Adam Smith: Of the Wages of Labour Essay

Adam Smith spoke about the existing relationship between wages and labor and compared it to how it is observed in other countries like North America, India and China. In this section of his book, he had described how things would have been like if laborers had managed and owned their produce. Smith had stated that in the original state of things, the finished product simply belongs to the laborer. Things would have gradually become cheaper since almost everyone with a backbone could rely on their own work produce. Even if the produce is made by a small number of laborers, the commodities produced would most likely be of equal standards compared to other laborers since it is not marked by profit for others but for oneself. In reality, the concept of ownership and private properties has long been the determinants of people’s places. Smith has said that in every business undertaking, every laborer depends upon a master or owner to obtain the necessary materials they need for work and for their survival needs. The master shares in the produce of a laborer through profit, which is the value that is placed for the work produced. Whatever contract the laborer and master agrees upon the end result determines the wage received by the laborer. Most often, the interests of the masters and laborers are in conflict, which creates tension and dilemma in the relationship. The laborers desire to get as much from their produce as they can but their masters would only offer them a minimal amount than their asking price. Smith also noted that most masters merge to contain or maintain low wages since it will affect their share of the profit while laborers unite to raise the stakes. In the long-run, the laborer may be a necessity to his master as the master is to the laborer but the relationship is not that compulsory on the part of the master. This is due to the fact that laborers live by their work, which should be sufficient enough to maintain a decent living. Smith went on to express what he had observed from the lowest species of common laborers in Europe who have a difficulty in sustaining a large family. Most often, the wages of common laborers are not enough to feed their children of four. The amount that a laborer usually gets is sufficient enough for only one person. Herein lies the sentiments of the common laborers who do heavy menial work yet are not paid sufficiently for their dues. Smith goes on to compare the high wages in North America for the common laborers to those of European countries. According to him, England is a much wealthier country than North America but in relation to the wages it gives to laborers, the latter gains the upper hand. In Great Britain and most other European countries, it was said that wages were not expected to be doubled in less than five hundred years. Labor is so well rewarded in North America, China and India that families with numerous children are a source of opulence and prosperity to the parents since they contribute more income to the family. The demand for those who live by wages is said to increase in proportion to the increase of the funds. According to Smith, these funds are of two kinds. First is the concept of revenue, which is what is necessary for the maintenance of the business and second is the stock which is needed for the employment of the masters. Smith has asserted that if there is an increase in the revenue and stock of a business, then there is an increase in a nation’s wealth and this is what he has observed in the countries he mentioned in the text. Adam Smith had made good observations regarding his view of wages and labor in contemporary modern times and he had been able to clearly define what ails the relationship between laborers and it masters. Reference: Smith, A. (1994). Of the Wages of Labour. The Wealth of Nations. Modern Library. New York: Random House.

Growing Up †Lord of the Flies Essay

Growing up is a time of great change. Challenges and difficulties arise for individuals which changes them. This statement has been explored on many levels and can be related to many forms of writing and film. In the novel â€Å"Lord of the Flies† by William Golding, the characters are exposed to intense hardship and difficulties. The pressure of being stranded on a deserted island with no means of getting off conflicts with the boys’ knowledge of moral conduct and leadership. Ralph who is a prime example of the vulnerability of children to lurking dangers displays a good sense of leadership and civilized intelligence. He puts his knowledge and skills into practice in all the scenarios he faces. Jack, another character in â€Å"Lord of the Flies† depicts the story of a greedy boy lusting for more and more power. His inhumane behaviour lands everyone in a place where a wrong move can mean the difference between life and death. The film â€Å"Whale Rider† directed by Niki Caro tells the anecdote about a girl named Paikea, after a great legend known to the Maori people. This movie relays the complications of a young girl who tries to be accepted by her grandfather, Koro. Koro, a former leader of the people searches to find the new leader to carryout the duties and traditions he passes on. This person has to be of a strong, dominant, first-born male genre. Ralph is an important individual to the story. He plays the role of a smart, well-adjusted, strategic, natural leader. Through the expedition he faces a journey of self-discovery. Ralph’s relationship with the other boys started off well as he was voted chief. â€Å"Lets have a vote†. Ralph later experienced greater difficulties as the group began to break away because they had other priorities. â€Å"I was talking about smoke! Don’t you want to be rescued? All you can talk about is pig, pig, pig!† Soon the group was down to two: Piggy (a great thinker) and Ralph, however the group became even smaller following the killing of Piggy. This act shows how the absence of law and ethics alters the ways in which a person at a critical age of adolescence behaves and thinks. The fact that there is no adult supervision gives the boys’ the message of no limits in what they do. As the saying goes â€Å"if you cant beat them, join them† this is what happened with the group. Finding that survival in Ralph’s group was much more tougher than that of Jack’s group they decided to join him, leaving Ralph to fend on his own. Jack is a character of high power and control. This helps to understand knowing that he was in charge of the choir/ hunters. â€Å"I ought to be chief,† said Jack with simple arrogance, â€Å"because I’m chapter chorister and head boy. I can sing C sharp.† As an adolescent Jack has already developed an excessive sense of authority. His position in this story can be related to government and politics. He demonstrates the wanting for being on top and draws in people to taking his side and turning them against his competitors. This is a sign of both maturity and childs play. The way in which he uses his power is against the principles of society. The stress of being on a deserted island â€Å"messes† with Jack’s line of thoughts and therefore affects his decision-making. Paikea is a strong-willed, spiritual, self-conscious girl. She illustrates how her determination and belief helped in resolving her crisis. At birth Paikea’s mother and twin brother passed away. She grew up with her grandparents whilst her father travelled the world. As her grandfather searched for the next leader of the Maori people, Paikea secretly learns the teaching of her grandfather to the boys in which he trains to become the next chief. As females were not allowed to participate in such rituals she finds herself in a situation where she feels her grandfather doesn’t want her, â€Å"Why doesn’t he want me?† By sticking by her grandfather after all he put her through, Paikea shows how her love towards Koro remained strong throughout. As an adolescent she becomes aware of her legacy and her role in the tribe. Koro is a man of great strength, power, ability and faith, â€Å"when you extend your tongue you are saying to your enemy I am going to eat you.† In the film Koro goes in search for a new leader of the Maori people however does not realise that the answer to his problems is right in front of his face. He suggests that Paikea is an omen â€Å"When she was born that’s when things started going wrong for us.† After a series of events involving a pod of whales being beached, Koro comes to realise that Paikea was the next whale rider and he accepts her for who she is. As a leader, Koro did not realise the support that Paikea needed during her time of adolescence, as he wasn’t just a leader to her but also her grandfather. Through close observation of the characters and how they were portrayed in each story it is easy to assume that adolescence is a time of great change, not just physically but also mentally and socially. As seen with Ralph and Jack, there are many differentials as well as similarities between each other because everybody has their own techniques in handling situations and the way they react to such complications like being stranded on a deserted island. In â€Å"Lord of the Flies†, William Golding presents his characters as flies, the lord symbolises the leader and as adolescents the children have a position in their life whether they want to lead or follow. Ralph shows a determination for maintaining civilization on the island he exhibits a good sense of maturity, unlike Jack who displays himself as someone who just wants to be head of the pack for the sake of being the superior one. In â€Å"Whale Rider†, Paikea reveals a spiritual side of her; she is seen as mystical and unpredictable. During her time as an adolescent she faces a world of exploration, knowledge and realisation.

Sartre Revised

Being condemned to be free is ironic. Condemn and free are two words not usually seen together in one sentence making a coherent and firm statement. To condemn is to declare to be reprehensible, wrong, or evil usually after weighing evidence and without reservation. And to be free is to have the legal and political rights of a citizen. Joined together the words will over right their meaning. And yet philosopher Jean – Paul Sartre managed to make his point stand out and be heard by everyone, outliving 64 years of earthly, human living. What Sartre is trying to tell us, his thoughts and ideas about life here on earth, about our responsibilities, about the trifle things and actions in our everyday lives that we tend to ignore because we think life is bigger than us, that there's a bigger picture, is what being condemned to be free is all about. In today's modern world, freedom has become a necessity and has taken on many forms. Gone were the days when women are not allowed to vote, engage in politics and other manly jobs, cannot have a career and is obliged to stay home and manage the household, and be thrown to unwanted marriages arranged by their parents. Now everybody can choose. And many have viewed this right to choose as a form of freedom. One has the right to choose their schools, their career paths to take, their spouses, how many children are they going to have, what will they name their kids, it is just a matter of choosing and directing this freedom to what we think is the right thing to do. After all, not all of us are using this freedom to choose our actions wisely. It all starts with human beings being born free and equal in dignity and rights, the first article from the Universal Declaration of Human Rights. Men are created equal, and it’s funny that there are people born carrying within them the royal blood. It already raises their political and monetary position above all the common men. They carry with them the noun King, Queen, Prince, Princess, Emperor, and Empress among others before their birth names. They have all the advantages in the world, not having to sit through traffic, not having to be the front liner in a war, not having to work hard to earn a living. In fact, they just sit and everything is done for them, all they have to do is make sure they keep their countries the same as it was before they were born. Up to what extent is this equality in dignity and rights applicable? Now that everybody seems to have a complete grasp of liberty, it appears that being free is not as wanted as it was before. History taught us well enough to know that there have been a number of wars fought for freedom and religion. The tales of man then tells us how others will try to conquer the lands where they have been born, and a leader will fight for their land and in the end they either merge with the conquerors or greatly celebrate their freedom. Religion, too, has been a great propeller of wars. Different beliefs, different doctrines, a different God for every religion, set the plot for a more massive movement that outlasted every century up to now, still counting fatalities. â€Å"The historical reality is that where religious freedom is denied, so too are other basic human rights. † (Why Religious Freedom? ) Religious freedom is just one of the many forms of freedom people are indulging in today. There is also what we call academic freedom. â€Å"The notion of academic freedom is invoked to justify statements by faculties that offend politicians, religious leaders, corporate executives, parents of students, and citizens. (Academic Freedom in the United States) That immediately removes your right as a person to say what you want to say, it obviously is a threat to be opinionated now a days. And it is not just academic; the press is also encountering some form of suppression. According to the Freedom House organization, there are several reasons as to why the media i s being stripped off of its independence. The media can be a source of political opposition, political upheaval, victims of violence, and finally, they can be threats to national security. (Map of Press Freedom) With all the overwhelming talk about freedom, liberty and human rights, one man tries to summarize all this into man being condemned to be free. Jean-Paul Sartre is said to be one of the brightest philosophers of the twentieth century. â€Å"French novelist, playwright, existentialist philosopher, and literary critic. Sartre was awarded the Nobel Prize for literature in 1964, but he declined the honor in protest of the values of bourgeois society. His longtime companion was Simone de Beauvoir (1908-1986), whom he met at the Ecole Normale Superieure in 1929. â€Å"(Jean-Paul Sartre 1905-1980) An Existentialist, Sartre is known for his public lecture, Existentialism and Humanism and his magnum opus, Being and Nothingness. Sartre's greatest work, Being and Nothingness is subtitled: Phenomenological Ontology. He starts his discussion with the description of two kinds of being. According to him there is the in-itself and the for-itself. The beings-in-themselves are the ordinary objects, while the being-for-itself are the human agents. (Jean-Paul Sartre) The beings-in-themselves or ordinary objects do not have the capability to change or create. A chair is nothing more than what it is, it cannot change its appearance on its own, nor can it create something out of its being. A human agent is a being-for-itself because it is a being with conscious plans, purposes and intentions. It is able to project forward from a given situation to a future possibility that is not yet realized. The uncertainty of human life and purpose, the venturing into the unknown is what makes and defines human life distinct from the others. As human life progresses, the things that he do, what kinds of act he gets himself involved in, becomes his definition, becomes his being. A person is born not knowing that he will pursue a career in medicine. As he grows up and goes to medical school he is defined. He has found a definition for his life, that of a doctor. For Sartre, if a being-for-itself starts to question its purpose and meaning, it starts to have a consciousness. The consciousness makes it possible for the human to know everything around him, and everything that is not around him. As it now knows that it is not an ordinary object but something else. Something undefined, something that is not yet known to him. So starts the journey to fill in an empty palette. In not knowing, in a human's nothingness, he is free. There is this whole notion that if you are inside a prison cell, you are not free. You are bounded by rows and rows of bars, controlled by correctional officers, undermined by more experienced inmates. But if we were to use Sartre's definition of freedom, no Alcatraz can set limits on our liberty. In fact, this will even define the person and not limit his being free. The core idea of the text is that man is condemned to be free, meaning that in this freedom that we have, we are still responsible for our actions. We cannot evade our responsibilities and say that we did not choose it to happen, because our actions are unmistakably ours alone. Nobody does our actions but us. Even if we are not inside jail cells, we are still attached to obligations and duties which we can only be held responsible to bringing upon ourselves. â€Å"Man being condemned to be free carries the weight of the world on his shoulders; he is responsible for the world and for himself as a way of being. † Every action that we do, we know and we are conscious of us doing it. We cannot clean our hands and say that we did not want that to happen. We are abandoned in the sense that we cannot but the blame on somebody else. We carry the burden; nobody can help us with it. Sartre pointed out a few arguments to support his view. He mentioned three reasons why human-reality is free. Human – reality is free because it is not enough. Human – reality is free because it is perpetually wrenched away from itself and because it has been separated by a nothingness from what it is and from what it will be. And finally, human – reality is free because its present being is itself a nothingness in the form of the reflection-reflecting. Basically what he is trying to say is that our life here on earth is not enough to explore everything that this world can offer us. We continue to be free in spite and despite of the fact that there is a limit to everything. Freedom is the nothingness which is made-to-be at the heart of man, it forces human – reality to make itself instead of to be. For human – reality to be is to choose oneself. Sartre tells us that if a person should make something out of his nothingness, then he makes use of his freedom. He has to make himself something out of this freedom. His freedom opens his world to a lot of choices. What one would want to do, what one would make out of the small money one has, what one will do when one wakes up in the morning. These things that one chooses to do will give him the being of man. Man cannot be sometimes slave and sometimes free; he is wholly and forever free or he is not free at all. For to be wholly free is to be given responsibility. And to not be free, one is not given responsibility, which will never be the case because only the beings-in-themselves or the ordinary objects are those that cannot assume responsibility. He must assume the situation with the proud consciousness of being the author of it. Our lives are like books. They have a plot, a setting and characters. But who makes things happen? Is it not us? We are the author of our own books, we make things happen. However bad the situation that we find ourselves in, we must assume responsibility and get through the challenge. Absolute responsibility is not resignation; it is the logical requirement of the consequences of our freedom. When free, man chooses to do things. And when man chooses to do things, these things will always have consequences. For example, man chooses to swim at high noon. After awhile, he finds himself with his skin burning from being exposed to the sun too long. This is the consequence of his actions. His freedom to choose his actions makes him absolutely responsible for whatever it brings to him. There is no non-human situation because all decisions are human. Even if we say that man does inhuman things, like that of nuclear war, murder and rape, this will never be a non-human situation simply because the decision to get involved is of human nature. You try to reason with yourself that maybe what you are doing is wrong and not just, and yet you still decide to do it. It is still a human who is behind the act; hence, it is not a non-human situation. There are no accidents in life. For lack of getting out of it, I have chosen it. It is a matter of choice. Here Sartre points out that what happens in life does not happen by chance. We get ourselves involved by our choice, and if we say we do not have a choice, and we cannot get ourselves out of it, we still have chosen it. Because we always have a choice. Even if that choice is suicide or not doing our duties, it is still an option to get out of a situation. Human – reality is without excuse. Lastly, Sartre tell us that one cannot ask, â€Å"Why was I born? or curse the day of his birth or declare that he did not ask to be born, for these various attitudes toward his birth – i. e. , toward the fact that he realizes a presence in the world – are absolutely nothing else but ways of assuming this birth in full responsibility and of making it his. When man becomes conscious of his p resence and being in this world, it follows that he accepts responsibility. Because now he knows and is fully aware of the things that he is doing, his freedom, and once aware of his freedom, he is found to be responsible. I think that Jean-Paul Sartre wants to find meaning in life just like everybody else. The answer to the question, â€Å"Why was I born? † Sartre answered simply. Unlike other schools of thought, namely the determinists and the proponents of free will, Sartre focused on man’s is being condemned to be free but with full responsibility. Sartre said that the proponents of free will are concerned with finding cases of decision for which there exists no prior cause or deliberations concerning two opposed acts which are equally possible and possess causes or motives of the same weight. Hence they try to reason that a person is born with the free will to find a cause for himself. However, the determinists reply saying that there is no action without a cause and that the most insignificant gesture refers to causes and motives which confer its meaning upon it. So for them, man is born with a cause already. Sartre simply answered this question when he said that man is born out of nothingness, and in this nothingness, he is free. And like most philosophical view points, Sartre is very much ridiculed for his existentialist values. There are objections to him mostly because of his atheistic ideals saying that he believes that we are living in a universe with no God, no morality, nothing absolute. Abandonment: Condemned to be Free) His stand on being free that leaves us with a feeling of abandonment because we are solely responsible for everything, comes from his realization that there is no supreme being, being God that guides us and supports us every step of the way. We are alone and we cannot ask for a God to help us in situations that we cannot possibly escape f rom. His definition of freedom permits everybody to do whatever we want, because we all have choices and responsibilities to bear. And if we have chosen to be a part of a non-human situation, we would still find ourselves deciding humanely. For example, a man participates in murdering another man, it is his choice to participate in the killing, and nobody forces him to do so. The other man is now dead, because man is free to choose what to do; he is not judged as doing something wrong. Instead, as long as he deems himself responsible for the killing, he is free. What we do not understand much is that our being free has to come with responsibility. Yes we get to do whatever we want, but we still have to consider the consequences and assume responsibility for it. By then, we cannot dare say that we did not want this. Nobody else is responsible for the things we do but ourselves. We choose, even if we say that we left it all to chance. Leaving it to chance is still an option that we choose. The life given to us, it is a choice. Everything we do, we do without regrets or remorse. There should be no excuses, for we are the authors of our situation, nobody else but us. In my own opinion, I greatly value Sartre’s work. He proves that there are so many reasons why we should enjoy our life here on earth and how much freedom we have. He points out a great deal of effort as to why we do things not needing a direct cause or a cause not to do it. But I do also possess a great amount of respect to the Supreme Being. I know that there are people who believe that they do not need a God, who believes that life here on earth is just passing and not really owed to him. But for me, that is not the case. I believe that we are not alone, and that there is someone out there who gives us hope and who makes us keep our faith. Yes, we have to be responsible for the things that we do. But that responsibility comes with great respect and consideration for other people around us. We just cannot hastily do things and hope that we do not get in the way of somebody. Life is governed by rules, by the law. If there will be none of these rules and laws, there is definitely chaos. And I do not think that suicide is neither an option nor a last resort. We cannot simply find the easy way out. What is the thrill in just killing yourself if you cannot overcome challenges and obstacles in your life? Why do you have family and significant others to share your dilemma with? I believe that our troubles are our responsibilities, but it does not stop us from asking help. There are now numerous numbers to call in case we decide not to confide to our family members or to our closest friends, especially if we want to remain anonymous. If other people find ways to help other people, especially those who established organizations like alcoholics anonymous, etc. , why can we not indulge in these as well? Yes we always have a choice, and suicide is not one of them. Yes we have the freedom to do that, but if you believe that everybody is given an equal and a second chance, would you do it? We do have our own burdens and crosses to carry, but everything is possible as long as we have faith. Faith in ourselves, to always have the courage to face our problems, faith in life, that it may not let us down and faith in the Supreme Being, to whom we know we are always taken care of.

Romantic Era Essay Example | Topics and Well Written Essays - 500 words

Romantic Era - Essay Example A number of European society’s aspects transformed the romantic era in different ways. For instance, in romantics â€Å"nature† meant many things. It was perceived as a source of image and subject, as healing power, as an artificial form of civilization (Geoffrey, 2004). Romanticism gave a lot of emphasis in accurate description of natural phenomena and capturing of â€Å"sensuous nuance† which was a true representation of romantic landscape. Other aspects of European society that transformed the romantic era included symbolism and myth. Symbols borrowed from the European society in romanticism were viewed as human artistic correlatives of emblematic language in nature (Hye-Kyung, 2005). They were given a lot of value and attention, since they could suggest many things simultaneously. One can say that the myths were partly used because of the desire to communicate â€Å"inexpressible† by use of the readily available language resources. During this period, people’s love for nature and imagination had prospered, flourished and skyrocketed. The main tenets of romanticism included individualism, emotionalism, and nature. These three main qualities are visible repeatedly in a number of very important and lasting artists, authors, musicians, and so forth. In romantic art and literature, nature was portrayed in a romantic manner. For instance, in artistic paintings such as the kindred spirits done by Asher Durand nature is portrayed alongside friendship between two men (Irving, 2004). In the painting, the two men stand on top of a cliff surrounded by very beautiful scenery. Use of light in the painting makes it to appear somehow hazy but well illuminated. Use of lush and green trees in a mountainous background creates an emphasis of simple, pure beauty of nature. Emotionalism is another tenet deeply shown in romantic literature. The romantics had a common belief that opening one-self or â€Å"using

History and Reconstruction of Cutty Sark Essay Example | Topics and Well Written Essays - 1000 words

History and Reconstruction of Cutty Sark - Essay Example In the United States, clipper ships â€Å"represents a powerful symbol of American ingenuity and entrepreneurship. A pivotal moment in American maritime history, the clipper ship era is a story charged with national pride, romance, competition, and rapidly changing technology† (Curtis 2004). Its invention was a critical focal point in the development of the global economy. The Suez Canal was opened in the year 1869 that provided short-cut routes for countries of distant locations, setting off the competition between steam-mobilized liners and clipper ships. However, this was also the period when clipper ships were seldom preferred for commercial purposes. One of the last clipper ships built for opium trading functions in China to England was the Cutty Stark. BRIEF HISTORY OF CUTTY STARK Cutty Sark was considered to be â€Å"one of the most famous of the great clippers†¦Ã¢â‚¬  (History 2012). Her construction was completed in 1869 by the order of the shipping mogul Jock Willis. During this time, Cutty Stark was one of the fastest clipper ships in England, initially built for the purpose of tea trade between China and England. Nevertheless, due to the opening of Suez Canal 1 by the same year, steam-mobilized ships had an easier and shorter course for China which resulted into a short-lived maritime trade bustle of Cutty Sark. She then was shifted for wool business in Australia where she operated for ten years. It was one of the last clipper ships created for the tea trade between England and China from 1840 to 1870. Its first touch of the seabed took place on its launching on November 22, 1869 afternoon in Dumbarton. Since the Suez Canal opened, it cut the travel period of steam vessels to the Far East overwhelmingly (History 2012, para. 3). Also, â€Å"the winds of the Red Sea and the Mediterranean were not suited to the clippers though† (History 2012, para. 3) and which resulted into her pitiable revenues in the 1870s. Consequently, its jou rney to Australia for wool trade acquired the upper hand, â€Å"setting speed records between London and Melbourne and Sydney (History 2012). For ten years, Cutty Sark held prevalent reputation and prominence because of its fast tours. Nevertheless, in 1895, Cutty Sark’s speed gradually waned and had become less rewarding. Following the zenith of her success, Cutty Sark completely lost its sense of residence. She was sold several times to companies and people including Captain Dowman, who after recollecting Cutty Sark’s heydays, â€Å"brought her to Falmouth, where she was restored and opened to the public† (History 2012). After Dowman’s demise in 1936, Cutty Sark was then transferred to a â€Å"navy Training College at Greenhithe† (History 2012, para. 7) and was used for maritime training by the students of the college. A FIRE DESTROYED CUTTY SARK On 21 May 2007, the iconic Cutty Shark, which was temporarily closed for a maintenance work, shocked everyone when it grabbed hold of a fire and burned down for many hours before the fire was contained by the London Fire Brigade. The fire-fighters battled the fire for more than two hours. â€Å"Fire-fighters were called to the scene at 0445 BST and the flames were put out by 0700 2 BST† (BBC News 2007). The Fire Brigade of London together with the Metropolitan police, after analysing the CCTV video, initially concluded that â€Å"arson† was a possibility; nevertheless, they were not able to gather proofs that would

Personal Statement on Ethics Essay Example | Topics and Well Written Essays - 1000 words

Personal Statement on Ethics - Essay Example Division of ethical area is figured out by philosophers. Meta Ethics Meta Ethics explore the root of ethical principles and the message they convey. It highlights universal truth, strength of God and intention behind ethical decision. It includes emotions of an individual in certain situation (Vendemiati, 2004). Normative Ethics It comprises of good communication skills, responsibilities that we must follow and control our behavior in convenient manner. Normative Ethics are more towards practical solutions. Act which should be done and main reason behind it. To leave whatever defined as a wrong (Levinas, 1969). Applied Ethics It involves the investigation on limited controversial issues. Controversial issues like infanticide, abortion, environmental affairs, nuclear war, animal rights, capital punishment and homosexuality (Lyon, 1999). Personal Values I am a human being who prefers to behave in ethically and morally correct ways. Ethics are important to me. Evil thoughts may force on e to take wrong actions and hurt other. There are steps a person takes in life out of jealousy to reach some goal in life which is very important. People take ethically wrong steps basically when they want to achieve their desired goals and to do that they are willing to take any steps, positive or negative. I do not believe in short cuts. I believe in achieving my goals, through my own efforts and by following the right path. My belief is to serve humanity in every possible manner. I prefer to apply my knowledge and skills to contribute to the society and serve others. I believe that one should try to socialize and make friends. Obey laws to make this world a better place. Contribute peace, remain loyal, try to be honest as much as possible, work hard and help others, respect social rights of others. Keep the surroundings clean. Give liberty to others. Take suggestions from others before making decisions. Don’t impose orders. To me, following these above mentioned facts is f ollowing an ethically correct code in life. Differentiate right form wrong: It is human perception to define right and wrong. Something which is right for one is not correct for others. To me ethical values are created by social setup, religion and legal laws. First of all there are some aspects which are right for everyone like peace, friendship, love, truth, liberty, freedom, practical solutions and good deeds. Such aspects are considered as ethical intuition. Second thing we approach is our religion. As a student, I am interested in study of religions, and I have noted that almost all popular religions of the world preach humanity and ethical behavior. Consider Buddhism, enlightened awareness of Buddha is considered. Buddha was a peace loving human being and the religion he has preached also talks about equal rights and ethical conduct. These ethics includes no killing, lying, intoxicants, stealing, and sexual misconduct. In Christianity ethical values include love, mercy, grace and forgiveness. Forgiveness is important because humans commit sins (Fagothey, 2000). If we cannot forgive each other our grudges will not let us human beings behave ethically. In Islam ethical values are to follow the Allah and His prophet Muhammad (Peace Be upon Him). Muslims are accountable for every good and bad deed in the end of this world. Third thing is the law and

African American Studies Essay Example | Topics and Well Written Essays - 750 words

African American Studies - Essay Example While this long term outcome was the same for both men, they differed greatly in the way that they went about turning their ideas into action. Martin Luther King started out as a preacher with a purely religious set of goals. He followed in his family’s tradition, ministering to his own people in his own church and confining himself to religious teachings. Increasing violence against his congregation, and widespread atrocities in the southern states prompted him to change his position to a more political one, however and he became known for his commitment to non-violent political action. He supported bus boycotts, sit-ins, demonstrations and the famous march in Washington, and in word and deed he called black Americans to rise up and join together in resistance, but stopped short of any proactive acts of violence or even retaliation in the face of violence. In his most famous â€Å"I have a Dream† speech to a mostly black audience, he used his considerable talents as a public speaker to paint a future vision of an Alabama, the heart of the currently racist south where â€Å"†¦ little black boys and blac k girls will be able to join hands with little white boys and white girls as sisters and brothers.† (Luther King, 1963a) Using imagery drawn from the Bible he deliberately included white people in this vision, and stressed the unity of all people, male and female, black and white, rich and poor, depicting them as being in chains while they participate in this unjust society, and â€Å"free at last† (Luther King, 1963a) when slaves and oppressor together can enjoy equal rights. By advocating peaceful resistance, he managed to retain the moral high ground, and by stressing the common Christian religion and culture of the majority of blacks and whites in America, he sought to build trust and tackle instances of oppression one by

Madonna's Voyage to the iWorld Term Paper Example | Topics and Well Written Essays - 3500 words

Madonna's Voyage to the iWorld - Term Paper Example Music and technology have always gone hand-in-hand. As far as 1877, when the voice was first recorded with the inventions of the phonograph and graphophone, the music industry has already been assisted and improved by what innovation has to offer. Given that Madonna’s rise to stardom happened in the 80s, this is also where this paper will begin to trace the chronology of the technological development in the music industry and how Madonna figured out in all of them. By the end of the 1970s, music sales drop and various record companies start campaigns within the industry to restrain or even eliminate home taping. However, in 1979, cassette popularity skyrocketed with the launch of the Sony Walkman. This introduction corresponds to the upgrading of the sound quality of the cassette. Instantly, the cassette tape became the sole format that can be used in your home, carried in your pocket and played in your vehicle. The Recording Industry Association of America, which is the lobby ing and trade organization of the record industry, constantly fought for taxes placed on blank tapes up until the 1980s. Eventually, legislators gave the music labels a part of the sale of each blank tape. In 1978, Sony and Philips revealed their proposal to collaborate and produce an identical format for the Compact Disc. Record labels then revealed, in 1982, a global standard that guarantees that all kinds of CDs will work on every CD player there is. During the same year, â€Å"52nd Street† by Billy Joel was made public in Japan, which is the first ever CD to be launched in the world. Come 1988, the CD exceeded the LP in terms of sales percentage. The 80s was considered the most important period in the history of the recorded audio industry, primarily because of the launch of the Compact Disc. Within three years of the arrival of the compact disc in the industry, one million CD players have already been sold in the electronics market. In comparison, it took more than a dec ade for the manufacturers of colored television to sell one million TVs. Shortly after the introduction of the CD, the Digital Audio Tape (DAT) was launched. Unfortunately, it was met with abrupt opposition from music publishers and composers since they feared the possibility of the piracy, especially because of the almost perfect duplication capability and excellent sound quality of the DAT. From the kick-off, RIAA contends for a tool to be positioned inside the recorder in order to prevent duplication. Even after this tool, which is known as the "serial copy management system†, was placed on all DAT recorders sent to the United States, composers and music publishers continued claiming for fees on every DAT tape or machine sold as a compensation in case of home taping. This dispute led to the lack of support of the format from the record industry. Seeing that the DAT format is not feasible, record labels decided not to produce or market pre-recorded DATs. Since there is no pr e-recorded tape, no one will buy a recorder. Ultimately, since there are no sales for recorders, a market for pre-recorded tape is non-existent. In 1990, the mishmash of the Internet and digital audio started an explosive phenomenon – the creation of the Moving Pictures Experts Group-1 Layer-3 or simply MP3. This is a compressed audio file with a small size but still the same sound quality. This format makes file transfer way easier. Madonna knew well how she can make use of these new technological developments in the music industry to the fullest. The internet also made her popularity easier to enhance and spread out. However, along with advantages are disadvantages brought about by the same technological innovations. A proof of pop superstar Madonna’s awareness of how technology can advance her career is her fight to gain tight and control over a domain name that clearly alludes to her name and makes use of her popularity. The said domain, madonna.com, is actually a pornographic website that is obviously riding with her name’

Assess the contribution of Buffalo Bill to the making of the mythic Essay

Assess the contribution of Buffalo Bill to the making of the mythic West - Essay Example The myths are now history, thus transforming the nature of a time and place through the use of celebrity and propaganda. Modern culture is now built on the myths that are created through textual histories that are exaggerated and changed to support the needs of the immediate culture in creating heroes, villains, and a story to fill the spaces within the history of mankind. Early Life William Frederick Cody was born on February 26 1846 to Mary Ann and Isaac Cody in the county of Scott in Iowa. Mary Ann and Isaac Cody had traveled to Iowa as pioneers, part of the group of people who were expanding the territories in North America towards the West. In his autobiography, Cody (1978, p. 17) writes that he was the fourth child of eight children in the Cody family. When he was born, he and his family lived on a farm that they had given a Native American name, Napsinekee Place, but when he was around the age of seven he was moved to the small town of LeClair, Iowa where he had an idyllic chi ldhood. Cody (1978, p. 28) describes his childhood as an adventure, one where he stole apples from the neighbors orchard with the vigilance of the guard dog always his nemesis. He swam in the Mississippi River and took boats out on the water, although the boats were also not always his to take. He reports the story of getting stuck out in the middle of the river, he and a childhood friend having lost the oars, only to be discovered from having stolen the boat from the dock. His descriptions of the events of the his early life describe him as a child who sought adventure and wanted to experience everything, all of the thrills that would come from challenging his boundaries and the elements of his natural world. After his family made a brief and failed attempt to move to California, they moved to Walnut Grove Farm where Cody learned to trap and hunt. He became good with horses, but one event stuck out in his childhood that brought him great sorrow and involved a horse accident. His ol der brother, Samuel, rode out with Cody into town and decided to take a mare that he had been warned not to ride. Samuel, with Cody in his company on another horse, took the mare to the school where he decided to show off, but the horse reared up and then fell upon him, giving Samuel fatal injuries that took his life the next day (Cody 1978, p. 20). Some elements of this event may have contributed to the nature within Cody that led him to his celebrity. Cody’s father was involved in politics, giving him a public persona (Cody 1978, p. 19). So Cody was not unfamiliar with the concept of being known. Samuel had been a popular young boy, his gregarious personality leading the community to give him a great deal of adoration. When he died, the community felt the pain of his passing, thus even in his grief, it is possible that William saw that the effects of celebrity was the appreciation and emotional connection of a large number of people. That Cody sought fame may be traced to t his event as he recorded it in his autobiography as being transformative in his life. The second event in Cody’s life where fame and death were connected came with the stabbing and eventual death of his father. Cody’s family was moved from the farm in Iowa to Kansas, a state that was heavily involved in a debate whether to allow slavery within its borders. His father, involved in polit

Scheme of Instruction, Examination and Syllabus Essay Example for Free

Scheme of Instruction, Examination and Syllabus Essay NOTE: EHM indicates that the course is drafted by the Department of Humanities. EME indicates that the course is drafted by the Department of Mechanical Engineering. ECE indicates that the course is drafted by the Department of Electronics and Communication Engineering. EEE indicates that the courses is drafted by Department of Electrical Engineering. EEM indicates that the courses is drafted by Engineering Mathematics Department. EEP indicates that the course is drafted by Engineering Physics Department ECE 320 Soft Skills is common for all Branches ENG 1001 ENGLISH – I Credits 2 Periods Theory Tutorial / Lab 2 1 Exam Hrs. 3 Sessional Marks 30 Exam Marks 70 Total Marks 100 The emphasis on English Language is enormously increasing as an effective medium of communication in all sectors the World over. As a consequence of this, the acquisition of effective communication skills in English has become most important to the students to flourish in their careers. In this connection there is a need to train the students to equip themselves with the necessary skills required for effective communication in English thereby enabling them to get a good placement immediately after the completion of their under-graduate courses. To meet the objectives of developing proficiency in English communication the following curriculum is designed for favorable consideration. CURRICULUM: THEORY AND PRACTICE (LANGUAGE LAB) 1. A textbook with focus on skills approach. Intended to develop the language skills of Listening, Speaking, Reading Writing. 2. Vocabulary a) One – Word Substitution b) Words often Confused – Pairs of Words c) Synonyms and Antonyms d) Foreign Phrases e) Phrasal verbs derived from the following dynamic verbs Go, Get, Run, Take, Look, Hold, Put, Stand, Etc. f) Idioms and Phrases 3. Grammar a) Error Analysis b) Tense c) Voice d) Concord e) Articles and Prepositions 4. Writing Skills a) Prà ©cis Writing b) Note Making c) Letter Writing – (Letters of Enquiry, Invitation, Regret, Congratulations, Condolences, Complaint, Breaking the ice.) d) Reading Comprehension e) Content Writing : Paragraph Writing and Essay Writing Practice (Language Lab) 1. 2. 3. 4. 5. 6. 7. Spoken English : Varieties Speech Mechanism The consonant and vowel sounds of English Word Accent Accent in Connected Speech Rhythm and Intonation conversation Textbook Prescribed: Select essays and short stories from Srivastava, B., and Mahesari, V.K. (Ed.) Modes of English Prose (An Anthology of prose selections). Reference Books: 1. Sharma, G.V.L.N., English for Engineering Students. 2. Margaret M Maison, Examine your English, Macmillan 3. Krishnaswami, N. and Sriram, T., Current English for Colleges, Macmillan 4. Krishnaswami, N. and Sriram T., Creative English for Communication, Macmillan. ENG 1002 MATHEMATICS – I Credits 4 Periods Theory Tutorial / Lab 3 Exam Hrs. 3 Sessional Marks 30 Exam Marks 70 Total Marks 100 Partial Differentiation and its Applications Functions of two or more variables, partial derivatives, homogenous functions – Eular’s Theorem, Total Derivative, Differentiation of implicit functions, Geometrical interpretation – Tangent plane and normal to a surface. Change of variables, Jacobians, Taylor’s theorem for functions of two variables, Jacobians, Taylor’s theorem for functions of two variables, Errors and approximations, Total differential, Maxima and minima of functions two variables, Lagrange’s method of undetermined multiples, Differentiation under the integral sign – Leibnitz Rule, Involutes and evolutes. Multiple Integrals and their Applications Double integrals, Change of order of integration, Double integrals in polar coordinates, Areas enclosed by plane curves, Triple integrals, Volume of solids, Change of variables, Area of a curve of a curved surface, Calculation of mass, center of gravity, center pressure, Moment o f inertia, Product of inertia, Principle axes, Beta function, Gamma function, Relation between Beta and Gamma functions, Error function or probability integral. Solid Geometry (Vector Treatment) Equation of a plane, Equation of straight line, Condition for a line to lie in a plane, Coplanar lines, Shortest distance between two lines, Interaction of three planes, Equation of sphere, Tangent plane to a sphere, Cone, Cylinder, Quadric surfaces. Infinite Series Definitions, Convergence, Divergence and oscillation of a series, General properties, Series of positive terms, comparison tests, Integral test, D’Alembert’s ratio test, Raabe’s test, Logarithmic test, Cauchy’s root test, Alternating series – Leibnitz’s rule, Series of positive or negative terms, Power series, Convergence of exponential, Logerithmic and bionomial series, Uniform convergence, Weirstrass M-test, Properties of uniformly convergent series. Fourier Series Eular’s formulae, Conditions for a Fourier expansion, Functions having point of discontinuity, Change of interval, Odd and even functions – Expansions of odd or even periodic function, Half range series, Parseval formula, Practical harmonic analysis. Textbooks: Higher Engineering mathematics by B.S. Grewal Mathematics for Engineering by Chandrica Prasad Reference Books: Higher Engineering Mathematics by M.K. Venkatraman Advanced Engineering Mathematics by Erwin Kreyzig Textbooks: Theory of Matrices by Shantinarayanan Higher Engineering Mathematics by B.S. Grewal Advanced Mathematics for Engineering Students, Manieavachgon Pillay, Ramanaiah Reference Books: Higher Engineering Mathematics by M.K. Venkataraman Advanced Engineering Mathematics by Erwin Kreyozig Engineering Mathematics by P.P. Gupta A textbook on Engineering Mathematics by N.P. Bali ENG 1004 PHYSICS THEORY Credits 4 Thermodynamics Heat and work, First law of thermodynamics and applications, Reversible and irreversible process, Carnot cycle and efficiency, Entropy, Second law of thermodynamics, Entropy and disorder, Entropy and Probability, Third law of thermodynamics, Thermography and its applications. Electromagnetism Concept of electric field – Point charge in electric field, Dipole in an electric field, Gauss law, Some applications, Electric potential and field strength, Potential due to a point charge and dipole. Magnetic field – Magnetic force on current, Torque on current loop, Hall effect, Ampere’s law, B near a long wire, B for a solenoid and toroid, The Biot-Savart’s law, B for a circular current loop. Faraday’s law of induction, Lenz’s law, Calculation of inductance, L-R circuit, Energy stored in magnetic field, Induced magnetic fields, Displacement current, Energy density in electric and magnetic fields, Poyn ting vector S. Maxwell’s equations and electromagnetic waves (both differential and integral forms), Magnetic properties of materials, Paramagnetism, Diamagnetism, Ferromagnetism, Ferrite and its applications. Optics Interference – Principles and superposition – Young’s experiment – Coherence – Interference of thin films, Wedge shaped film, Newton’s rings, Michelson interferometer and its applications. Diffraction – Single slit (Qualitative and quantitative treatment). Polarisation – Polarisation by reflection, Refraction and double refraction in uniaxial crystals, Nicol prism, Quarter and half wave plate, circular and elliptical polarization and detection. Lasers and Fibre Optics Spontaneous and stimulated emissions, population inversions, Ruby laser, Gas laser, Semiconductor laser, Applications of lasers. Fibre optics, Optical fibre and total internal reflection, Acceptance angle and cone of a fibre, Fibre optics in communications, Optical parts in fibre, Fibre optic sensors. Periods Tutorial / Lab Exam Hrs. 3 Sessional Marks 30 Exam Marks 70 Total Marks 100 Theory 3 Ultrasonics Production of ultrasonics by magnetostriction and piezoelectric effects – Ultrasonics and diffraction pattern, Applications of Ultrasonics. Modern Physics The quantization of energy, Photoelectric effect, De Broglie concept of matter waves, uncertainty principle, Schrodinger wave equation, application to a particle in a box. Elementary concepts of Maxwell-Boltzman, Bose-Einstein’s and Fermi dirac statics, Fermi dirac distribution function (no derivations), Free electron theory of metals, Band theory of solids, Kronig penny model, Metals, Insulators and Semiconductors, Ferroelectrics and their applications. Super conductivity, Meisner effect, Types of superconductors and applications of superconductors. Nanophase materials – Synthesis, Characterization of nanostructured materials, properties and applications. Renewable Energies – Solar, Wind and tidal – Applications. Books Recommended: 1. Engineering Physics by R.K. Gaur and S.D. Gupta 2. Physics by David Halliday and Robert Resnick – Part I and Part II 3. Modern Engineering Physics by A.S. Vadudeva 4. University Physics by Young and Freedman 5. Materials Science by V. Rajendra and A. Marikani 6. Nonconventional Energy by Ashoke V. Desai

Non Native Speakers

Non Native Speakers Learning a language outside of your own can be difficult, it has its advantages. Even words that are considered unacceptable in some countries can have its uses, in this case English. The reason for this investigation is based on the concern about the use and perception of swearwords for students who are non native speakers (N.N.S) of English. The issues that I intend to explore are the ideas whether University students who are N.N.S of English are able to define and understand swear words within the English Language and if any similarity exists between our language and theirs. On top of that I would like to find out why they think it is essential to know what some slang words in English mean. To me this seems like a valuable topic as I have not come across a lot of research that can explain the opinions of those who originate from countries where English is not their first. Although I have read extracts from online journals by Tony Thorne, Jean-Marc Dewaele and Forbidden words by Ke ith Allan. Therefore, I found it to be an interesting challenge as it would open up a wider understanding of how opinions may differ between me and a student who comes from a different country. Word count: 458In this investigation I shall be looking at 4 sets of data, focusing on the opinion and answers of each participant. An initial interest in this area of investigation came from Forbidden words by Keith Allan and a journal by Jean-Marc Dewaele. It provided significant ideas as to why taboo language may be just as common in English in comparison to another country. A preparatory study was reading the journal of Jean-Marc Dewaele who looked at The Emotional force of swearwords and Taboo Words in the Speech of Multi-linguals. On personal level I feel this is an excellent area of study as it is one that I have interest in and I am intrigued to see what can be found. The investigation will make use of a list of taboo language within my questionnaire and whether a N.N.S has the ability to recognise and define these words. There should be a difference in the quantity and quality of answers from the N.N.S examining the words that I provide them with, and it also allows for a la rge amount of linguistic theories to be incorporated in the study such as Rod Ellis. There is no particular hypothesis for this investigation as I am not trying to prove a belief nor am I trying to criticise another, it is mostly based on whether there is an influence that our words have on N.N.S of English and if they can define them just as easily as an English person can. Literature Review The word taboo is derived from the Tongan tabu which came in to use around the end of the eighteenth century and according to Radcliffe Brown the word simply means to to forbid, forbidden, and can be applied to any sort of prohibition (Allan Burridge, 2006: 2). The discussion of censoring language tends to lead to other forms of communication such as polite/impolite remarks, euphemisms and dysphemisms. However over time the opinion of Taboo language has seemed to become less of an issue in society, for some reason it has become the norm in a persons language, though there are still those who are less inclined to accept it I have personally come across more who accept it in the United Kingdom. This investigation focuses on university students rather than a vast variety of ages (i.e. under 16 year olds and 30+) There is a serious side to analysing young peoples slang. Latest research suggests that what was once a passing fad may be evolving into a genuine dialect, dubbed multiethnic y outh vernacular, with its own vocabulary, accent and intonation. This new form of English, heavily influenced by Black and Asian speech, may actually displace what used to be known as the Queens English (Thorne, 2007: 1). In comparison to other countries outside of the U.K, in particular citizens from countries where English is not their first language can vary, there appears to be just as many profanities in their languages as well as our own. Every culture and language has taboos; some may be easier to define than others as each language make us of different sets of taboos. An example that can illuminate some difference between swearing is Norwegian and English, the word shit in Norwegian tends to implicate lack of value, however Norway is very religious so calling someone a devil (jà ¦vel) is extremely offensive and looked down upon. Though in English offensive words tend to revolve around words that can also means parts of the human body, rather than just words that may insult a person due to their behaviour, i.e. cunt. In relation to this investigation, Wright (1987) feels that a positive way to teach learners of a second language is by writing instructional questions that invite learners to operate on input in some way (Allan Burridge, 2006: 17). I wanted to get a personal input from every participant that I handed out a questionnaire to in order to gain some variety of opinion between students from numerous cultures and felt this was the best way to do it. This study is based on the numerous classroom techniques that many second language learners (SLL, or SLD Second language developers) are introduced to when acquiring a target language. Wode (1980) thinks that classroom learners are able to utilise different strategies for producing TL and observes that they can memorise or imitate fairly long sentences of speech material (Ellis, 1984: 2) Further studies by Wode (1980) lead to results that showed classroom learners can also produce spontaneous speech just as much as those who learnt in a naturalistic way. There has been criticism for this method though, one by Hatch (1978) who stated that classroom learning tends to require frequency as SLL/SLD can take place so quickly that learners may soon fall behind and end up listeni ng instead of contributing to the tasks so little language is actually learnt and produced correctly, Hatch (1978) writes It is not easy to conduct a case study of an individual learner when this learner is immersed in a class of twenty or more such learners (Ellis, 1984: 8). Reading this influenced me to use fewer participants rather than a vast number, although for statistic analysis it would have proven useful, I was actually more concerned with the individual rather than the group. Using a questionnaire also defines the process of interaction between me (the teacher) and the student (the learner) Language development is the result of an interaction between the learners existing state of knowledge and the linguistic environment to which he is exposed (Ellis, 1984: 13). If this is the opinion during any kind of learning the student may go through, how are they able to come across words that they are not taught in the classroom? It could be subconscious strategies that the learner may use to intake information from everyday activities such watching an English film with subtitles, reading a book with English swear words then looking up what they mean, hearing them from friends or family, the internet and even in popular music, it is reasonable to assume t hat a learners learning style reflects both nature and nurture. The learners personality and cognitive style result in a general preference (Thorne 2007: 1). It also depends on the person and why they may want to learn taboo language in the first place, as Tony Thorne states it could be a way to form an identity, a way of excluding outsiders from their conversations (Thorne 2007: 1) this creates a barrier between them and others who they dont wish to communicate with. More of than not it could be so that they are able to recognize them when other people say these words, so they have the ability to defend themselves it has been said about them. Also as there are more people from non-native English speaking areas moving to places in the U.K it is best for them to know the right words from the wrong, for if one were to use a swear word in a job interview without having a full understanding of what it meant could result in them not getting the job at all. When writing pieces of work it is best to know what words to avoid when creating descriptions, it seems unlikely that a person from Luxemburg may write shit in a biology essay if they had to refer to specific roles of the human body but it is not an impossible mistake to make, or a person from France using the word bitch to either describe her opinions about someone or a female dog in a social situation where it is unlikely to be used. It also fascinates me how a learner manages to apply the rules th at they have learnt during SLL/SLD to words that are considered to be taboo, naturally they may just apply the meaning to what a word in their language may mean if it shares similarities for example being able to define which swear words are nouns or verbs. Scott Thornbury gives advice on teaching methods for second language students, and asks them to think about what kind of linguistic knowledge speakers of a language raw in order to express themselves (Thornbury, 1997: 10). This comes to mind when looking at reasons for how students who are N.N.S. of English (Non native speakers) use these kinds of censored words in order to express themselves, whether it be opinions or actions. Another researcher I found relevant to my investigation was the work of Jean-Marc Dewaele (2004) who states that these words are often among the first ones to be learned in an L2, typically outside the classroom with a gleeful NS of that language (Dewaele, 2004: 205). Dewaele points out that they rarely make an appearance in textbooks or used by their tutor in the classroom due to their offensive nature. Because of this, some language learners appear to lack general knowledge of taboo words so tend not to use them as much, they may come in contact with these words (maybe in conversation or though reading/listening to something) but may not actually know the meaning of the word. This creates a fascination of wanting to learn what these swearwords and other vulgar expressions, not just to be able to understand them but to use in themselves. According to Dewaele knowing how to swear in a foreign language can make you seem sophisticated, well-travelled or at least give you a means to swear in front of others without them thinking of you as a foul-mouthed person (Dewaele, 2004: 206), it can also save the possible embarrassment of ensuring that it isnt used in situations where it can be unacceptable (i.e. classroom talk, church and family gatherings). Word count: 1372 with quotes, 1100 without (272 words in quotes). Methodology The setting I decided to follow was a basic quantitative method using a simple classroom to hand out the questionnaires to all of the N.N.S Students during the last 10 minutes of their English Studies lesson. My reason for choosing this method was because each person could contribute their opinion to our English taboo language and make a comparison with their own, see appendix 1 for an example of the questionnaire that I used in this study. Materials were also simplistic as I wanted to keep things from appearing complicated and stressful for the participants; I handed out a box of pens and pencils and the questionnaires onto separate tables for each of them to decide their preferred writing method and begin the questionnaire once everyone had sat down. I did not have any intention to set a time limit as every participant was different so forcing a time limit could have affected their answers If I had set it for a short amount of time answers may have become basic rather than have any elaboration on their answers. The questionnaire was separated into four separate sections; Definitions, Rating, Opinions and Personal questions (to validate the questionnaire). The reason I thought it best to separate my questionnaire in to sections was to make it look more user-friendly rather than one continuous block of questions. In relation to ethics I knew things would be less difficult as all participants were over the age of 18 therefore gaining permission was not needed and I did not go over any personal boundaries when asking participants questions about the cultural background. Also, the number of participants that filled in my questionnaires were a total of 11, this is because it was difficult to find students other than first year students as they were on tutorial leave although I did manage to get 2 second year students to fill the questionnaire out for me. Receiving their answers were different to those in first year, it was still in a classroom, but it was just the two of them rather than taking part when the first year students did so the experiment took place twice; in the same classroom but at different times. The first section required t hem to define a set of English swear words as best as they could, these words were; Shit, Bollocks, Bastard, Fuck, Wanker, Faggot, Twat, Bitch and Cunt. The second section is where I spotted a problem but this will be explained in the discussion/conclusion, I asked students to rate swear words from a choice of 1-10 (1 being the least offensive and 10 being the worst) in the boxes provided. The final two sections focused primarily on their cultural back ground, where they had come across the English swear words how long they had learnt English for, when they learnt it and whether they thought swear words were more frequent in our language than theirs. Word count: 486 Data analysis/Findings The total number of participants were eleven; though I was not primarily focused on gender I did ask them if they were male or female and the result was 8 females and 4 males; the females appeared to answer the personal questions in more depth whilst the males appeared to answer the definitions in more detail. In relation to the backgrounds of the participants I asked them where did they originate from, the results were; 3 students from France; 2 students from Czech Republic; 2 students from Greece/Cyprus; 1 student from Italy; 1 student from South Korea; 1 student from Luxembourg and 1 other student from Brazil. My questionnaire consisted of 4 sections, each one requiring a different set of answers. The majority of participants provided swear words with a definition and an example. Questionnaire 1 (see appendix 2) gave well thought out answers and examples of sentences along with definitions and if they struggled with the meaning they attempted to make some kind of contribution (alt hough some did just tick the I dont know or pass boxes. An example from Q.1 (Appendix 2) is: Shit Excrement, faeces. Usually attributed to bad things/people. Shit I forgot my hat Bollocks Dont know its mean meaning, but it can be used to describe non-sense or madness. That guys completely bollocks Bastard A very rude/annoying person. Stop blabbering, you bloody bastard Most of the other participants made similar definitions for those three selected words above. Although Questionnaire 3 (see appendix 4) had written down Person without a father when asked to define the word bastard. This shows that they are also aware of another form of definition besides the obvious one used to insult a person who may be rude. Another word that I am glad many (minus questionnaires 2, 5 and 9 : Appendices 3, 6 and 10) managed to define was the word Faggot, most wrote down the definition mean word for a homosexual as it is has only within the past 10/15 years become a popular word in our vocabulary. I make this assumption because most people from England who I have spoken to who are over the age of 30 have not come across the word Faggot much. The first section was considered a success as all participants tried to define words to the best of their knowledge. However it was noticeable to see that the definition for word Twat proved difficult with some being unable to m ake a definition at all, whilst others said it was like another version for some of the previously provided swearwords. The Second section was rating the same words that appeared in the first section. This can be put onto a bar chat to explain how participants rated them. All results for this section have also been created in a tally like form (see appendix 13). So in order to place these words into a bar chat I decided to look at the ranks that the students gave and added them up to see what the total was. To make the bar chat clearer I put the total to a maximum of 90 for each word (as an issue was only 9 words would equal up to 90 if all words were marked as 10). Word Rank (out of 90) Shit 31 Bollocks 31 Bastard 53 Fuck 51 Wanker 53 Faggot 52 Twat 35 Bitch 51 Cunt 82 From the above bar chart is clear to see that cunt was considered the most offensive word by all participants with 82/90 whilst Shit and Bollocks both ended up receiving the lowest rank of 31/90. There were some surprising results for words such as Fuck as it was ranked as a considerably average offensive word along with Bastard, Wanker, Faggot and Bitch; Twat was also ranked quite low down. Unfortunately not many participants answered why they ranked these words with certain numbers apart from questionnaires 1 and 3 who gave a couple of answers for some words, one was in Appendix 2 for Fuck: used so often its almost unoriginal and inoffensive and Appendix 4 answered Not really rude for bollocks and unnecessarily mean for cunt. The next part of section two was to find out where they heard these words, as Id suggested before in the literature review some came across these words when watching films, learnt them from friends or read them in books. Some also said that they are similar to words in their own language; an example of this is from Questionnaire 2 (Appendix 3) who said that the word Bastard was Almost same word in my language and same meaning BÄ tard. In section three I focused on their opinions about taboo language, whether it was more frequent here than in their country and in their own language what was a very offensive taboo (swear) word. Opinions changed between some participants who share the same backgrounds, three participants from France showed different answers; this could be due to what area in France they come from (which I did not ask). Questionnaires 2 and 3 (Appendices 3 and 4) both say that there are more swearwords in their language and that English people swear less whilst questionnaire 4 had the opposite; that English people have more swearwords and use them more often. Although one common ground that these participants had were the same idea answer for the most offensive word in their language; this was Pute/Putain which is the French word for both Bitch and Whore/prostitute. A participant from Luxembourg also used the word Pute when describing what he thought was an offensive word in his language, this shows t hat other cultures may appear to have the same opinion as one another in regards to what is considered to be taboo to them. Other students from different areas like Cyprus and Greece thought that both languages seemed to share the same amount of swear words but thought English people swore more than they did. The same can be said for 2 participants from Czech republic who both shared the same opinion on the most offensive word in their language; Pà ­Ãƒâ€žÃ‚ a/Cunt and ÄŒurà ¡k/Wanker. Although one thought (appendix 8) that swear words in our country and theirs seemed to be the same whilst the other (appendix 9) believe that there are far more words in our language and more frequent use. A student from South Korea was unable to translate her example of an offensive swearword although said it was to do with a Cunt/Slut (See Appendix 10) and that there appears to be the same amount of swearing in her language just as much as ours. All participants have said that they have found themselves using English swearwords since learning them. Every participant in this study think it is important to know wh at certain swearwords in English mean as it saves them from using them without knowing their definition, it allows them to recognize these words when said by other people and also knowing these words helps them find the right situations to use them whilst avoiding the wrong (i.e. in a job interview). The final section was to ask them some personal background questions about their origin and how long theyve known English for. All but one participant (Brazilian student learnt at age 18, see Appendix 12) had begun to learn English between the ages of 6 and 12 and all had learnt English before coming to England. The times each participant has lived in UK varies from 7 months (Cyprus; Appendix 6) to 9 years (France; Appendix 5), with one also living in New Zealand at one point (see Appendix 4). 3328 without quotes 3608 with quotes

Traits Theory Of Leadership Management Essay

Traits Theory Of Leadership Management Essay Early research by Burns (1978) concluded that leadership is one of the most observed and least understood phenomena on earth (Burns, 1978). To enhance our understanding of leadership this chapter will critically review the early theories of leadership to current leadership research on transformational and transactional leadership style. It will also discuss how the current findings on leadership are likely to impact the commitment of members in National Union of Bank Employees (NUBE). 2.0 Leadership Leadership has become a hot topic with a burgeoning but fragmented literature in the past few years that draws on both the arts and the sciences. So far there is no agreed paradigm for the study and practice of leadership. The concept of leadership has seized the attention and concern of many researchers in the field of management, psychology, sociology, anthropology, and others in the last century. Such a concern is due to the important roles leaders play in facilitating organizational effectiveness and performance through their behaviors or styles they exhibit and competencies they posses. Indeed, in this context, one measure organizational effectiveness is members commitment (Meyer et al., 2002). It is the contention that the present study is conducted to determine how leadership style affects commitment amongst employees at work. So, what is leadership? The concept of leadership has been defined differently by scholars in terms of the emphasis on leaders traits, influence, competencies, individual vs., and group orientation and cognitive vs. emotional orientations. Burns (1978) defines leadership as a mobilization process by individuals with certain motives, values and access to resources in a context of competition and conflict in the pursuit of goals. More recently, Nigel Nicholson speaks of leadership as either a position or a process (Bradshaw, 2002). If a process, he says, it is about influencing other people, and this requires knowing oneself, knowing those other people, and knowing how to influence them. In order to understand how leadership is conceptualized, it is necessary to look at the leadership styles and variety of leadership theories developed, as follows. Traits Theory of Leadership Trait theories on leadership started in the twentieth century and formal theories on leadership were given by sociologists, experts in human behavior and psychologists. The researchers from 1920s to 1960s focused on the personality of leader and tried to find some traits as the basic of successful leadership (Adair, 1984). Frederick Taylor (1856-1915) cultivated the theory of leadership for the first time for leading in the formal organizations. His basic idea was to increase output by using scientific parameter. According to Bass (1990), successful leadership is determined by factors classified into six groups: achievement, responsibility, capacity, participation and situation. He also claimed that leaders are born but no made. The main assumptions of trait theory are the (a) the common features that characterize are considered as the criteria to define the suitability and successfulness of leadership; (b) an effective leader inherits and learns his/her traits, and (c) leaders are born and not made. To test the traits theory, Gordon (1987) carried out a study to define the relationship between characteristics of personality and leadership. He found a significant relationship between the ability of taking responsibility and leadership. He further found a weak but positive relationship between intelligence, authority and intelligence, and leadership. In a different study to illustrate the differences between leaders and non-leaders in terms of their personalities and traits, Beer et al. (1990) found that leaders were identified as being serious, self-dependent, confident of their competencies, best decision makers, and reasonable in expressing thoughts. They also revealed that leaders are characterized by being able to take responsibility, are self motivated, more persuasive, more capable in influencing others, more energetic, and more diplomatic. Stogdill (1974) carried out a survey of the factorial studies between 1945 and 1970 to define the main features of a leader. He found that leadership traits are defined into six main types: corporal traits, social background, intelligence, capability, personality traits, relevant to task, and social features. The results also showed that an effective leader has skills such as social and personality skills, technical skills, managerial skills, intellectual skills, friendship-achievements skills, being supportive for team work, and being defensive towards work. Situational Theories of Leadership Situational theories appeared as a reaction to the trait theory of leadership. Situational Leadership Theory Ability level of the officer High 5 4 3 2 1 Delegating Supporting Coaching Directing Willingness level of the officer Low High Low 1 2 3 4 5 The Situational Leadership Theory suggests that effective leadership requires both acts of leadership and management. Depending on the level of each of these acts necessary, four different styles of leadership can be utilized. These are delegating, coaching, directing, and supporting. For a leader to be purposeful in their direction, they must use the correct style by being able to evaluate a followers readiness level. In other words, they must meet a follower where they are. Fiedler Contingency Model Functional theory 2.3 Early Description of Relation- Oriented and Task-Oriented Leadership Behavior The study of leadership has an important place in the study of management and organization behavior for several decades. There is no other role in organization has been focused more interest than the leader (SchwandtMarquardt, 2000). The early study of leadership behavior separate those behaviors into relation-oriented and task oriented leadership. Relations-oriented leadership focuses on the quality of the relationship with followers, whereas task oriented leadership focus on the task to be accomplished by followers (Bass, 1990). Researchers have used various terms to describe relations-oriented and task oriented leadership behaviors. Bass (1990) provides an overview of terms used by several researchers. For example, descriptions of relations-oriented leadership behaviors have included participatory decision making (Ouchi, 1981), supportive (Bowers Seashore,1966), concern for people (Blake Mouton,1964), emphasizing employee needs(Fleishman,1957), people centered (Anderson,1974) and leadership (Zaleznik,1977). For both types of leadership behaviors, the most recent descriptions came from Bass Avolio (1995, 1997). They describe relations-oriented behaviors as Idealized Influence (attributed), Idealized Influence (behavior), Individualized Consideration, Intellectual Stimulation and Inspirational Motivation. Their task-oriented description include contingent reward, management-by-exception (active) and management-by-exception (passive) Burns (1978) comprehensive theory formed the foundation for Basss (1985) transformational-transactional differentiation which has become considerable importance in the study of leadership in organization. 2.4 Transactional and Transformational Leadership Leadership style is defined as a pattern of emphases, indexed by the frequency or intensity of specific leadership behaviors or attitudes, which a leader places on the different leadership functions (Casimir, 2001). Theorists have come up with various leadership styles, namely autocratic leadership, transactional leadership, transformational leadership, and servant leadership. Some have been widely studied of by researchers and their effects on organizations have been established. Transformational leadership is one of the leadership styles that have been studied and its relationships with various elements in management have been established. Transformational leadership is a style of leadership whereby a leader can motivate a subordinate to perform above and beyond what he or she had previously believed possible (Bass, 1985). A study performed by Parry (2003) in public sector organizations found that transformational leadership style has a positive effect on the innovation and effectiveness of these organizations. According to Bass Avolio(1995), transactional leadership refers to an influence process to exchange valued rewards for performance. Thus, transactional leadership embraces based exchange relationship. The leader promotes uniformity by providing extrinsic (positive or negative) reward to the collaborators (Cardona, 2000). Transactional leadership encompasses fairly traditional managerial styles where managers or leaders gain compliance and performance by either offering rewards or punishing deviations from standards. This is the pattern of leadership prevalent in most organizations and organizational situations because it contains a basic mechanism of exchange relations which becomes possible when there is no outstanding sense of impeding threat or anxiety. Bass (1985) conceptualized transformational leaders as unique motivators who encourage follower to go beyond their believed capabilities in pursuit of a shared, common goal. Transformational leaders are concerned about efficiency and the achievement of organization goal. They do so with a focus in supporting staff emotionally and intellectually. Basss initial views, characterized transformational leadership as the ability to elicit support and participation from followers through personal qualities. The significance of transactional and transformational leadership has been elaborated in the Full Range of Leadership Model (Avolio and Bass,1991) 2.5 The Full Range Leadership Model The full range leadership model is probably the most validated leadership model in use world-wide today. The originality of the full range leadership (FRL) model lies in the concept of a range of leadership behaviors which all leaders demonstrate. This model required a change for a balanced leadership behavior whereby moves away from the more transactional leadership towards the transformational leadership style. Bass (1999) was the one of the researcher to argue for a transformational style of leadership to transactional forms. Scholars have studied the full range leadership model (FRL) as a predictor of a variety of outcomes in organizations such as employees commitment, employee satisfaction, motivation, organizational effectiveness and performance. (Base and Stogdill, 1990; Barbuto et al., 2007) The Full Range Model describes three main types of leadership behavior to transformational behavior ranging from completely inactive (laissez-faire) to transactional behaviors to transformational behaviors. Thus, transactional and transformational leadership are seen to be in a continuum rather than being mutually exclusive (Yammarino, 1993; Bass and Avolio, 1994). According to Base and Avolio(1995) Laissez-faire is non leadership behaviors that imply the leaders indifference towards both followers actions and organizational outcomes, as well as demonstrating an attitude of abdicating responsibility (to make decisions, or address important issues). The laissez-faire leader, who is also referred to as non transactional is characterized by a relative lack of concern for his subordinates (Bass and Riggio, 2006). The Full Range Leadership (FRL) Model consists of three transactional leader characteristics. Contingent Reward Contingent reward is the classical transactional leadership style. Here the leader sets very clear goals, objectives and targets and clarifies, either openly or by inference, what rewards can be expected for successful completion. Contingent reward leaders are found to be reasonably effective, although not as much as the five Is in transformational leadership for motivating others to achieve higher levels of performance. These leaders assign agreements on what needs to be done and promise rewards or actually reward followers for satisfactory carrying out the assignment. Management by Exception (passive) Management by exception (passive) refers to the process of paying attention to the exceptional rather than the normal. Thus management by exception leaders tend to be relatively laissez-faire under normal circumstances but take action when problem occur, mistakes are made or deviation from standards are apparent. Leaders wait passively for deviances and errors to occur and then take corrective action (Avolio and Bass,1991) Management by Exception (active) Management by exception (active) leaders is found to be less effective than contingent reward leaders but is still required in certain situations. They arrange to actively to actively monitor deviances from standards, mistakes and errors in the followers assignments and to take corrective action as necessary. The leader pays very close attention to any problem or deviations and has extensive and accurate monitoring and control system to provide early warnings of such problems. In the Full Range Leadership (FRL) Model, Bass (1998) divided transformational leadership into four scales. Idealized Influence Idealized Influence is often associated with charismatic leadership (e.g Shamir et.al., 1993; Yulk,1999). Leaders portraying idealized influence attributes have the socialized charisma (Avolio and Bass, 2002). They are perceived as being confident and powerful, and viewed as focusing on higher-order ideals and ethics. Such leaders are often seen as being high on morality, trust, integrity, honesty and purpose. House and Shamir (1993) have said that charismatic leaders demonstrate determination, optimism, and confidence in them to accomplish the mission and realize the vision. For example, Dr Martin Luther King inspired people through his oratorical skills in the face of unpromising resistance. Leaders who exert idealized influence behave in ways that demonstrate high standards of ethical and moral conduct (Bass, 1998). Idealized influence is behavior that encourages followers to use their leaders role model. Inspirational Motivation Inspirational Motivation involves communicating the vision to followers, fostering follower identification with the vision, focusing follower efforts, arousing their self awareness of higher goals and motivations and sustaining positive emotional arousal and identification with these goals (Bans, 1990).Inspirational motivation leaders motivate and inspire followers by providing meaning and challenge to work. These leaders engage followers in envisioning attractive future states and created communicated expectations that followers want to meet. Intellectual Stimulation Intellectual stimulation essentially involves the leader stimulating the follower to think through issues and problems for themselves and thus to develop their own abilities. This leadership approach reflects in large measure the coaching, morale building strengths of individualized consideration. Leaders stimulate followers effort to be innovative and creative by questioning assumptions, reframing problems and approaching old situations in new ways. New ideas and creativity problem solutions are solicited from followers who are included in the process of addressing problems and finding solutions. Individualized Consideration Individualized consideration includes mentoring, coaching, continuous feedback, and linking the individuals current needs to the organizations mission (Bass, 1990).leaders pay special attention to the needs of each individual follower for achievement and growth. Leaders who use this style of leadership show consideration for their workers need and are prepared to encourage and coach the development of appropriate workplace behavior. Individualized consideration leaders pay special attention to the needs of each individual follower for achievement and growth. Followers are developed to successively higher level of potential (Fukushige and Spicer, 2007) In the Full Range Leadership (FRL) Model, the transformational leader follower relationship is viewed as one of mutual stimulation (Barbuto, 1997). The influence of transformational leaders was distinguished on the hierarchical scale of moral development measured by Kohlbergs conceptualization (Popper et, al., 2002). This in more study also reports transformational leaders are classified as more morally advanced than transactional leaders. Figure 1: Full Range Leadership Model 1 PASSIVE ACTIVE Effective Transactional Laissez-faire Laissez-faire Transformational Leadership Management Figure 2: Full Range Leadership Model 2 Increase impact on commitment Laissez-faire Management-by-exception Contingent Reward Intellectual Stimulation Inspirational Motivation Idealized Influence Individualized consideration McGuire and Kennerly (2006) identifies the relationship between organizational leadership and members commitment in the literature since 1950s. McGuire and Kennerly states that transactional and transformational leadership style provides a framework for interaction that might affect the employees relationship, commitment, and work environment. The leadership style adopted by the leaders of National Union of Bank Employees(NUBE) will influence all the activities of union.(Naude and McCabe,2005). According to Bass (1990), transformational leaders demonstrated the four characteristics of idealized influence, inspirational motivation, intellectual stimulation and individualized consideration. Transformational leaders inspired others to improve performance, satisfied and achieved outcomes beyond expectations. McGuire and Kennerly (2006) reported increased loyalty, organizational commitment, job satisfaction, and morale with transformational leaders compared with limited levels of job satisfaction and lower levels of organizational commitment with transactional leadership. Many studies involving the broad categories of transformational and transactional leadership behaviors, as well as specific behaviors within those categories have demonstrated that these behavior impact both individual and organizational effectiveness. Organizational commitment is a construct that explores effectiveness outcomes in similar areas. 2.6 Organizational Commitment Organizational commitment plays an important role in the study leadership. This is in part due to the number of works that have found relationships between organizational commitment and attitudes and behaviors in the workplace (Porter et al, 1974, Angle and Perry, 1981). Organizational commitment has linked to leadership behaviors that are relations-oriented and task-oriented. DeCotiisSummers(1987) found that when employees were treated with consideration they show greater level of commitment. Jermier Berkes (1979) discovered that employees who participate in decision making had higher levels of commitment to the organization. Organizational commitment provides a broad measure of the effectiveness of leadership behaviors. This relationship offers a way to further explore the subject of leadership. Bycio, Hackett, Allen (1995) reported positive correlations between the leadership behaviors of charisma, intellectual stimulation, individualized consideration, and contingent reward and affective, continuance and normative commitment. Studies suggest that committed workers contribute to the organization in more positive ways (Meyer and Allen,1997). 2.6.1 Definition of Commitment Organizational commitment has been defined differently by different scholars depending on their background. Multiple definitions of organizational commitment are found in the literature. However, Mowday et al (1979) defines organizational commitment as the relative strength of the identification of the individual and his involvement in his particular organization. According to this definition, organizational commitment has three basic components: A strong belief in and acceptance of the organizational goals and values(identification) A willingness to exert a considerable effort on behalf of the organization(involvement) A strong desire to remain with the organization. Sheldon (1971) defined commitment as being a positive evaluation of the organization and the organizational goals. According to Buchanan (1974) most scholars define commitment as being a bond between an individual (the employee) and the organization (the employer). In explaining the significance of organizational commitment, Bateman and Strasser(1984) state that the purpose of studying organizational commitment are related to (a) employees behavior and performance effectiveness, (b) attitudinal, affective and cognitive constructs such as job satisfaction, (c) characteristics of the employees job task, such as responsibility and (d) personal characteristics of the employee such as level of education. Commitment involves a willingness to exert considerable effort on behalf of the organization and acceptance of the values and goals of the organization (Ingersoll et al., 2000). Organizational commitment is influenced by such factors as individuals and organizational characteristics (Angle and Perry, 1983). For example organizational members continued commitment towards an organization could be influenced by such factors as benefits, status, monetary and interpersonal rewards. 2.6.2 Three Types of Organizational Commitment Meyer and Allen (1991) and Dunham et al (1994) identified three types of commitment; affective commitment, continuance commitment, and normative commitment. The differences between these three types of commitment reflect the psychological state that binds the individual to the organization. They argued that the affective component is determined by work experiences relating to the job of the person and structural characteristics. Continuance is determined by the magnitude and number of investments that have been made in the current organization and the number of perceived alternatives. Lastly, the normative component is determined by an individuals experiences prior to entry and during employment in the organization in terms of familial, cultural and organizational socialization. Affective commitment is defined as the emotional attachment, identification, and involvement that an employee has with its organization and goals (Mowday et al., 1997, Meyer Allen, 1993). They further state that affective communication is when the employee identifies with a particular organization and its goals in order to maintain membership to facilitate the goal. Meyer and Allen (1997) continue to say that employees retain membership out of choice and this is their commitment to the organization. Continuance commitment is the willingness to remain in an organization because of the investment that the employee has with nontransferable investments. Nontransferable include things such as retirement, relationship with other employees, or things that are special to the organization (Reichers, 1985). Continuance commitment t also includes factors such as years of employment or benefits that the employee may receive that are unique to the organization (Reichers, 1985). Meyer and Allen (1997) further explain that employees who share continuance commitment with their employer often make it very difficult for an employee to leave the organization. Normative Commitment (Bolon, 1993) is the commitment that a person believes that they have to the organization or their feeling of obligation to their workplace. In 1982, Weiner discusses normative commitment as being a generalized value of loyalty and duty. Meyer and Allen (1991) supported this type of commitment prior to Bolons definition, with their definition of normative commitment being a feeling of obligation. Normative commitment can be explained by other commitments such as marriage, family, religion, and etc. Therefore when it comes to ones commitment to their place of employment they often feel like they have a moral obligation to the organization (Wiener, 1982). In arguing for their framework, Meyer Allen (1991) contended that affective, continuance, and normative commitment were components rather than types because employees could have varying degree of all three. For example, one employee might feel both a strong attachment to an organization and a sense of obligation to remain. A second employee might enjoy working for the organization but also recognize that leaving would be very difficult from an economic standpoint. Finally, a third employee might experience a considerable degree of desire, need and obligation to remain with the current employer (Meyer Allen, 1997). Even though the authors present this argument, they do not imply that there is a rationale for summing all the scales to obtain an overall score for organizational commitment. 2.6 Previous Studies Ooi Chai Liang(2002) has conducted a research to identify whether there is a significant relationship between transformational leadership style and commitment in the organization. Research sample consist of 35 employees under the supervision of supervisors in Hotel Mercure Ace,Johor Bharu. Results from this research have proven that when situational factor is taken into consideration, motivation does not show significant effect on the relationship between transformational leadership and commitment in the organization. Whereas, situational motivation factor act as a predictor to the commitment in the organization. Research result also shows that there is no significant relationship between transformational leadership and commitment in the organization. Tan Bee Hong (2000) has conduct a research to identify the relationship between transformational and transactional leadership style with job performance. Research sample consist of 282 employees of blue collar in Technocom System Sdn Bhd(TSSB), Johor Bahru. Statistical technique such as Pearson Correlation Analysis used to determine the relationship between transformational and transactional leadership style with job performance. Research result shows that there is a significant relationship between dimensions of transformational and transactional leadership style with job performance. Wee Kok Cheng (2000) carried out research to identify the relationship between transformational and transactional leadership with job satisfaction. The researcher has concluded that transformational leadership style show a greater relationship with job satisfaction compared to transactional leadership. The study has been conducted on 45 respondents who are nurses and assistant nurses. The purpose of the study is to identify the leadership styles and job satisfaction of nurses in the department of Hospital Daerah Mersing, Johor Bahru. Research result shows that there is a positive relationship between transformational and transactional leadership style with job satisfaction. There were two dimensions of transformational leadership (Idealized Influence and Intellectual Stimulation) which shows the highest significant relationship with job satisfaction. Othaman Mohd Yunus(1994) has conduct a research to study the effect of transformational and transactional leadership between organizational culture and inspiration of a police and job performance and work stress among Polis Diraja Malaysia. Findings of the study shows, in certain situation dimensions of transformational and transactional leadership style plays a moderate role especially in the relationship of PDRM cultures with performance and work stress. Liong (1990) has carried out research to identify the validity of the transformational leadership in a sample of principles and teachers who were selected from 90 secondary schools in Singapore. According to the researcher, principals and teachers who adopt the characteristics of transformational leadership shows high level of job satisfaction and commitment towards schools. Effectiveness of leadership is manifested indirectly through measuring the effectiveness of schools such as higher academic achievement in public examination and success in the field of curriculum. Wiener Vardi(1980) states the impact that organizational commitment had on commitment to the job and career commitment. Their respondents were 56 insurance agents and 85 professional staffs. The researcher reported positive relationship between organizational commitment and the other two types of commitment. In nine studies involving 2734 people, Dunham, Grube Castaneda (1994) examined how participatory management and supervisory feedback influenced employee level of commitment. The researcher founds found that when supervisors provided feedback about performance and allowed employees to participate in decision making, employee levels of affective commitment was stronger than both continuance and normative commitment. It indicated employees staying with the organization were more related to wanting to, rather than needing to or feeling they ought to. In the study of 238 nurses, Cohen (1996) investigated the relationship between affective, continuance and normative commitment and the following other types of commitment: work involvement, job involvement, and career commitment. Findings revealed that affective commitment was more highly correlated with all the other types of commitment. In other words, exhibit higher levels of commitment to their work, their job and their career. Irving, Coleman,Cooper(1997) investigated the relationship between affective, continuance, and normative commitment and the outcome measures of job satisfaction and turnover intervention. Total participants for the study included 232 employees. Results revealed that job satisfaction was positively related to both affective and normative commitment. However, job satisfaction was negatively related to continuance commitment. All three types of commitment were negatively related to turnover intentions, with continuance commitment having the strongest negative relationship. . 2.2 Leadership Styles(Intro)chap 1 Grint (2000) has underscored that a clear understanding of leadership requires an historical approach. He stresses that a particular leadership style during a process of change is time based and that every period has room for a limited palette of leadership qualities (Velde, 2002). A style organizes the pragmatic activity of a leader, indicates how his actions are coordinated and how things and people that matter are determined and changed (Spinosa et al., 2001). It has been argued that organizations beliefs, values and assumptions are of critical importance to the overall style of leadership that they adopt (Bunmi, 2007). Leadership style is the behavior pattern used by leader to resolve the organizational issues. There are several different leadership styles that can be identified in various leaders.