war fervor were blamed on it. In its few years of operation, the Committee on Public Information (CPI) fed material to newspapers and magazines, commissioned advertising campaigns, and produced propaganda posters. It even arranged for thousands of public speakers to appear all over the country, making the case for Americans to fight in Europe. Overcoming Skepticism A rationale for creating the CPI, as it became known, was rooted in controversies which arose in 1916, when the U.S. government was becoming increasingly concerned with suspected spies and saboteurs. Woodrow Wilson’s attorney general, Thomas Gregory, proposed controlling the flow of information by censoring the press. Congress resisted that idea, as did newspaper publishers and members of the public. In early 1917, with the issue of censoring the press still being discussed, a magazine writer with a reputation as a crusading muckraker, George Creel, wrote to President Wilson. Creel proposed forming a committee that would provide information to the press. By having the press voluntarily agree to being fed information it would avoid censorship. Forming the Committee Creel’s idea found favor with Wilson and his top advisers, and by executive order Wilson created the committee. Besides Creel, the committee included the Secretary of State, Secretary of War, and Secretary of the Navy (what today would be the Defense Department was still split between Army and Navy departments). The formation of the committee was announced in April 1917. In a front-page story on April 15, 1917, the New York Times reported that the three cabinet secretaries on the committee had sent President Wilson a letter, which was made public. In the letter, the three officials said America’s great present needs are confidence, enthusiasm, and service. The letter also stated: While there is much that is properly secret in connection with the departments of the government, the total is small compared to the vast amounts of information that is right and proper for the people to have. George Creel, head of the United States Committee on Public Information. Time Life Pictures / Getty Images The letter also put forth the idea that two functions, identified as â€Å"censorship and publicity,† could happily coexist. George Creel would be the head of the committee, and could operate as a government censor, but it was assumed that the newspapers would happily accept war news as distributed by the government and would not have to be censored. CPI Key Messages and Techniques Creel quickly got to work. During 1917, the CPI organized a speaker’s bureau, which dispatched more than 20,000 individuals (some accounts give much higher numbers) to give short speeches supporting the American war effort. The speakers became known as The Four-Minute Men for the brevity of their speeches. The effort was successful, and gatherings from club meetings to public performances, soon featured a speaker talking of America’s duty to join the war in Europe. The New York Times, on December 30, 1917, published a story about the Four-Minute Men which indicated how common they had become: â€Å"The work of the Four-Minute Men has recently been extended to that representative speakers appear weekly in almost every moving picture house. The subject matter is prepared and the speaking is directed from Washington†¦ In each state there is an organization of Four-Minute Men. â€Å"The number of speakers now totals 20,000. Their topics are matters of national importance connected with the war plans of the government.† Creel believed the more lurid stories of German atrocities would not be believed by the public. So in the early months of his operation he directed speakers to focus on how Americans would be fighting to support freedom and democracy in the face of German brutishness. By 1918 the CPI was urging its speakers to make use of wartime atrocity stories. One writer, Raymond D. Fosdick, reported seeing a church congregation cheer after a speaker described German atrocities and called for the German leader, Kaiser Wilhelm, to be boiled in oil. On February 4, 1918, the New York Times published a brief news story headlined Bar Hymns of Hate. The article said the CPI had sent out instructions to its Four-Minute Men to tone down extreme material. If Your Soldiers Hit Poster by E.M. Gean Jackson, a film by the Committee on Public Information. swim ink 2 llc  /  Getty Images The CPI also distributed a number of printed materials, beginning with booklets that made the case for war. A news story in June 1917 described the proposed â€Å"War Booklets,† and noted that 20,000 copies would be sent to newspapers nationwide while the Government Printing Office would print many more for general circulation. The first of the War Booklets, titled How the War Came to America, consisted of 32 pages of dense prose. The lengthy essay explained how it had become impossible for America to remain neutral, and that was followed by reprints of speeches by President Wilson. The booklet was not terribly engaging, but it got the official message out in a handy package for public circulation. More lively material was put out by the CPI’s Division of Pictorial Publicity. Posters produced by the office encouraged Americans, through the use of vivid illustrations, to work in war-related industries and buy war bonds. Controversies In the summer of 1917, newspaper publishers were shocked to learn the government had directed the companies controlling transatlantic telegraph traffic to divert cables to the CPI in Washington to be reviewed before they were routed to the newspaper offices. After an outcry, the practice was stopped, but it would be cited as an example of how Creel and his organization had a tendency to overstep. Creel, for his part, was known for having a bad temper, and often put himself into controversies. He insulted members of Congress, and was forced to apologize. And no less a public figure than Theodore Roosevelt, the former president, criticized the CPI. He claimed the agency had been trying to punish newspapers which had supported America entering the conflict but then had become skeptical of the administration’s conduct of the war. In May 1918, the New York Times published a lengthy story headlined Creel as a Recurrent Storm Centre. The article detailed various controversies Creel had found himself in. A sub-headline read: How the Governments Publicity Man Has Shown Himself an Adept at Getting Into Hot Water With the Congress and the Public. During the war the American public did become infused with a patriotic fervor, and that led to excesses, such as German-Americans being targeted for harassment and even violence. Critics believed official CPI booklets such as German War Practices were incitements. But George Creel and other defenders of the CPI, pointing out that private groups were also distributing propaganda materials, insisted the less responsible organizations had inspired any bad behavior. Impact of the Committee’s Work Theres no question that Creel and his committee had an impact. Americans came around to support intervention in the war, and participated widely in supporting the effort. The success of war bond drives, known as the Liberty Loan, was often attributed to the CPI. Yet the CPI came in for much criticism after the war, when it became clear that information had been manipulated. In addition, the war fervor stoked by Creel and his committee may have had an influence on events following the war, particularly the Red Scare of 1919 and the notorious Palmer Raids. George Creel wrote a book, How We Advertised America, in 1920. He defended his work during the war, and he continued to work as a writer and political operative until his death in 1953. Sources: The Creel Committee. American Decades, edited by Judith S. Baughman, et al., vol. 2: 1910-1919, Gale, 2001. Gale Virtual Reference Library.George Creel. Encyclopedia of World Biography, 2nd ed., vol. 4, Gale, 2004, pp. 304-305. Gale Virtual Reference Library.

Uncle Toms Cabin Essays - 1311 Words

The novel Uncle Toms Cabin was written by Harriet Beecher Stowe and published in the United States in 1852. The novel depicted slavery as a moral evil and was the cause of much controversy at the time and long after. Uncle Toms Cabin outraged the South and received praise in the North. The publication of Uncle Toms Cabin was a major turning point for the United States which helped bring about the Civil War. Uncle Toms Cabin is said to have contributed to the Civil War because it brought the evils of slavery to the attention of Americans more vividly than any other book had done before (Harrietts Life). The novel made people who had never really thought about slavery realize how cruel and unjust it was. It also turned many†¦show more content†¦Uncle Toms Cabin was liked and disliked by many people in America. When Abraham Lincoln met Harriet Beecher Stowe after the beginning of the American Civil War, he supposedly said to her, So youre the little woman that wrote the book that started this Great War (Harriets Life). Lincoln was referring to Harriett Beecher Stowes book Uncle Toms Cabin. The quote implies that even the president of America had recognized and emphasized the impact of the novel on American Society as being the key cause to something as important as the Civil War. Harriet Beecher Stowe began writing Uncle Toms Cabin after the Fugitive Slave Act of 1850 was passed (Africans). The Fugitive Slave Act was an agreement between the north and the south that mainly said that if a runaway slave was caught in a free state, the runaway slave had to be returned to his or her owner (Uncle). She started to publish her story first as a series of stories in a newspaper called the Era, and when a publisher by the name of John Punchard Jewett read the article, he decided to publish it in book form (Harrietts Life). It became the best seller in the United States, England, Europe and Asia (Harrietts Life). The novel also began to be dramatized all over the world without the consent of Stowe. Uncle Toms Cabin not only became a success in book form but also in dramatic from. In this novel there are many families who end up getting torn apart from eachShow MoreRelatedUncle Toms Cabin829 Words   |  3 PagesUncle Toms Cabin, composed by Harriet Beecher Stowe and distributed in 1852, is an abolitionist-themed novel portraying the tragedies of bondage in the United States. It was immensely persuasive, prompted the formation of a basic pejorative, and was maybe even a reason for the Civil War. The story opens on a Kentucky ranch, home to the kind and venerated Uncle Tom, and the junior Eliza and her tyke. The story has a few significant characters, yet bases on Tom and Eliza. The managers of the homesteadRead MoreUncle Toms Cabin1320 Words   |  6 PagesIn the year 1852, nine short years before the civil war began in 1861, Harriet Stowe published arguably the most influential, groundbreaking, and controversial books in American history, Uncle Tom’s Cabin. The novel drew widespread criticism for the depiction of African Americans and slaves in a time when the United States of America was teetering on civil unrest due to the strength of the opposing views between the North and the South. The rapid expansion and growth the United States throughoutRead MoreUncle Toms Cabin Analysis1255 Words   |  6 Pagesâ€Å"Uncle Tom’s Cabin†, was written by Harriet Beecher Stowe and published in 1852. Stowe’s purpose for writing â€Å"Uncle Tom’s C abin†, was to depict the lives of African Americans that are enslaved to whites in hopes to bring about change and encourage abolition protest. Uncle Tom was portrayed as a Godly man with a good heart it was meant show that slaves are just as human as whites, and that slavery should be saw as inhumane and unjust. There are several important concepts that are alluded to, but slaveryRead More Morality in Uncle Toms Cabin1491 Words   |  6 Pages Morality in Uncle Toms Cabin nbsp; One Work Citednbsp;nbsp;nbsp; Harriet Beecher Stowe wrote Uncle Toms Cabin in order to help bring the plight of southern slave workers into the spotlight in the north, aiding in its abolitionist movement. nbsp; nbsp;nbsp;nbsp; Harriet Beecher Stowe, in her work Uncle Toms Cabin, portrayed slaves as being the most morally correct beings, often times un-humanistically so, while also portraying many whites and slave-owners to be morallyRead MoreUncle Toms Cabin Essay690 Words   |  3 PagesUncle Toms Cabin Uncle Toms Cabin follows the lives of two slaves that live on a Kentucky plantation. Tom, a black slave, and a young mulatto woman named Eliza are under the ownership of Mr. Shelby. Tom is his most trusted slave, while Eliza is Mrs. Shelbys beloved servant, whom she has raised since she was a young girl. Mr. Shelby is a kind man, but is not very good with his finances. He is indebted to a slave trader by the name of Haley. The story begins with Haley givingRead MoreRacism in Uncle Toms Cabin1591 Words   |  7 PagesHarriet Beecher Stowes novel Uncle Toms Cabin was the defining piece of the time in which it was written. The book opened eyes in both the North and South to the cruelties that occurred in all forms of slavery, and held back nothing in exposing the complicity of non-slaveholders in the upholding of Americas peculiar institution. Then-president Abraham Lincoln himself attributed Stowes narrative to being a cause of the American Civil War. In such an influenti al tale that so powerfully points outRead MoreSlavery in Uncle Toms Cabin Essay478 Words   |  2 PagesSlavery in Uncle Toms Cabin Stowe presents slavery in the only way she knows how, by using the facts. Several sources of other works in American literature contrast on to how Stowe presents slavery in her novel Uncle Toms Cabin. The elements of slavery are driven through the reflections of theme, characterization, and setting to show that the way slavery is presented is not contradicting. Through the character of Mrs. Shelby, Stowe seems to use her opposition against slavery the mostRead MoreCritical Reflection of Uncle Tom’s Cabin2270 Words   |  10 PagesCritical Reflection of Uncle Tom’s Cabin August 14 2012 　　　　Christianity had an essential role in the abolition of slave trade in American Society. American Christianity impressively contributed to American Revolution (1775-1783) as well as Civil War (1861-1865) (Parfait 47). Even though, the role of Christianity in slavery remained abstruse as some Christians, especially from the Southern America supported slavery, its importance in anti-slavery struggle remained noteworthy. Slavery was generallyRead MoreThe Influence of the 1850s in Uncle Toms Cabin2754 Words   |  12 PagesThe Influence of the 1850s in Harriet Beecher Stowes Uncle Toms Cabin Despite heartbreaking family separations and struggles for antislavery Harriet Beecher Stowes Uncle Toms Cabin (1852) erupted into one of the greatest triumphs recorded in literary history (Downs 228), inspiring plays, pictures, poems, songs, souvenirs, and statues (Claybaugh 519). As Uncle Toms Cabin was being published in the National Era newspaper in forty weekly installments (x), it was received by southerners asRead MoreUncle Toms Cabin, by Harriet Beecher Stowe1144 Words   |  5 PagesUncle Tom’s Cabin has been explained as being a history of harmful acts towards Blacks in America for a period of a hundred and thirty years (Stowe, â€Å"Nineteenth†). 51).The book Uncle Tom’s Cabin was one of History’s favorite books (Stowe, â€Å"Nineteenth† 1). It talks about how Tom would do anything for the white man (Stowe, Uncle 1). The southerners did not give Harriet Beecher Stowe and credit for writing the book (Piacentino 1). Uncle Tom showed a lot of Christianity in this book, but the master

Austinmner Bowling Club Ltd.

Question: Discuss about the Austinmner Bowling Club Ltd. Answer: Introduction: Austinmner Bowling Club Ltd (the Club) was a company limited by guarantee and a registered club. It had 552 members containing 460 Social Members, 85 Bowling members and 7 Life Members as on May 31, 2007. The club started facing financial problems and an option for shutting down the bowling activities was considered. From June, 2007, there was a drop in number of membership renewal by the bowling and social members. The bowling activities closed in September 2007 and on October 22, 2007, the club advanced for voluntary administration. Mr. Russell was arranged as the administrator and at that time the membership stood at 384 members containing 326 Social Members, 52 Bowling Members and 6 Life Members. The administrator sought out different amalgamation plans but none proved successful. Finally, the Club went under liquidation and Mr. Russell was assigned as the official liquidator on December 11, 2007. Being the liquidator, he sold some of the assets of the Club and expected a surplus of $850,000. The case revolves around the distribution of this surplus. Relevant Laws Companies Act 1961 (NSW)- Section 16(5) Registered Clubs Act 1976 (NSW)- Sections 4, 30(1)(a), 30(9), 41J Corporations Act 2001- Section 231, 479(3), 511(1)(a), 511(1)(b) Actual Decision To decide on the distribution of the surplus amount, the judge of this case clarified a few points. The first point of discussion was the clarity on the definition of the word members. The Memorandum of Association of the Club (MOA) contained that in case of a surplus, it should be transferred to some institution(s) having similar or partly similar objectives as of the Club. The institution(s) has to be decided by the members of the Club. The MOA did not define the term members and also did not contain any subdivision of members into classes. The judge held that the MOA in no way held, which members can or cannot make the decision with regard to surplus. Since MOA could not clarify the matter, a reference to the Articles of association (AOA) was made. The AOA also was silent on which members are to take decision in case of a surplus. Though the AOA did contain provisions regarding members meeting and did not provide any other mode for decision making by the members other than a voting by the members. The counsel had referred to the Registered Club Act stating that the Social Members be considered as full members and that Social Members be qualified to vote in the elections of the regulating body of the Club. On this the judge held that the provisions of the Registered Club Act are not related to the case. In view of the clause 6 of MOA referred to by the counsel, the judge stated that the clauses did not give every member a right to engage in the determination of surplus. And that it would not be permissible for the Court to impose a plan or method for decision making by methods not stated in MOA. The judge was of the view that excluding the Social Members from engaging in the decision of surplus would be not unjustified. Even though the Social Members were liable to pay in case of winding up, the amount was just $2 which was less than ten times the annual fees of Bowling Members. He also held that the decision of including the Social Members in decision making process was a completely different matter. The AOA through its different clauses held that the Social Members could not be present at the meetings and vote at any of the meetings. And they could not be present and vote at the meeting where a decision on the utilization of the surplus had to be made. Providing relief to Mr. Russell, the final decision was made stating that the determination regarding the administration of the surplus had to be taken at a meeting. And that only the Bowling members and the Life members could attend such meeting. Conclusion To conclude, the decision of the judge in this case was reliant upon the clauses of AOA. The reason behind the reliance on AOA was the absence of related provisions in the MOA. By understanding the words of articles in the given case, the judge was able to give his verdict by disallowing the Social Members from attending the meetings where the decision about utilization of surplus had to be taken.

Israeli and US Counterintelligence and covert operations

Background Information Widely used definitions refer to counter intelligence as the collected information, and actions taken in defense against espionage and other intelligence activities, including sabotage or assassinations carried out by other states. It should be noted that these activities are similar in most settings, although glaring differences have been cited in methodologies adopted by various states. The leadership hierarchy and command execution techniques may also vary slightly to suit the agencies specifications (Davies, 2002).Advertising We will write a custom research paper sample on Israeli and US Counterintelligence and Covert Operations specifically for you for only $16.05 $11/page Learn More In the past, most societies were mono ethnic, with rigid structures in place to ensure their conformity to nature. Most of them were characterized by cultural hierarchies, despite being cosmopolitan in nature. Some rulers established models based on oriental tyranny. All these domains were centralized systems of government with imperial centers of power. Intelligence collected in such realms was for the benefit of the king, who had no trust in his family or lieutenants. Provincial leaders were least trusted and viewed in the same light with principals of the surrounding chieftains. They used the information to identify and exterminate disquiet among the family members and his subjects (Godson, 2000). It also came in handy when they needed to influence the loyalty of their neighboring chiefs, their assistants or military commanding officers. It should be noted that these societies mentioned little about counterintelligence as applied in the modern society. Most of the information collected was consumed locally, with targets being persons in proximity with the leadership and foreign persons captured in that territory. Modern-day practices have evolved substantially as a result of technological advancement. Currently, agents ar e able to spy on their targets from the comfort of their offices. The advent of Global Positioning System (GPS) technology and enhanced applications of information systems have facilitated this. It is commonplace that similar technology is available to foes; although, employing the same makes it easy to track down their locations due to beams emitted from the devices. With double agents in adversary agencies, essential information on weaponry, military and economic strategy among others can be collected and used effectively for security and to plan offence in case of combat (Godson, 2000). America It is commonplace that properly functional counter intelligence systems are requisite in the modern-day society. Taking an example of America in the course the cold war, complacency was the main undoing. All agencies tasked with ensuring security had been permeated by double agents. Normally, it is difficult to uncover their identity and that of their employer (Godson, 2000).Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is suspected that established foes of America were joined by new adversaries during the infiltration. The aftermath saw momentous secrets being compromised to the great detriment of the populace. This information included government policies, military strategies, information on private citizens and much more. The introduction of counterintelligence is of immense importance to Americans since their shores have been invaded in addition, to threats on their allies and other citizens worldwide. These occurrences instigated a move by the government to establish a counter intelligence policy board, led by a counterintelligence executive. It draws membership from different departments in American leadership hierarchy. Some of these include the Justice Department (Federal Bureau of Investigation); Central Intelligence Agency; Homeland security; Dep artment of Defense; among others. The board is solely tasked with engaging both public and private sector elements to attend to threats posed by foreign operatives and groups, in addition, to protecting national secrets and methods employed in obtaining them. This is achieved by the provision of conduct guidance by counterintelligence programs and other government operations. All this can only be achieved with a presidential assent (Davies, 2002). The post 9/11era has ushered in an epoch where counter intelligence agencies have developed the ability to integrate their findings with national security matters. Legislation passed on the same in 2002 and 2004 further enhanced the turn around, charging the counterintelligence executive with the formulation of a strategy before availing information on implementation of the same to the president (Godson, 2000). Structure and Mandate There exists a national counterintelligence policy board, which is overseen by the national counterintellige nce executive. It draws its membership from the arms of government, which are essential for security and welfare of civilians. These departments are; Justice Department and the Federal Investigation Bureau; Defense, including the Joint Chiefs of Staff; Homeland Security and the Central Intelligence Agency, not forgetting the State and Energy departments. This board serves as the principal strategy creation body (Godson, 2000). The Director of National Intelligence and his counterpart in the Counterintelligence department will review this policy yearly, making adjustments as they deem fit. Pundits warn that constant change in the approach may be detrimental to the whole course, since consistency is essential.Advertising We will write a custom research paper sample on Israeli and US Counterintelligence and Covert Operations specifically for you for only $16.05 $11/page Learn More After it had been noted that these institutions were acting individually, ca lls were made for the harmonization of their operations. This happened because it was difficult to manage the individual agencies when they worked against each other. Instances of redundancy, coupled with the overlapping of roles were commonplace and defined the order of operation among the agencies and their affiliates. After the counter productivity had been revealed publicly, measures to harmonize their operations were instituted. The move had several positives, since it also resulted in reduced expenditure due to data sharing (Sims Gerber, 2009). Agencies would share the information they had among themselves, and set out only when they lacked particular feeds (Sims Gerber, 2009). Division of labor was also introduced, with several agencies specializing in different aspects and stages of the procedure. It should not be forgotten that although their roles overlap at times, they have established a mode of operation that ensures an agency steps in only after another has exhausted all options at its disposal. Sometimes, agencies have undertaken parallel missions when faced with challenges. It was concluded that all counterintelligence agencies should synchronize their activities, operating as a unit when orchestrating offensive operations, or securing their agencies against infiltration. The most significant responsibility they are tasked with is securing the homeland and guarding the bureaus against permeation by a foreign representative. These adversaries include terrorist organizations and other rivals interested inn toppling American military and economic interests overseas (Davies, 2002). The agencies identify and classify the magnitude of threats. Forays will also be made into cyberspace, since they present unprecedented challenges due to the nations over reliance information systems. It is imperative to have a well protected information infrastructure, which is essential to guarantee all aspects of national security. Trusted persons are, therefore, ent rusted with investigatory roles, to establish their resources, strategies and modes of operation. All this will be carried out in addition, to establishing their identities and that of their collaborators. This will reveal their capabilities and limitations, thereby enabling the commencement of campaigns to neutralize their impact (Sims Gerber, 2009).Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More These agencies are required to defend the veracity of the American intelligence system. This will be achieved by the provision of reliable information to the government and its agencies. In order to preserve the effectiveness of the itinerary, it is obligatory to thwart infiltration at all levels. In order to initiate proper counter measures, the relevant forces need precise information on the artillery possessed by the adversary and their exact location (Davies, 2002). It should be remembered that no agency is capable of insuring itself against penetration, hence the need for cooperation among them. Recommendations will include mitigation measures that can be enforced to avert crises. Their knowledge of American operations has been propagated by openness and commendable transparency in the running of society. This can be countered by mastering their skills, in addition to finding out information they have and that which they do not. This can be used as leverage in frustrating their progress. It is noteworthy that the efficacy of these dealings is entirely reliant on America’s ability to infiltrate their agencies. Civic education forms an essential method of creating awareness. This agency will coordinate the dissemination of educative literature through the media. This will be carried out in both the print and electronic media after extensive consultation with the private sector and media owners. Academic institutions will also be incorporated into the scheme (Davies, 2002). With this knowledge, the amount of people used as soft targets by foreign bureaus will reduce considerably, making America a safer place to be. Summarily, American counterintelligence is largely run by internal agencies established in the constitution. Their roles are clearly defined by parliament; although most of them require parliamentary or presidential approval before they are executed. They rarely share intelligence with foreign agencies, unless it is necessary. In case, this happens they limit this pool to their most trusted allies. Americans are known to treat spies harshly, with overstretched jail sentences being their favored method. At times, they have been forced to trade these spies with others of American descent captured in other states performing the same roles (Sims Gerber, 2009). In spite of all this, the Director of National Intelligence has limited powers during formulation of the counterintelligence strategy, most of which are bureaucratic. Critics of the agency have referred to the Iraqi invasion, which was instigated by erroneous information from German agencies. Traditionally, most American policies give prominence to intelligence activities as opposed to counterintelligence. Existing laws governing civil liberties make it difficult for the director to establish policies and strategies that are in tandem and guarantee efficiency simultaneously. Research on past wars has revealed that victory was only achieved when intelligence and cou nterintelligence agencies combined forces. The effectiveness of the Britons in the course of the First World War was due to efficient double agents who supplied information on strategies used by adversaries. When these agencies work separately they present a weaker front, hence, they become easy targets for attack by adversaries, best illustrated during the twin bomb attacks on America in 2001 (Davies, 2002). Israel The Mossad shoulders all responsibilities for external state operations, like spying for intelligence, assassinations, and paramilitary engagements among others. It also shoulders responsibility for repatriation of Israeli nationals in foreign territories, in conjunction with the military intelligence and other bureaus (Godson, 2000). It was constituted in 1949 to enhance coordination between existing security forces, and was later moved to the premier’s office after it was restructured in 1951. Structure and Mandate In comparison to American systems, Israelis are better organized, with clearly defined leadership structures and established codes of conduct to oversee their operations. Previously, they had a policy of hiding the identity of their director. This was revoked after several botched operations in the 80s (Sims Gerber, 2009). It is widely believed that the agency has approximately 2500 agents, with the cast majority having served in the military. This is partly due to Israel’s policy of compulsory service, while others were recruited after being dispatched or their retirement from the military. Initially, their slogan for operation was drawn from the Bible, in the book of Proverbs, â€Å"Only with plenty wisdom should one engage in battle.† This was later changed to another text from the same book, â€Å"Without wisdom failure is guaranteed, but the abundance of wisdom guarantees safety.† This embodies the principles, beliefs and strategies of this agency, and their commitment to utilize every available resour ce in service to their nation (Godson, 2000). To ensure efficiency, agency operations have been split into divisions, with each section being tasked with a unique set of responsibilities. The largest of all departments, which also has connections abroad in their foreign missions both openly and under cover, is the collections department. It bears the duty execute surveillance operations abroad and internally. It has several desks, with each bearing responsibility for a geographical locality. This is done based on demarcations they have established for effectiveness. Every desk handles operations of officers in stations they preside over, and agents under their jurisdiction (Sims Gerber, 2009). A liaison department, which incorporates political action, also exists. This branch undertakes political actions, in collaboration with foreign intelligence bureaus. This is arrangement may also extend to nations which are hostile to Israelis, thereby lacking ambassadorial dealings. In large stations, the state commissioned two undercover agents under the embassy guise, with each attached either the collection or liaison department (Godson, 2000). Also, referred to as Metsada, a Special Operations Dissection is in existence. This wing is tasked with high-profile executions for political, economic and social security of the Israeli people. This section also performs sabotage and paramilitary undertakings (Godson, 2000). As has been noted before, their expertise may be called for in the course of psychological warfare operations. The Lohaman Psichlogit (LAP) segment is another section of the agency, which has a mandate that bears close semblance to that of the Metsada. It is mainly tasked with the execution of and oversight over psychological warfare. This is defined to include operations that require misinformation and trickery as part of the arsenal. It is mostly effective in distracting adversaries and luring them into traps, with the hope that they will reveal importa nt information or make a mistake that will expose their soft underbelly. The last major segment of the bureau is the research department. This wing is tasked with the assembly of intelligence. This is done at frequent intervals with compilations including daily succinct and weekly digests. The department also churns out meticulous monthly reports on various aspects of the known and unknown security concerns. The desk has also established special resource centers, with every one of them handling a specific region of particular interest to them. A nuclear desk has been created to deal with special weapons and those of mass destruction (Godson, 2000). The department of technology is in existence too. It is specifically charged with the responsibility of technological inventions and innovation to facilitate Mossad operations both locally and on the global front. Summary As can be deduced from the cases sighted afore, it is evident that both countries have adopted diverse approaches to a similar subject. The Israelis come across as more organized, with clearly defined hierarchical systems, as oppose to their American counterparts. Their set up allows the counterintelligence brigade to complement efforts of other service men. In the American case, the existence of over sixteen agencies, which are tasked with the same roles, is detrimental to their cause. As observed previously, there is a great tendency of inter-agency rivalry, which may compromise the integrity of several missions (Davies, 2002). Structurally, the Israeli model is better placed to achieve results on short notice as compared to the American system. This agency has a director who is accountable to the premier. Incase of threats, the onus is placed on these people to initiate counter measures. This enhances decision making, because it is easy for the two to find consensus. Americans have a model which is led by a director who is accountable to the president (Godson, 2000). Every agency has an independ ent director. Depending on the leadership level someone finds himself in, numerous councils exist, which should be summoned and allowed to deliberate before a stance is adopted. The resulting bureaucracy is also unhelpful, since it slows down the reflex action of agencies incase threats are detected. The whole process may suffer incase of misinformation by disgruntled agents. On the flip side, chances of making mistakes are greatly minimized, since a diverse perspective is represented during the deliberation sessions. The model American model allows ample time for research and other development oriented activities, because the high-level delegations are rarely called to attend to emergencies. Rather, they are briefed on the goings on at regular intervals (Davies, 2002). References Davies, P. H. J. (2002). Intelligence, information technology, and information warfare.  Annual Review of Information Science and Technology, 36: 312 – 352. Godson, R. (2000). Dirty tricks or trum p cards: U.S. covert action counterintelligence. New Jersey: Transaction publishers. Sims, J. E. and Gerber, B. L. (2009). Vaults, mirrors, and masks: rediscovering U.S.  counterintelligence. Washington: Georgetown University Press. This research paper on Israeli and US Counterintelligence and Covert Operations was written and submitted by user Blake B. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The ban of miraa (khat) trade in the UK Essays - Counties Of Kenya

The ban of miraa (khat) trade in the UK Essays - Counties Of Kenya The ban of miraa (khat) trade in the UK and the Netherlands has been cited as one of major threats to development in Meru County. Other problems affecting the county are cattle rustling, border disputes with Tharaka Nithi and Isiolo counties and natural disasters such as drought, landslides and floods. The County Integrated Development Plan (CIDP, 2013-2017) however says the county enjoys huge opportunities created by the Lamu Port South-Sudan-Ethiopia Transport (Lapsset) project and proximity to the Mt Kenya tourist sites. The county further hopes to cash in on the construction of an airport in Isiolo County, availability of many rivers and water sources and its bordering the proposed resort city of Isiolo. The CIDP adds that the county led by Governor Peter Munya also enjoys adequate raw materials which can be used for industrialisation. UNTAPPED RESOURCES The untapped rich Meru cultural practices and natural resources were also cited as a plus for the vast county. Among the countys strengths, the CIDP says, are availability of wide range of skilled labour, large tracts of arable land, favourable climate for agriculture, potential for irrigation agriculture, strategic location and hospitable people. Meru County further boasts of fair infrastructural facilities including tarmac roads, telecommunication and electricity. At the same time, many financial institutions have set base there. WEAKNESSES The CIDP names limited industrialisation, value addition to agricultural produce, vast un-adjudicated land, relatively high illiteracy levels, cultural rigidity, skewed distribution of education and health facilities and high understaffing across sectors as the countys weaknesses. The county which lies in eastern Kenya also suffers from poor soil conservation measures, poor subsistence agricultural practices and land subdivision. The development plan notes that the tourism potential of the county is not fully exploited owing to poor road networks. It says the county intends to enhance its competitiveness by investing in infrastructural development like roads, electricity, transport and housing and that Sh57 billion is to be raised and pumped into the projects in the next five years.

Identification of the Callery or Bradford Pear

Identification of the Callery or Bradford Pear Bradford is the original introduction of Callery pear and has an inferior branching habit when compared to other flowering pear cultivars. It has many vertical limbs with embedded or included bark packed closely on the trunk. The crown is dense and the branches long and not tapered, making it susceptible to breakage. However, it does put on a gorgeous, early spring display of pure white blossoms. Fall color is incredible, ranging from red and orange to dark maroon. Basic Information Scientific name: Pyrus calleryana ‘Bradford’Pronunciation: PIE-rus kal-ler-ee-AY-nuhCommon name: ‘Bradford’ Callery PearFamily: RosaceaeUSDA hardiness zones: 5 through 9AOrigin: not native to North AmericaUses: container or above-ground planter; parking lot islands; tree lawns; recommended for buffer strips around parking lots or for median strip plantings in the highway; screen; shade tree Native Range The Callery pear was introduced into the United States from China in 1908 as an alternative to native pears that were subject to severe fire blight. These pears tended to be blight resistant and would grow in nearly every state with the exception of those on the northern and southern fringes of North America. This tree has become invasive over portions of the area of introduction. Physical Description Height: 30 to 40 feetSpread: 30 to 40 feetCrown uniformity: symmetrical canopy with a regular (or smooth) outline, most individuals having identical crown formsCrown shape: egg-shaped; oval; roundCrown density: denseGrowth rate: fast Flower and Fruit Flower color: whiteFlower characteristics: spring flowering; very showyFruit shape: roundFruit length: .5 inchFruit covering: dry or hardFruit color: brown; tanFruit characteristics: attracts birds; attracts squirrels and other mammals; inconspicuous and not showy; no significant litter problem; persistent on the tree Trunk and Branches Trunk/bark/branches: bark is thin and easily damaged from mechanical impact; stems can droop as the tree grows and will require pruning for vehicular or pedestrian clearance beneath the canopy; routinely grown with  or trainable to be grown with multiple trunks; not particularly showy out of season; no thorns.Pruning requirement: requires pruning to develop a strong structure Other Callery Pear Cultivars Aristocrat Callery PearChanticleer Callery Pear In the Landscape The major problem with the ‘Bradford’ Callery pear has been too many upright branches growing too closely together on the trunk. This leads to excessive breakage. Use the recommended cultivars above for better landscape management. Pruning Bradford Pear Prune the trees early in their life to space lateral branches along a central trunk. This is not easy and a skilled pruning crew is needed to build a stronger tree. Even following pruning by a skilled crew, trees often look misshappen with most of the lower foliage removed and the lower portions of the multiple trunks showing. This tree probably was not meant to be pruned, but without pruning has a short life. In Depth Callery pear trees are shallow-rooted and will tolerate most soil types including clay and alkaline, are pest and pollution-resistant, and tolerate soil compaction, drought, and wet soil well. ‘Bradford’ is the most fireblight-resistant cultivar of the Callery pears. Unfortunately, as ‘Bradford’ and some of the other cultivars approach 20 years old, they begin to fall apart in ice and snow storms due to inferior, tight branch structure. But they are certainly beautiful and grow extremely well in urban soil until then and probably will continue to be planted because of their urban toughness. As you plan downtown street tree plantings, remember that in downtown sites many other trees succumb before this one due to a variety of reasons, but the Callery pears seem to hang on pretty well despite the problems with branch attachments and multiple trunks.

Why the americans understand the equality of the sexes Essay

Why the americans understand the equality of the sexes - Essay Example The Americans have applied to the principle of political economy. This governs the division of duties of man from those of women, to enable the work of the society to be effectively carried on. The status of American women has been uplifted to a level not to manage the concerns of the family. On the other hand, they are compelled from doing hard tasks to the family. They are considered to be exempted from duties that would require the use of physical strength. Americans have a belief that those areas that require the use of physical effort is entrusted to the family head, which in this case is the man. They have gone further to implement penalties within the legal framework to favor women. For instance, rape has been made a capital offence. This has been done with an intention of imposing more power to women than men. It is also rare to find American women with stable jobs rushing back home in the evening to prepare meals for their husbands. Instead, men would take the responsibility of doing the tasks by themselves. American women have got a sense of self interdependence making them to own a lot of respect (de Tocquevill

Module 1 and Module 2 Essay Example | Topics and Well Written Essays - 1000 words

Module 1 and Module 2 - Essay Example he assumptions that things must be done differently or new things done which at the end of the day drive to learning (Berthoin, Ariane, & Katrin, 1997). The first topic, changing the consulting story, generally talks about the consulting role and postulates that consulting is about experts giving advice and further states that any time one is asked to help and do not have direct responsibility for the outcome, then that is consulting. The two most popular categorizations that distinguish the different types of the roles of consultants is content vs. process and the directive/non-directive continuum. While the roles of the content focused consultants involve the provision of expertise advise and delivering specific service for the client organization which could be like designing a new system for the organization, process consulting on the other hand has been basically associated with the different activities by the consultant that seek to help the client perceive, understand and act upon the process events occurring in the environment of the client (Berthoin, Ariane, & Katrin, 1997). The recent past has however seen the emergence of a trend towards the recognition of the complementarity of content and process consulting thus making consultants to find it necessary to acquire skills on both modes. As postulated by the author in the topic, it is true that the consulting profession is not a regulated industry and that consulting projects are as a results not publicly scrutinized. This could lead to potential for abuse especially when opportunistic snake-oil salespeople operate alongside highly reputable professionals. The author goes further to suggest that from the perspective it would be prudent that clients exercise due diligence whenever seeking the help of consultants. However, numerous studies on the consultancy profession has postulated that the profession just like the other professions have evolved as a result of government regulations. This arises from the

Altruists attract and origins of mating behavior Essay Example for Free

Altruists attract and origins of mating behavior Essay In the experiment study altruists attract researchers concluded that people tend to corporate with the more attractive members of the opposite sex. Besides, as more one member of opposite sex is showing corporation, the more attractive it may seem to other member of the opposite sex. No doubt, altruistic behavior is beneficial in both genders which are in the long-term relationships because they share the same resources or care about their children. Research shows that people who are corporative are viewed by others as more attractive and kind and these are the values which people count for when are looking for mating partners. For example, males tend to give more money to women beggars than to the same sex beggars-males. Second article talked about origins of mating and how people choose partners when it comes to mating. Charles Darwin was the first who proposed the theory of sexual selection, emphasizing that mating behavior can be explained by evolutionary change; preferences for a mate and competition for a mate. Humans never choose mating partners just by coincidence; they tend to use strategies in order to find the most appropriate mate. Also, our ancestors used strategies for mating, they chose to mate with the opposite sex members who were reproductive in order to pass on genes to the next generations. For instance, females choose their mates who are economically independent, who will take care of them and their children, and who would devote their time to family. These both strategies can be both referred to our ancestors and our time scale. Author of this article compare women with weaverbirds which also prefer man with rich and fruitful nests. However, the most difficult decisions for humans in selecting a mate is to distinguish and indentify what kind of relationship are they looking for; short term or long term relationship. Even when it comes to animal mating, the stronger and larger ones are the more chances in finding an appropriate mate. Therefore, the weaker ones ten to fail in finding a mate and they become extinct. No doubt, keeping a mate is another important thing for the people who are seeking a long term relationship. Some people tend to be by nature more jealous than others. Therefore, sexual jealously can elicit either vigilance or cause violence between couples. Finally, it is not in human nature to date just with one person for an entire lifetime. Humans often brake up or split with other member of sex, due to the conflicts such as one may feel unsatisfy being in a particular relationship, cheating or other reasons. All over the world humans are failing for the divorce. It is not only seen in Western world. When people brake up or split they tend to enter again the mating market. But reentering again and starting everything from new can cause other problems. For example, women having children from previous relationship may have difficulty to finding a new mate. Besides, ages plays a big role in finding a mate.

How Dangerous are Trade Disputes Between the EU and the US for Transatlantic Relations? :: Trading European Union United States Essays

How Dangerous are Trade Disputes Between the EU and the US for Transatlantic Relations? INTRODUCTION The United States of America and the 15 countries that comprise the European Union are the two largest economies in the world, and possess the world’s biggest bilateral trading and investment relationship. The enormous impact of trade relations between the two continents creates thousands of jobs and wealth on both sides of the Atlantic. These transatlantic flows of trade and investment amount to around $1 billion a day, and jointly, the global trade accounts for almost 40 % of world trade . These staggering figures indicate the incredible synergies that can result from cooperative agreements between countries, but are not always free from the perilous touch of political and national interests. Every relationship has its own pitfalls and troubles, and if not kept in check the trade disagreements that arise between these powerful entities can pose a dangerous threat to the entire relationship. Unfortunately, the disagreements that result can become so heated that a complete trade shutdown of certain items occurs. One such example is the EU/US beef trade dispute. As Michael Paulson of the Seattle Post-Intelligencer notes, as much as 90 % of US beef is produced with the aid of growth hormones and is shipped to 138 countries . The dispute is now in its 14th year after several interesting milestones in the dispute’s history. The Office of the US Trade Representative identifies several important milestones in the case beginning in 1985, when the EU restricted use of hormones to therapeutic purposes only. This was followed by a complete ban in 1989 on meat from animals treated with six growth hormones, effectively ending virtually all importation of American and Canadian beef. In 1996 the US and Canada consulted the World Trade Organization (WTO) about the ban, with the WTO ruling in 1997 that the EU’s beef ban was not based on scientific evidence . Researchers at Kansas State University have verified the WTO’s stand that there is no merit to claims hormone-fed beef is not safe to eat, as long as the hormones are used with generally accepted veterinary principles. American beef producers claim that European producers support the ban because it stifles competition, giving them a competitive edge in their own backyard through trade protectionism. They complain that French farmers are some of the most heavily subsidized in the world, giving them an unfair trade advantage.

Face Recognition Technology for Entrance Control Essay

Facial recognition technology refers to a computer driven application that automatically identifies an individual from his or her digital image by a comparison of particular facial features in a facial database and in a live image (Vacca, 2007, p. 95).   The technology creates a template of people’s facial configurations, such as the lengths of their noses and the angles of their jaws.   It thereby functions like other biometric technologies (e.g. iris scanning) that use biological features for the purposes of recognition. According to Visionics, a manufacturer of face recognition technology, the technology is capable of finding human faces â€Å"anywhere in the field of view and at any distance, and it can continuously track them and crop them out of the scene, matching the face against a watch list† (Kautzer, 2002).   What is more, facial recognition technology is nowadays used for entrance management.   Systems are being designed to automatically open doors to only those individuals whose facial features are recognizable because they have been fed into those systems (â€Å"Face Recognition Entrance Control System,† 2009). But, is there more to face recognition technology than meets the eye?   In other words, is it reasonable to rely on the effectiveness of face recognition technology for entrance control? Description and Uses of Facial Recognition Technology It is natural brain technology that allows humans to recognize fellow human beings.   According to Bruce & Young (1986), there are â€Å"face recognition units† in the brains of human beings (p. 361).   Face recognition involves matching â€Å"the products of structural encoding,† that is, facial features that are spotted by the eye with â€Å"previously stored structural codes† (Bruce & Young, p. 361). Vacca writes that there are three areas of the face that are â€Å"primary targets† in face recognition because they do not typically change (p. 95).   These parts of the face include upper sections of a person’s eye sockets, the part of the face surrounding one’s cheekbones, and the sides of the human mouth. Regardless of whether the human brain also considers these parts of the face most crucial to facial recognition, Vacca explains three different techniques used in man-made face recognition technology, namely, eigenface systems, eigenfeature systems, and thermal imaging.   Eigenface image systems capture facial images and change them to â€Å"light and dark areas† (Vacca, p. 95).   In eigenfeature systems, certain features of the face, for example, the eyes and the mouth, are picked out and distances are measured between these features.   Thermal imaging systems, on the other hand, take thermal images of the human face, focusing on the pattern of blood vessels (Vacca). Even though iris scanning and other kinds of biometric technologies are known to be far more accurate than face recognition technology, it is believed that the latter would be more widely accepted because it is least intrusive.   This technology does not require users to push, click, or insert anything into the system, despite the fact that it takes many experts to create eigenface, eigenfeature or thermal imaging systems. Moreover, organizations using the face recognition technology do not require the installation of anything except a new software application.   The cameras already in place as well as pictures of individuals on file are enough for organizations that use this technology. Hence, face recognition technology is cheaper than iris scanning, for instance, which requires reading setups (Rutherford, 2001).   According to Frances Zelazney, who works as the director of corporate communication at Visionics – a leading developer of biometrics – yet another advantage of facial recognition technology as compared to other biometric technologies is that â€Å"facial recognition provides for inherent human backup because we naturally recognize one another†¦Ã‚   If the system goes down, someone can pull out an ID with a picture as backup, something you can’t do with fingerprint devices† (Rutherford). Unsurprisingly, facial recognition technology is known as the fastest growing biometric technology in our day.   Law enforcement agencies and the military have been successfully using the technology for many years without the public being aware of it.   In the year 1988, the Los Angeles County Sheriff’s Department, Lakewood Division, began using composite sketches of suspects, as well as video images, in order to conduct searches on a database of digital facial shots. The department also has a photo database of sex offenders and plans to find suspects on this database.   Then there is the Gang Reporting Evaluation Tracking system that can be searched with the use of photos of suspects in order for law enforcement to circumvent false identification cards as well as information that has been presented by gang members (Jarvis). Other applications of face recognition technology in the area of criminal investigation include the Integrated Law Enforcement Face-Identification System which incorporates a unique three dimensional composite technology to identify angled-view face shots more easily.   The system is meant to be very helpful in the correct identification of uncooperative suspects in addition to subjects that have been caught from a distance using video surveillance cameras. Britain is known to use at least two hundred thousand video cameras for surveillance.   Many of these cameras are being installed with the facial recognition technology today.   Typically these systems use computers to monitor cameras that are looking for recognized criminals.   As soon as the system is seen to identify a known criminal, the police are called (Jarvis). There are numerous United States embassies around the world that are using the face recognition technology to keep criminals from entering the country.   The Israel-Palestine border control is similarly using the technology to reduce crime (Jarvis).   IQ Biometrix, established in 2001, was a company providing help to thousands of law enforcement agencies around the world with the FACES â„ ¢, a groundbreaking software tool allowing users to create and recreate billions of face shots, as well as encode, catalogue and transmit them. The technology incorporated a facial composite tool that the FBI and the CIA also used.   The United States Department of Defense, the U.S. Navy, and various local as well as state police agencies had similarly opted for this groundbreaking system of facial recognition (â€Å"IQ Biometrix†). Given the importance of putting a name to a face in law enforcement, whether it is to solve crimes, protect the public, or to ensure security in jails, face recognition technology is proving itself to be of tremendous value.   Sheriff Everett Rice with the Pinellas County Sheriff’s Office in Florida employs the Viisage face recognition technology to â€Å"positively identify and verify individuals† (â€Å"Facial Recognition in Action,† 2007).   Some of these individuals have been recently arrested while others are about to be released.   So far, application of the technology has been successful, and users of the technology believe that it would have a greater impact on crime control in the years to come (â€Å"Facial Recognition in Action†).   The following is a detailed account of the case being considered:   Application of face recognition technology by the Pinellas County Sheriff’s Office is a model for other agencies involved in criminal investigation.   The Pinellas County Sheriff’s Office has applied the new technology in other ways as well.   As an example, the Sheriff’s Office has expanded use of the technology to its patrol cars to allow street deputies to identify those individuals that have been stopped and are unable to produce identification. There are workstations in the Pinellas Country where investigators may use face recognition technology to compare images that have been acquired in investigations.   This system allows for search of at least two million images within ten seconds.   What is more, this browser based system is available in the cars of deputies that patrol the streets of the Pinellas County (â€Å"Facial Recognition in Action†).   Report on the use of face recognition technology for law enforcement in the Pinellas County continues thus

Embracing Perspectives Essay

What does an apology really mean? Does mean being sorry? Or maybe it means giving something to compensate. It might even mean both or none of these things. The Rwandan genocide and Indian residential schools are legacies of historical globalization. We should embrace the perspectives behind these kinds of historical legacies to the fullest of our ability. People need to realize all the perspectives behind an issue. We need to learn from these actions of globalization and explore contemporary society’s responsibilities to address these injustices. The legacies continue to affect us today. For example, the residential schools were a dishonorable memory in the Canadian history. The Indian children were isolated from their cultures and removed from their homes. Their were sexual, mental and physical brutalities in residential schools. Our contemporary society responded to this issue in 2008 giving an apology from our prime minister and getting additional rights. Our society did everything they could to compensate for what happen in history. Our society gave an apology and a source for compensation. Although that is good it not all that can be done, we should embrace the perspectives reflected in historical globalization. Educating people about the different perspectives is important. For instance the residential schools, we need to highlight the perspectives of the children, the perspectives of the parents and the perspectives of the people behind residential schools. This is the only way to understand the whole story. If you only understand the perspective of only one party, it is like reading half or maybe even less of a book, and saying you understand the story line. It is evident that we should embrace the perspectives reflected in the source regarding legacies of historical globalization. We see this in the different legacies of historical issues. The issue in Rwanda is a detrimental chapter in historical globalization. The countries that should have been helping Rwanda at that time did not because simply they had no investments to gain from. If these countries were to understand the perspectives of everyone involved in this global issue they would have seen that the perspective of every one was important not only their own nations. Clearly the extent to which we embrace perspectives was not to the fullest and as a result there were millions of death and brutal murders. The residential schools and the Rwandan genocide were both a great example of how different perspectives should be embraced to a fullest extent. Without knowing all the perspectives to good extent it is not possible to understand the full story, therefore we cannot stop violence of an issue or even learn to properly apologize or a nation cannot apologize for historical cold-bloodedness. We should embrace the perspectives behind these kinds of historical legacies to the fullest of our ability. It is clear and evident that understanding the perspectives behind a complex issue is the first and the major step to apologize for a society or to stop a conflict even in current time.

Sociology and Answer Essay Example

Sociology and Answer Essay Example Sociology and Answer Paper Sociology and Answer Paper Essay Topic: We Real Cool 1. Sociological Perspective Sociology is defined as: | a. | the methodological analysis of groups and individuals. | | | b. | the scientific analysis of premodern people. | | | c. | the academic discipline that examines individual human behavior. | | | d. | the systematic study of human society and social interaction. | | | status:  not answered  () correct:  d your answer:  | 2| According to sociologist C. Wright Mills, the ability to see the relationship between individual experiences and the larger society is referred to as: | a. | the reality perception. | | | b. | the sociological imagination. | | | c. | the conflict perception. | | | d. the symbolic interaction approach. | | | status:  not answered  () correct:  b your answer:  | 3| French philosopher ________ is credited with having coined the term sociology to describe a new science that would engage in the study of society. | a. | Emile Durkheim| | | b. | Herbert Spencer| | | c. | Max Weber| | | d. | Auguste Comte| | | status:  not answered  () correct:  d your answer:  | 4| In Society in America, ________ examined religion, politics, child rearing, slavery, and immigration to the United States, paying special attention to social distinctions based on class, race, and gender. | a. | Harriet Martineau| | | b. | Auguste Comte| | c. | Jane Addams| | | d. | Herbert Spencer| | | status:  not answered  () correct:  a your answer:  | 5| French sociologist Emile Durkheim observed that rapid social change and a more specialized division of labor produce strain in society; these strains lead to a breakdown in traditional organization, values, and authority and to a dramatic increase in: | a. | cultural conflict. | | | b. | social disorganization. | | | c. | anomie. | | | d. | social solidarity. | | | status:  not answered  () correct:  c your answer:  | 6| This German economist and philosopher stressed that history is a continuous clash between conflicting ideas and forces . He believed that class conflict is necessary in order to produce social change and a better society. | a. | Karl Marx| | | b. | Frederick Schmidt| | | c. | Max Weber| | | d. | Emile Durkheim| | | status:  not answered  () correct:  a your answer:  | 7| The first department of sociology in the United States was established ________, where the faculty was instrumental in starting the American Sociological Society (now known as the American Sociological Association). | a. | at Harvard University| | | b. | at the University of Chicago| | | c. | at Yale University| | | d. | at the University of California at Berkeley| | | status:  not answered  () orrect:  b your answer:  | 8| ________ perspectives are based on the assumption that society is a stable, orderly system. | a. | Conflict| | | b. | Functionalist| | | c. | Interactionist| | | d. | Developmental| | | status:  not answered  () correct:  b your answer:  | 9| Debbie is interested in how changes in society are related to homelessness. She is examining how the movement of factory jobs from the United States to overseas locations has contributed to the increase in the number of homeless people. Debbie is conducting a: | a. | macrolevel analysis. | | | b. | microlevel analysis. | | | c. | mesolevel analysis. | | d. | transactional-level analysis. | | | status:  not answered  () correct:  a your answer:  | 10| Sociologists applying a ________ framework to the study of consumerism would primarily focus on a microlevel analysis of peoples face-to-face interactions. | a. | functionalist| | | b. | conflict| | | c. | symbolic interactionist| | | d. | postmodern| | | status:  not answered  () correct:  c your answer:  | 2. Sociological Research Methods Sociologists obtain their knowledge of human behavior through ________, which results in a body of information that helps us move beyond guesswork and common sense in understanding society. a. | commonsense ideas| | | b. | research| | | c. | myths| | | d. | scientific laws| | | status:  not answered  () correct:  b your answer:  | 2| A trademark of sociology involves the unmasking of fallacies in the everyday and official interpretations of society. This process is called: | a. | debunking. | | | b. | reformative. | | | c. | demystifying. | | | d. | deductive reasoning. | | | status:  not answered  () correct:  a your answer:  | 3| The relationship between theory and research has been referred to as a continuous cycle. The theory and research cycle consists of two approaches. In the ________ approach, the researcher begins with a theory and uses research to test the theory. | a. | normative| | | b. | inductive| | | c. | deductive| | | d. | explanatory| | | status:  not answered  () correct:  c your answer:  | 4| Researchers in one study examined the effects of church membership, divorce, and migration on suicide rates in the United States and concluded that suicide rates are typically higher where divorce and migration rates are higher and church membership is lower. This is a(n) example of ________. | a. | quantitative research| | | b. | observational research| | | c. | qualitative research| | d. | explanatory research| | | status:  not answered  () correct:  a your answer:  | 5| ________ are the abstract elements representing some aspect of the world in simplified form (such as social integration or loneliness). | a. | Operational definitions| | | b. | Principles| | | c. | Theories| | | d. | Concepts| | | status:  not answered  () co rrect:  d your answer:  | 6| Suppose that your goal is to earn an A in this sociology course. Your professor may have created a(n) ________, by specifying an A as earning a test average of 90 percent or above. | a. | qualitative variable| | | b. | statement of correlation| | c. | interpretative statement| | | d. | operational definition| | | status:  not answered  () correct:  d your answer:  | 7| As a researcher, you must decide which population persons about whom you want to be able to draw conclusions will be observed or questioned. In ________, every member of an entire population being studied has the same chance of being selected. | a. | probability sampling| | | b. | scattered sampling| | | c. | random sampling| | | d. | rotational sampling| | | status:  not answered  () correct:  c your answer:  | 8| ________ research is likely to be used when the research question does ot easily lend itself to numbers and statistical methods. | a. | Formulation| | | b. | Quantitative| | | c. | Conventional| | | d. | Qualitative| | | status:  not answered  () correct:  d your answer:  | 9| Self-administered questionnaires have certain strengths. Which of the following was  not  identified as a strength of self-administered questionnaires? | a. | They are relatively simple and inexpensive to administer. | | | b. | They have a very high response rate. | | | c. | They allow for rapid data collection and analysis. | | | d. | They permit respondents to remain anonymous. | | | status:  not answered  () correct:  b our answer:  | 10| The American Sociological Association requires that sociologists adhere to all of the following,  except: | a. | researchers are allowed to use any means necessary in conducting their research projects. | | | b. | researchers must maintain objectivity and integrity in their research findings by disclosing the findings even if they do not support their views. | | | c. | researchers must protect confident ial information provided by their participants. | | | d. | researchers must acknowledge research collaboration and assistance they receive from others and disclose all sources of financial support. | | | tatus:  not answered  () correct:  a your answer:  | 3. Culture ________ is the knowledge, language, values, customs, and material objects that are passed from person to person and from one generation to the next in a human group or society. | a. | Social organization| | | b. | Society| | | c. | Technology| | | d. | Culture| | | status:  not answered  () correct:  d your answer:  | 2| Sociologists define ________ as the knowledge, techniques, and tools that make it possible for people to transform resources into usable forms, and the knowledge and skills required to use them after they are developed. | a. | industrialization| | b. | technology| | | c. | material culture| | | d. | cybernetics| | | status:  not answered  () correct:  b your answer:  | 3| All of the following statements regarding cultural universals are true,  except: | a. | cultural universals include appearance, activities, social institutions, and customary practices. | | | b. | some customs and practices are found in all cultures. | | | c. | the specific forms of cultural universals vary from one group to another and from one time to another within the same group. | | | d. | sociologists are in agreement that cultural universals are the result of functional necessity. | | | tatus:  not answered  () correct:  d your answer:  | 4| From the ________ perspective, a shared language is essential to a common culture; language is a stabilizing force in society. | a. | postmodernist| | | b. | conflict| | | c. | symbolic interactionist| | | d. | functionalist| | | status:  not answered  () correct:  d your answer:  | 5| According to sociologist Robin Williams, a belief in the idea that the American way of life is best illustrates the core value of ________. | a . | racism and group superiority| | | b. | equality| | | c. | progress and material comfort| | | d. | freedom and liberty| | | status:  not answered  () orrect:  a your answer:  | 6| Eric is attending classes at the local college. He believes in the idea of success, but he does not spend as much time as he could studying to achieve a higher grade point average. His behavior is an example of ________ culture. | a. | universal| | | b. | ideal| | | c. | material| | | d. | real| | | status:  not answered  () correct:  d your answer:  | 7| Values provide ideals or beliefs about behavior but do not state explicitly how we should behave. ________ are established rules of behavior or standards of conduct. | a. | Sanctions| | | b. | Norms| | | c. | Folkways| | | d. | Mores| | | tatus:  not answered  () correct:  b your answer:  | 8| All parts of culture do not change at the same pace. Sociologist William Ogburn referred to this disparity as ________, a gap between the technical development of a society and its moral and legal institutions. | a. | cultural division| | | b. | cultural diffusion| | | c. | cultural leveling| | | d. | cultural lag| | | status:  not answered  () correct:  d your answer:  | 9| The popularity of pinatas in China, Italy, Spain, Mexico, the United States, and other nations is an example of: | a. | cultural diversity. | | | b. | cultural discovery. | | | c. | cultural diffusion. | | d. | cultural lag. | | | status:  not answered  () correct:  c your answer:  | 10| During the Olympic Games, the spirits of nationalism and patriotism encourage people to think of their own nation as the best. This illustrates the principle of: | a. | self-centeredness. | | | b. | ethnocentrism. | | | c. | authoritarianism. | | | d. | cultural relativism. | | | status:  not answered  () correct:  b your answer:  | 4. Socialization ________ is the lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society. a. | Acculturation| | | b. | Reification| | | c. | Self-representation| | | d. | Socialization| | | status:  not answered  () correct:  d your answer:  | 2| The case of Genie, an isolated child, illustrates that: | a. | children who have experienced extreme isolation do not live long enough to reach adulthood. | | | b. | isolated children actually can recover quickly from any physical damages. | | | c. | children who experience social isolation and neglect may be defined as retarded when they reach adulthood. | | | d. | with proper therapy, children who have been isolated can become a part of the mainstream. | | status:  not answered  () correct:  c your answer:  | 3| The basic assumption in ________ psychoanalytic approach is that human behavior and personality originate from unconscious forces within individuals. | a. | George Herbert Meads| | | b. | Jean Piagets| | | c. | Si gmund Freuds| | | d. | Charles Horton Cooleys| | | status:  not answered  () correct:  c your answer:  | 4| Drawing from psychologist Sigmund Freuds theory, ________ identified eight psychosocial stages of development, reasoning that each stage is accompanied by a crisis or potential crisis that involves transitions in social relationships. a. | George Herbert Mead| | | b. | Jean Piaget| | | c. | Charles Horton Cooley| | | d. | Erik Erikson| | | status:  not answered  () correct:  d your answer:  | 5| In order to assess womens stages of moral development, Carol Gilligan conducted a study of pregnant women who were contemplating having an abortion. According to Gilligan, women in the first stage of moral development were primarily motivated by: | a. | a desire to do what is best for themselves and for others. | | | b. | their responsibility to others. | | | c. | selfish concerns. | | | d. | anger. | | | status:  not answered  () orrect:  c your answer:  | 6| F our components make up our self-concept: the  active  self is best reflected in which of the following? | a. | I am good at soccer. | | | b. | I am nice to others. | | | c. | I am tall. | | | d. | I believe in world peace. | | | status:  not answered  () correct:  a your answer:  | 7| George Herbert Meads concept of the ________ refers to the childs awareness of the demands and expectations of the society as a whole or of the childs subculture. | a. | secondary other| | | b. | generalized other| | | c. | perceived other| | | d. | significant other| | status:  not answered  () correct:  b your answer:  | 8| According to psychologist Urie Bronfenbrenner, in the ________, a child is engaged in immediate face-to-face interactions with the childs parents, siblings, and other immediate family members. | a. | macrosystem| | | b. | exosystem| | | c. | microsystem| | | d. | mesosystem| | | status:  not answered  () correct:  c your answer:  | 9| In the ________ pe rspective, when we examine the context in which family life takes place, we see that grandparents and other relatives have a strong influence on how parents socialize their children. In turn, the childrens behavior may have an effect on how parents, siblings, and grandparents get along with one another. | a. | conflict| | | b. | functionalist| | | c. | postmodern| | | d. | symbolic interactionist| | | status:  not answered  () correct:  d your answer:  | 10| ________ is the aspect of socialization that contains specific messages and practices concerning the nature of being female or male in a specific group or society. | a. | Gender socialization| | | b. | Cultural acquisition| | | c. | Developmental maturation| | | d. | Exchange theory| | | status:  not answered  () correct:  a your answer:  |

Why Racism in Health Care Is Still a Problem Today

Why Racism in Health Care Is Still a Problem Today Eugenics, segregated hospitals and the  Tuskegee Syphilis Study  exemplify how pervasive racism in health care once was. But even today, racial bias continues to be a factor in medicine.   While racial minorities are no longer unknowingly used as guinea pigs for medical research or denied entry into hospitals because of their skin color, studies have found that they don’t receive the same standard of care as their white counterparts. Lack of diversity training in health care and poor cross-cultural communication between doctors and patients are some of the reasons why medical racism persists. Unconscious Racial Biases Racism continues to affect health  care because many physicians remain unaware of their unconscious racial biases, according to a study published in the American Journal of Public Health in March 2012. The study found that a staggering two-thirds of doctors exhibited racial bias towards patients. The researchers determined this by asking doctors to complete the Implicit Association Test, a computerized assessment that calculates how fast test subjects associate people from different races with positive or negative terms. Those who link people of a certain race with positive terms more quickly are said to favor that race. The doctors who participated in the study were also asked to associate racial groups with terms that signal medical compliance. Researchers found that the doctors exhibited a moderate anti-black bias and thought of their white patients as more likely to be â€Å"compliant.† Forty-eight percent of the health professionals were white, 22 percent were black and 30 percent were Asian. The non-black health care professionals exhibited more pro-white bias, while black health care professionals did not exhibit bias in favor or against any group. The outcome of the study was especially surprising, given that the doctors who participated served in inner city Baltimore and were interested in serving underprivileged communities, according to lead author, Dr. Lisa Cooper of the John Hopkins University School of Medicine. Beforehand, the physicians failed to recognize that they preferred white patients to black ones. â€Å"It’s hard to change subconscious attitudes, but we can change how we behave once we are made aware of them,† Cooper says. â€Å"Researchers, educators and health professionals need to work together on ways to reduce the negative influences of these attitudes on behaviors in health care.† Poor Communication Racial biases in health care also influence the way doctors communicate with their patients of color. Cooper says that doctors with racial biases tend to lecture black patients, speak more slowly to them and make their office visits longer. Doctors who behaved in such ways typically made patients feel less informed about their health care. Researchers determined this because the study also included an analysis of recordings of visits between 40 health care professionals and 269 patients from January 2002 to August 2006. Patients filled out a survey about their medical visits after meeting with doctors. Poor communication between doctors and patients can result in patients canceling follow up visits because they feel less trust in their physicians. Doctors who dominate conversations with patients also run the risk of making patients feel as if they don’t care about their emotional and mental needs. Fewer Treatment Options Bias in medicine may also lead physicians to inadequately manage the pain of minority patients. A number of studies have shown that doctors are reluctant to give black patients strong doses of pain medication. A University of Washington study released in 2012 found that pediatricians who exhibited a pro-white bias were more inclined to give black patients who’d undergone surgical procedures ibuprofen instead of the more potent drug oxycodone. Additional studies found that physicians were less likely to monitor the pain of black children with sickle cell anemia or to give black men visiting emergency rooms with chest pain complaints diagnostic tests such as cardiac monitoring and chest X-rays. A 2010 University of Michigan Health study even found that black patients referred to pain clinics received roughly half the amount of drugs that white patients received. Collectively, these studies indicate that racial bias in medicine continues to affect the quality of care minority patients obtain. Lack of Diversity Training Medical racism won’t disappear unless doctors receive the training necessary to treat a wide range of patients. In his book, Black Blue: The Origins and Consequences of Medical Racism, Dr. John M. Hoberman, chair of Germanic studies at the University of Texas at Austin, says that racial bias persists in medicine because medical schools don’t teach students about the history of medical racism or give them appropriate diversity training. Hoberman told the Murietta Daily Journal that medical schools must develop race relations programs if medical racism is to cease. Such training is vital because doctors, as studies reveal, aren’t immune to racism. But it’s unlikely that physicians will confront their biases if medical schools and institutions don’t require them to do so.

A Mental Health Case Study Essay Example | Topics and Well Written Essays - 1500 words

A Mental Health Case Study - Essay Example The case study indicates that Carol had consumed a high range of alcohol (0.15 PCA) when she was breath tested by Police at the road side. Her roadside test result for cannabis use was also positive. It seems that Carol has been drinking daily (3-4 drinks) for the past 3 weeks and using cannabis since she was 18 years old. From the case study, it is clear that Carol had a broken family background which has an adverse impact on her present life. She lost her job due to her increased absence from work. In addition, she had recently broken up with her boyfriend and this event dreadfully impacted her mind. Carol admitted that smoke and drink assist her to forget all problems. From this scenario, it is obvious that she takes increased amounts of substance to achieve the desired effect (mental relaxation and elimination of sorrows). Carol also meets the 7th criterion that states, â€Å"the substance abuse is continued despite knowledge of having a persistent or recurrent physical or psych ological problem that is likely to have caused or exacerbated by the substance†. 2. While analyzing the prevalence of cannabis in Australia, it is obvious that this drug is widely available in Australia. ... According to this bulletin, no person thinks that hydro cannabis is very difficult to find. Reports for Victoria, Tasmania, and Queensland also show almost similar outcomes. It has been identified that outdoor and hydroponic cannabis cultivation is very common in all states and territories and majority of this drug is domestically produced. As per the NDSHS 2007 data, 68.5% of cannabis users acquired this substance from a fried or acquaintance while 4.8% obtained it from a relative and another 19.5% users acquired it from a dealer. The increased prevalence of cannabis in Australia can be attributed to the country’s climate and amount of space available which are conducive to cultivation. The liberalized cannabis intake polices of the Australia also seem to be a potential cause for wider availability of this drug in the country. According to the Australian Crime Commission (ACC), one gram cannabis’ average price may be ranged from A$20 to A$35 which is comparatively smal ler. As per the reports of Sane Australia, cannabis reduces the chances of recovery from a psychotic episode and cannabis users have a higher rate of hospitalization for psychosis (Cannabis and psychotic illness, 2010). In case of cannabis addicted persons, treatment is less effective and therefore, recovery is more difficult. 3. The case scenario indicates that Carol has developed multiple mental health issues, specifically mental depression. The root causes of her current mental depression and related problems can be ascribed to her tragic family background. Carol remembers that her parents were â€Å"terrible† and that they were always yelling at her and fighting each other and they would often throw punches. As a result, Carole and her siblings had to pass through scared life

North Movie Review Essay Example | Topics and Well Written Essays - 500 words

North Movie Review - Essay Example The researcher of this essay states that this movie is an ideal example of the failure of a marketing plan. The movie is â€Å"North†. Released in 1994, â€Å"North† is a movie based on a novel by Alan Zweibel. Though it was directed by famous Rob Reiner, who directed movies like â€Å"When Harry Met Sally†, â€Å"The Princess bride† and â€Å"the Sure thing†, that were well-known and greatly accepted by the critics, still the movie lacks a strong plot. The story revolves around a kid named North, is panic stricken about his parent’s arguments and wants to divorce them. The researcher also states that actors in the movie did well. However, some portion of the movie was just superfluous and can be trimmed. The audience feedbacks and the critic’s reviews disclose an important characteristic, â€Å"Audience too has brains and they are not fools.† Technology, special effects, lots of money, good actors etc. all will go in vain if th e storyline is not appealing. The researcher then concluds that not only a movie was badly written and had meaningless characters in it, such as a cowboy, a beach bum and the Easter bunny, but also the movie has a negative impact on the kids of the society because all the kids got influenced by the movie and kept on threatening to leave their parents like North did in the film. One more thing can be concluded from the review is that a plan should be tested on the maker himself before he decides to launch it in the market. Similarly the director would have analyzed the taste of his audience before making â€Å"North†.

Law of carriage of goods by sea Essay Example | Topics and Well Written Essays - 3750 words

Law of carriage of goods by sea - Essay Example However this extra equipment was necessary to avoid the build up of potentially explosive gases and to keep the cargo at the agreed temperature, both for purposes of care for the cargo and the safety of the vessel. The case suggests that the Fast &Ready company, the owners of ships/vessels had to charter the vessel Multipurpose by 15th December for carrying toxic liquid cargo of 5000 tonnes of chemicals. Yet considering the fact that Multipurpose will have to be fitted with extra piping, heating and ventilation systems to avoid extra build up of gases and to keep the cargo and vessel safe, Fast & Ready will have to invest considerable amount of money in upgrading the vessel and avoiding the dangers otherwise they may be liable to legal proceedings by the companies who hire their vessels. Considering this, the following advice could be given to Fast & Ready. The important document and law that needs to be attended to is the bill of lading that is a contract of carriage. Carriage of goods involves the bulk of commercial activity and although bills are negotiable, they control possession of goods and allow movement of merchandise and commodities around the world. In case of loss or damaged goods, the basic legal structure that regulates this and the statute is the Carriage of Goods by Sea Act 1936 and this is also known as Cogsa that applies to foreign trade1. The Cogsa is applicable from the time the goods are loaded to until they are discharged. The Cogsa is updated from the Harter Act and Hague rules which laid down that shipowners should be prevented from contracting unless they take care to put the vessel in good shape before the voyage and also considering the goods that would be used aboard. The shipowner's duty is to provide a seaworthy vessel. Cogsa and Harter are applicable although any bill of lading would incorporate similar s tatute. Shipowner's liabilities are many and these are to make the vessel seaworthy, to use proper equipment and supply as also manning of the vessel, to make sure that holds, cooling compartments and areas where goods are to be stored are suitable and safe for storage, preservation and carriage. The Cogsa has the following provisions and limitations. Section 4 (1) of Cogsa2 that: "Neither the carrier nor the ship shall be liable for loss or damage arising or resulting from unseaworthiness unless caused by want of due diligence on the part of the carrier to make the ship seaworthy, and to secure that the ship is properly manned, equipped, and supplied, and to make the holds, refrigerating and cool chambers, and all other parts of the ship in which goods are carried fit and safe for their reception, carriage and preservation in accordance with the provision of paragraph (1) of section 3. Whenever loss or damage has resulted from unseaworthin

Importance Of Teacher Motivation Education Essay

Importance Of Teacher Motivation Education Essay A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002). Inspirational motivation Leaders behave in ways that motivate and inspire those around them by providing meaning and challenge to their followers work (Avolio and Bass, 2002). According to Bass (1998), team spirit is aroused and followers show much enthusiasm. The transformational school leader (Barnett and McCormick, 2003) builds and sustains interactive communications with the teachers. For instance, inspirational talks and acting in ways that encourage enthusiasm. Principals inspire teachers to see an attractive future, while communicating expectations and demonstrating a commitment to goals and the shared vision. Research (Eyal and Roth, 2010) also proved that transformational school leaders can stimulate their teachers efforts to be innovative and creative. According to Tracey and Hinkin (1998), such influence motivates followers to show integrity in the form of ethical and moral conduct. This includes values and beliefs which emphasise the schools mission and embracing high morality. Another point to be noted is that teachers want to be fairly treated. Any discriminatory actions (Wevers, 2000) against them are negatively perceived and these impact heavily on their motivation level. Awamleh and Gardiner (1999) believe that school leaders should avoid the misuse of power for personal gains. School leaders should be seen trustworthy and competent by followers (Cheemers, 2001). So, it is important to have ethical school leaders. Intellectual Stimulation Studies (Reynolds, 1976; Mortimore et al., 1988;, Stoll and Fink, 1996) of Effective schools showed that, principals, considered innovation to be an integral part of the school. They encourage teachers to question existing assumptions and to reframe problems. They invite the teaching staff to approach old situations in new ways. Int