Leadership And The Competing Values Management Essay

Leadership And The Competing Values Management Essay This chapter has two parts: a management theory part of leadership and the competing values framework that puts the topic of research in context; and the second part provides a background insight on the applied field of research which is newspapering in Yemen. This part of the literature review chapter represents an attempt to dive into the ocean-deep literature on leadership is exerted to provide a theoretical background on this heavily studied domain in management. This argumentative collection and discussion of leadership literature will attempt to provide a quick overview of leadership different definitions and the associated theories that enrich leadership literature. A quick reference to the most important models and tools used in leadership studies will be made and discussed. From the various models, the selected theoretical framework of leadership the (Competing Values for Leadership) by Quinn (1983, 1993, 2006) will be subject of more focused presentation and discussion. The reasons of selecting this model not any other will be explained. This part concludes with reference to effective leadership and the role of leadership in the overall organizational effectiveness. 2. 2.2. Leadership 2.2.2.1 Leadership as an Area of Research Due to the extensive attention, leadership is one of the most extensively researched  areas  in organizational contexts for the significance role leadership play in organizations or at a larger scale in nations. Early studies and theories of leadership provided theoretical frameworks which were used as basis for the following eras of studies. Historically, leadership was studied from different perspectives and the following chronology of major studies and resulted theories: the Personality Traits (1841-1927); the Power and Influence of a Leader (1928-1956); the Behavioral Leadership (1955- 1983), where famous Managerial Grid Model was first presented by Blake and Mouton in 1964; the Situation theory (1943-1978) with a new research model: Open-Systems Model presented by Kats and Kahn in 1978; the Contingency approach to leadership (1964-1989) during which the situational theory presented by Hersey and Blanchard, 1969-1977); the Transactional model (1958-1979);and finally the Transformational approach (1977-1989). This volume of theoretical work is categorized under four generational groups. These are in chronological order: Trait theories, Behavioral theories, Contingency theories, and Transf ormational theories. Across sectional, leadership becomes an interdisciplinary field with contributions from political science, psychology education, history, agriculture, public administration management, community studies, law, medicine anthropology, biology, military sciences, philosophy and sociology. In many of these disciplines, leader ship is now an established subfield (Goethals, et al., 2004 p. xxxiv). These different approaches to leadership across management and organizational literature particularly the researches made in the second half of last century call for different leadership styles, and competencies. However, Hofstede (1980) argued that most process leadership theories share a common factor which is their advocacy for à ¢Ã¢â€š ¬Ã‚ ¦participation in the managers decisions by his/her subordinates participative management' (Hofstede, 1980 p. 56). As referenced above, the past century witnessed a remarkable change in the field of leadership research and the major in-depth wave of studies started in seventies and eighties. Two features stand out when the current situation is compared to that of today. These two features are the greater optimism about the field and its greater methodological diversity (Bryman, 2004). However, the evolution of leadership theories did not stop at this stage, a new era emerged in which researchers attempt to develop a more integrated approach to leadership (Vilkinas, et al., 2006). One of the most important theoretical advancement toward this result is the Competing Values Framework (CVF) for leadership (Quinn, et al., 1981, 1983), (Denison, et al., 1993), (Cacioppe, 1998), (Vilkinas, et al., 2006). 2.2.2.2 Definition of leadership Different scholars come up with different theories and consequently introduce their definition to the term leadership based on their respective areas of study. Leaderships guru, Bernard M. Bass (1990) for instance, considers leadership as one of the worlds oldest preoccupations and that its understanding has figured strongly in the quest of knowledge. Leaders of organizations or nations who were described as effective leaders did not have necessarily the same traits, which poses a challenge to the traits theory, especially when it come to the secondary attributes. Researchers traced the lives of these leaders and came up with general characteristics that distinguish leaders from subordinates. John Gardner, in his book On Leadership by Free Press in 1989, studied a large number of North American organizations and leaders and came to the conclusion that there were some qualities or attributes that did appear to mean that a leader in one situation could lead in another. These characteristics included: Physical vitality and stamina; Intelligence and action-oriented judgment; Eagerness to accept responsibility; Task competence; Understanding of followers and their needs; Skill in dealing with people; Need for achievement; Capacity to motivate people; Courage and resolution Trustworthiness; Decisiveness; Self-confidence; Assertiveness; and finally Adaptability/flexibility (Doyle, et al., 2001). On the contrary, leadership gurus Bass and Stogdill conceive leadership as the focus of group processes, as a matter of personality, as a matter of inducing compliance, as the exercise of influence, as particular behaviors, as a form or persuasion, as a power relation, as a instrument to achieve goals, as an effect of interaction, as a differentiated role, as initiation of structures, and as many combinations of these definitions. Under each phrase above, scholars define leadership, and the handbook defines leadership as à ¢Ã¢â€š ¬Ã‚ ¦ an interaction between two or more members of a group that often involves a structure or restructuring of the situation and the perceptions and expectations of the members. Leaders are agents of change-persons whose acts affect other people more than other peoples acts affect them, (Bass, 1990 pp. 20-21) Bass and Stogdill (1990) present above a competency-based definition, which comes after an extensive digest of the various concepts and approaches of organizational leadership. This definition goes along with Chemers (200) who defines leadership as process of  social influence  in which one person can enlist the aid and support of others in the accomplishment of a common task (Chemers, 2002). As leadership is a process not a person; involves influence; occurs in groups; and involves a common goal, Northouse (2010) defines leadership as à ¢Ã¢â€š ¬Ã‚ ¦ a process whereby an individual influences a group of individuals to achieve a common goal (Northouse, 2010 p. 3). Following the same path yet in a wider scope, John W. Gardner (1993) defines leadership as à ¢Ã¢â€š ¬Ã‚ ¦the process of persuation or example by which an individual (leadership team) induces a group to pursue objectives held by the leader or shared by the leaderand his/her followers (Gardner, 1993 p. 1) Another example of the process perspective leadership is found in Burns book Leadership (1978), in which he introduced two types of leaders: transformational leader and transactional leader, presenting a new approach to leadership literature. Burns (1978) said, à ¢Ã¢â€š ¬Ã‚ ¦ transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and the led, and thus it has a transforming effect on both. (Homrig, 2001). However, these two types are deemed as modern leadership styles in the organizational contexts. The argumentative set of definitions brought above are built on the interaction between a leader and follower, rather than the personality traits or behaviors of a leader, although leadership traits approach suggests otherwise. This approach suggests that if these traits are truly present in a person, they will manifest themselves almost without regard to the situation in which the person is functioning (Gardner, 1993 p. 6). The researched confidently can argue that a leader is identified by followers/subordinates as well as an organization or any collective effort with a common goal that provides situational context in which he/she practices leadership. However, having those traits identified in a person, but without people of context, the traits will make of him/her a leader just for the sake owning them. In conclusion, it can be inferred that leadership is process of complex behavior whereby a person is set to inspire, and motivate his/her followers toward achieving common goals that are not effectively achievable otherwise. 2.2.2.3 Leadership vs. Management Both leadership and management are used in organizational context with little sensitivity to the terms especially when the right balance is maintained among all organizational elements that include people, processes, design, system, and technology. However, Doyle, et al. (2001), argued that not all managers, for example, are leaders; and not all leaders are managers. An attempt to make a distinction between managing and leading, one risk of this separation is that management is pushed into the background. Technically there is an overlap of domains and activities between management and leadership and thus in literature you will find managerial leadership (Gosling Mintzberg, 2003). Although leadership is not confined to management, there is wide agreement that the most successful organizations have strong, effective leaders. Most organizations contain both formal and informal leaders, some of which are in management positions, some are not (Albarran, 2006). To lead is to take risks on behalf of purpose and the greater good.   To manage is to mitigate risk on behalf of the bottom line.   A successful organization does both as well as a successful executive. A valuable employee at any level of the organization does both too (McBride, 2010). Although Gardner (1993) believes that leaders perform managerial jobs, he made several points to differentiate managers from leaders. The manager is more tightly linked to an organization than is the leader. Although he stresses on the interchangeable roles of leaders and managers, he argues that leaders do not necessarily have organizations and used Ghandi who was a leader before he had an organization (Gardner, 1993 p. 4). This leads to the term managerial leadership which is more practical in terms of leadership development and training. 2.1.2.4 Leadership Models and Tools As highlighted above, leadership has been studied extensively and dimensionally for more than a century (Seters, et al., 1990). The remarkable change and dimensional development in leadership research resulted in the introduction of several models and frameworks on leadership. Some researchers combine more than one theoretical framework to come up with a unique approach based on the scope of their studies. Yet, each approach is based on a theoretical framework whether it examines leaders personality traits, and behaviors or examine leadership as a process of interaction. Numerous tools and instruments have been developed to examine, study, and evaluate the impact of leadership in search of developing effective leaders (Ladyshewsky, 2007). Over the last decade the 360-degree review process has become a very popular tool in evaluating the impact of Leadership Development programs. The 360-degree assessment is now replacing the traditional performance appraisal (Toegel, et al., 2003). Despite its growing popularity, is not without its weaknesses. Some of these weaknesses include collusion to promote self-interests and selection of raters who will influence results positively. This reduces the value of the 360-degree review because the opportunity for receiving accurate feedback is lessened. Managers, peers and subordinates may also ground their responses using different perspectives because of their relationship to the ratee. These tools give a comprehensive understanding of the roles, and behaviors of leaders/managers One of the recent popular tools is The Leadership Circle Profile (TLCP), which contributes effectively to major advances on the best 360 instruments. As a validated tool, TLCP is designed to measure a battery of key leadership competencies. The Leadership Circle Profile is designed to integrate many of the best theoretical frameworks from the leadership, adult development, psychological and spiritual bodies of knowledge. Few, if any, 360 tools have a theoretical framework to complement their research base. TLCP has a rich and integrated theory base. This allows practitioners to use multiple frameworks that help the client connect the data to deeper insight (Anderson, 2006). Bryman (2004) concludes that leadership research is dominated by a single kind of data gathering instrument-the self-administered questionnaire. The field is replete with countless studies that employ questionnaires within the context of experimental, cross-sectional, and longitudinal designs. The Ohio State LBDQ scales, Fiedlers LPC scale, and more recently the Multifactor Leadership Questionnaire (MLQ), which exemplify respectively the style, contingency and new leadership phases of the fields development, are emblematic of this feature. The questionnaire has become the instrument of choice for researchers working in a variety of different theoretical traditions and within different research designs. The Full Range Leadership Development Theory provides the backbone for analyzing the leadership style of each manager by using the MLQ (Saad, 2008). The different tools and models create more confusion for organizations, leaders/managers, and researchers which is more valid or more appropriate as each assumes and defines different set of competencies (Cacioppe, et al., 2000). Regardless of the confusion between these models and framework in the leadership literature, none can argue if one particular framework to be right while others are wrong. Rather, the most appropriate frameworks should be based on empirical evidence, should capture accurately the reality being described (in other words, they should be valid), and should be able to integrate and organize most of the dimensions being proposed (Cameron, et al., 2006). One of the most popular leadership-management assessment instruments that integrates several aspects of leadership and previous models is the Competing Values Framework (CVF) introduced by Quinn and colleagues in 1981 and 1983. The CVF has been the subject of several organizational studies ever since. In all previous studies, it achieved high level of reliability and validity (Yu, et al., 2009) based on all empirical studies structured around the concept of organizational effectiveness (Quinn and Rohrbaugh, 1983; Quinn  et al., 2003; Belasen, et al., 2008; (Cameron, et al., 2006); (Denison, et al., 1993) (Ladyshewsky, 2007) (Quinn, 2006) (Vilkinas, et al., 2006) (Vilkinas, et al., 2009). The CVF instrument is developed to study the behavioral complexity of leaders (Denison, et al., 1993) and a later stage the CVF, which was developed in the early 1980s as a tool to examine the organizational culture and its variables was introduced as a framework of leadership effectiveness (Cameron, et al., 2006) (Belasen, et al., 2008). 2.1.3 The Competing Value Leadership 2.1.3.1 Theory and Definition The Competing Values Framework was developed initially from research conducted on the major indicators of effective organizations (Cameron, et al., 2006, p 33). It was developed as a result of empirical research on the question of what makes organizations effective (Quinn, et al., 1981) followed by studies of culture, leadership, structure, and information processing (Denison, et al., 1995) (Cameron, et al., 2006). Those conducting the preliminary research asked certain key questions like: What are the main criteria for determining if an organization is effective or not? What key factors define organizational effectiveness? When people judge an organization to be effective, what indicators do they have in mind? A spatial model was developed from the judgment data. It indicated that three value dimensions, focus (taskpeople), structure (controlflexibility), and time (short-termlong-term) underlie conceptualizations of organizational effectiveness. Furthermore, the model suggested some fundamental criteria of organizational effectiveness that differentially reflect these three value dimensions (Quinn, et al., 1981). However, Quinn and Rohrbaugh (1983) conducted further analysis and came up with two major dimensions; (a) one that differentiates a focus on flexibility, discretion, and dynamism from a focus on stability, order, and control; and (b) a second that differentiates a focus on an internal orientation, integration, and unity from a focus on an external orientation, differentiation, and rivalry (Cameron, et al., 2006, p 34). Figure 1: The Competing Values Framework Together these two dimensions form four quadrants, with four different organizational cultures. Figure 1 illustrates the relationships of these two dimensions to one another. What is notable about these four core values is that they represent opposite or competing assumptions: flexibility versus stability and control, internal versus external. The upper left quadrant, for example, identifies values that emphasize an internal, organic focus, whereas the lower right quadrant identifies values that emphasize an external, control focus. Similarly, the upper right quadrant identifies values that emphasize an external, organic focus, whereas the lower left quadrant emphasizes internal, control values. The competing or opposite values in each quadrant give rise to the name for the model, the Competing Values Framework. The resulted quadrants are labeled to distinguish their most notable characteristics-clan, adhocracy, market, and hierarchy, which were derived from the scholarly literature. They also match key management theories about organizational success, approaches to organizational quality, leadership roles, and management skills (Cameron, et al., 2006, p 35-37). 2.1.3.2 The Competing Values Approach to Leadership The Competing Values Framework (CVF) has been named as one of the forty most important models in the history of business (Cameron, 2010). The framework was developed as a result of extensive empirical researches focusing on organizational effectiveness (Quinn, et al., 1983). It predicts that balancing the full range of leadership roles should help managers perform their job effectively; yet, limited cognitive and emotional resources constrain employment of the full range of roles (Belasen, et al., 2008). 2.1.3.3 The CVF Leadership Quadrants In keeping with the emphasis of this model on behavioral complexity and leadership as a portfolio of capabilities, the eight roles in the model are defined in terms of a set of skills necessary to perform each role (Denison, et al., 1993 p. 6). The figure 2 below highlights the rights managerial leadership roles. Figure 2 Eight CVF roles of managerial leadership (Denison, et al., 1993 p. 6 27) Figure 2 suggests a spatial model with eight separate roles presented in terms of two underlying dimensions, with a specific set of relationships among these roles. The roles should take the form of a circle within these two dimensions, such that some pairs of roles (such as the monitor and the coordinator) should be very closely related, while other pairs of roles (such as the mentor and the producer) should be far less closely related. Opposite roles are presumably more contradictory and adjacent roles are more similar. One might expect, for example, that a leader who was highly proficient as a mentor would also have facilitator skills in their behavioral portfolio, but might be somewhat less likely to be highly proficient as a director or producer (Denison, et al., 1993 p. 9). 2.1.3.4 The CVF Leadership Roles As we have seen above the CVF has four quadrants with four types of cultures, the Competing Values leadership model divides each of its four quadrants into two leadership roles (Quinn, et al., 1983), (Denison, et al., 1993), (Cameron, et al., 2006), (Belasen, et al., 2008), (Cameron, 2010). The CVF leadership quadrants and roles are explained below (Denison, et al., 1993, pp. 6-8). The upper-right quadrant, which the effectiveness framework links to open-systems theory and the process of adaptation to the organizations external environment, defines two leadership roles: Innovator Role The innovator is creative and envisions, encourages, and facilitates change. Broker Role The broker is politically astute, acquires resources and maintains the units external legitimacy through the development, scanning, and maintenance of a network of external contacts. Moving clockwise to the lower right quadrant, labeled the rational goal model in the effectiveness framework, two more leadership roles are specified. These roles emphasize the rational pursuit of goals external to the group, and the leaders role in defining and motivating the attainment of those goals. Producer Role The producer is the task-oriented, work-focused role. The producer seeks closure, and motivates those behaviors that will result in the completion of the groups task. Director Role The director engages in goal setting and role clarification, sets objectives, and establishes clear expectations. The lower left quadrant is referred to in the effectiveness framework as the internal process model and places primary emphasis on internal control and stability. Two additional leadership roles are specified in that quadrant. Coordinator Role The coordinator maintains structure, does the scheduling, coordinating, and problem solving, and sees that rules and standards are met. Monitor Role The monitor collects and distributes information, checks on performance, and provides a sense of continuity and stability. The upper left quadrant is referred to in the framework as the human relations quadrant, placing primary emphasis on human interaction and process. Two final leadership roles are defined within that quadrant. Facilitator Role The facilitator encourages the expression of opinions, seeks consensus, and negotiates compromise. Mentor Role The mentor is aware of individual needs, listens actively, is fair, supports legitimate requests, and attempts to facilitate the development of individuals. 2.1.3.5 Leadership Effectiveness Extensive research by management scholars has identified critical competencies that characterize the most effective leaders and the most effective organizations worldwide. Quinn and Cameron (2006) introduced an instrument that assesses 20 key areas of leadership competency based on the Competing Values Framework. The leadership skills being assessed were not arbitrarily selected, but were derived from more than a dozen studies of leadership effectiveness. Figure 3 The Competing Values Framework culture, leadership, value drivers, and effectiveness. The focus of this study is to identify the competing values leadership roles of the chief editors of the participant newspapers, rather than assessing their competencies. Therefore, the suggested leadership competency assessment by Quinn, et al. (2006) will not be used in this study. However, it is of paramount significance to get a comprehensive view of the CVF different instruments. The congruence of leadership competencies and organizational culture leads to effectiveness, according to Quinn and Cameron (2006). To create value, managers competencies must be congruent with their organizations dominant culture. Demonstrating leadership competencies in the quadrants that dominate the organizations culture is associated with higher levels of success for the leader (Cameron, et al., 2006, p. 160). The management guru, Drucker (2006) in his book Effective Executive argued that effective executives should be able to manage time; choose what contributed to the organization; know where and how to mobilize strength for best effect; setting the right priorities; and knitting all of these together with effective decision-making. 2.1.3.6 CVF Model Application Though the framework is most often thought of as a leadership tool it has shown to have many important advantages. The CVF can be used for all aspects and levels in organizations. For example, It can be applied to personal style, yet the same framework can also be used to assess communication, leadership, organizational culture, core competencies, decision making, motivation, human resources practices, quality, employee selection, organizational capabilities, organizational change patterns, strategy, financial performance and many others (Cameron, 2010). The CVF is an approach to thinking that is, to interpreting or making sense of complex phenomena as well as to developing a repertoire of competencies and strategies that address the complexities being encountered (Cameron, et al., 2006). Criticism Development of the CVF Model Beyond the organizational effectiveness, the CVF has been studied and tested in numerous organizations for the past 25 years by scholars and professional experts not only in the United States but also in China (Vilkinas, et al., 2009); Australia (Vilkinas, et al., 2006); Malaysia (Yiing, et al., 2009); Yemen (Al-Marhadhi, 1996) and elsewhere. As a tool, the CVF is not only used in academic research, but also in as an assessment tool in the service industry (Degraff, et al., 2010). Although the model has been widely used in management and leadership research and development, it receives some criticism and further development by other researchers. Hooijberg (1996)  questioned the two dimensions of the CVF model and some of the questionnaire items that measure the leadership role distributed across the model. According to Cacioppe et al (2000), who reference the work of Hooijberg (1996) the CV framework, for instance, does not adequately capture vision or customer orientation roles or competencies that are fundamental to many models of leadership and management. As a result, Cacioppe and Albrecht developed a framework that used several of the aspects of the CV model supported by research with modifications to a number of roles and question items (Cacioppe, et al., 2000). Further application and empirical testing of the CVF led to further advancement. In response to developing researches, Quinn and colleagues developed the model further. In Australia, for instance, the Integrated Competing Values Framework (ICVF) was approached by Vilkinas and her co-authers who introduced the Integrator, as the ninth leadership role (Vilkinas, et al., 2006). Why the CVF? The Competing Values Framework provides a theory of effective leadership through managing tensions, which is the subject of this research. It includes predictions that congruence among disparate elements in organizations leads to success, paradoxical management is required for effectiveness, and comprehensive strategies and tactics representing all parts of the are needed to create value. (Cameron, et al., 2006, p.158-159). The selection of the CVF as a framework for this research is not because it is the best model or framework, but rather because of the significance it has left on leadership and organizational effectiveness, through hundreds of studies around the world. Moreover, the simplicity of the model; and its relevance to the internal and external competing environments of newspapering in Yemen represent supportive factors for selection. Besides, the CVF as a model can be applied as a multi-purpose model to assess leadership effectiveness; leadership managerial competencies, organizational culture, and overall organizational effectiveness. The abundance of literature on CVF, its measurement tools, research questionnaires, and analysis frameworks contribute positively to be the chosen model for this research. The CVF has been adopted in various organizational contexts as an assessment as well as a development tool. According to Quinn and Cameron (2006), the CVF is valid and significant for organizational and personal contexts alike. Chapter II: Literature Review Part 2 Yemeni Newspaper Industry 2.2.1 Introduction This part of the literature review is dedicated to the newspaper history, background and industry in general. A discussion of the environment, newspapers exist is given with examples and citations from existing literature. The overall part aims to present a comprehensive view of newspapering in Yemen with existing merits and challenges. 2.2.2 Background The Republic of Yemen embarked on democracy, political plurality and public freedoms in 1990 after northern and southern parts of the country were reunified. The reunification gave birth to a national constitution which guarantees political and social rights and public freedoms including freedom of the press. The emerging democracy in Yemen and plurality of the political system necessitated the plurality of media as one of the main pillars of a healthy democracy. Although the state continues to control the broadcast media including TV and radio until today, a wide spectrum of print media outlets exists. Although, Yemen has known journalism as early as 1872 when the Turks established a printing press and issued Yemen and then Sanaa newsletters in both Arabic and Turkish (The Evolution and Development of Journalism in Yemen, 2008) Free press plays a key role in sustaining and monitoring a healthy democracy, as well as in contributing to greater accountability, good governance, and economic development. People need to be able to watch the performance of their government and public authorities through a free and independent coverage of relevant news and events. Media as an educational tool is supposed to contribute to raise peoples awareness about their rights and duties. It is assumed that the news media can best fulfill its functions in a democracy if there is a rich and pluralistic information environment that is easily available to all citizens. There is a large body of American literature which suggests that if TV has taken over from the press as our main source of news this may limit our capacity to learn about public affairs; newspapers are believed to be far more effective than television at conveying detailed information necessary to understand complex and detailed policy issues (Norris, Fall 2000). In Yemen today, there are three major types of media: broadcast (TV and Radio); print (newspapers and magazines); and electronic (internet). 2.2.3 Classification of Print Media in Yemen The print media, which includes newspapers and magazines, in Yemen is categorized into three categories from ownership perspective: public or state-run newspapers, political or partisan newspapers, and privately owned newspapers (Al-Asaadi, 2007, Raja, 2010). However, Hassan Mansour (2009) added a fourth category that includes newspapers published by civil society organizations or trade unions, which I believe shoul

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Justice When the question is asked "Can we live in a just world?" In effect it is asking us a variety of things. "Can there be justice for all?" and "Can there be equality for all people?". The answer to this question is no. Unfortunately we live in a world where justice has never really transpired. The first justice that I would like to speak about is personal justice. Blessed are those reared in a household innocence of the deadly sin of envy. Their lives will be tormented by a grinding resentment that they are not beautiful, or famous, or favored with gifts of fortune. They will not demand as a natural right or an entitlement of personal equality with everybody under the sun; nor maintain that their opinions are as good as anybody else's. They will not covet a neighbors' goods. And thus they may come to know peace of soul. The injustice of equality 10/15/93 The point of this statement is not to say that envy makes equality. When we wish for "personal equality" with people, we wish to deny what we really are and allow for superficialness. We become so obsessed with our possessions that we forget who we are and the beauty of our differences. Aristole said that "it is unjust to treat unequal things equally". All people are different, that is exactly what makes us human, so when we treat people entirely the same, we deny their identity. For example that does not mean that I should not treat all people with respect, but I fee...

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In this research paper we will introduce both cases that are related to the males that who are being harassed by females in the workplace. Complaints by men of women harassing them are much fewer because that men who feel powerless or fear for their job security. Case I: The Regal Entertainment Group is to pay $175,000 and other remedial relief to a sex charge discrimination lawsuit brought by the U.S Equal Employment Opportunity Commission (EEOC). The firm was accused with subjecting a male employee to sexual harassment. The company was later to act against him and the supervisor who had tried to intervene. The EEOC had alleged that a male employee at the Regal theater had been subjected to a sexually hostile environment by a female co-worker who repeatedly grabbed his crotch. The EEOC alleged that when the then-general manager was informed of the incident by the supervisor she retaliated and failed to take the necessary measures to prevent or stop the harassment. It was held that sexual harassment and retaliation for complaining violate Title VII of the Civil Rights Act 1964. Be...

Animal Rebellion in Animal Farm

Animal Farm by George Orwell is a story about a group of animals that rebel to get their freedom. It is a story about a society with excellent ideas for progress, that starts with good management, but eventually becomes corrupt. It is a devastating satire on the Russian Revolution. The story elements are matched by a simple prose style. This novel is a straightforward piece of story-telling, which makes the theme of the story pretty clear: totalitarianism is not to be trusted and the communist revolution changed virtually nothing. George Orwell used some literary elements such as plot, characterization, irony, and allusion to present and emphasize the theme of the story. First, Orwell used the plot and characters to present the theme of the story. For instance, the pigs and dogs took most of the power for themselves, thinking they were the best administrators of government. This shows that they were giving themselves attributions and were starting to be unequal. Eventually, the power corrupted them and they killed many of their fellow animals to eliminate competition. Also, Orwell used the pigs to represent the leaders of the Russian government during the 1920†³s, such as Lenin and Stalin. This illustrates how the author used characters, in this case the pigs, to describe the way some leaders acted while they were in charge of their government. Overall, by using a suspenseful but explicit plot, and a personification of animals, Orwell made the reader understand the corruption that surrounded the Russian government. In addition, Orwell used the irony and allusion to present the theme of the story. For example, it is ironic how the animals never remembered any of the commandments clearly, and every time Squealer changed them, nobody noticed it, except Benjamin. This shows how much confidence the animals had on their leaders. They believed that after Mr. Jones had left, now they were supposedly â€Å"their own masters†. Also, Orwell used allusion by presenting a rebellion of animals, which made reference to the Russian Revolution of 1917. This shows how the author used animals to indirectly criticize the leaders of the Russian government during the revolution. By making reference to historical events from the past, the author made a link between the past and present actions and how they relate to one another. Therefore, Animal Farm shows how revolutionary ideals of justice, equality and fraternity always shatter in the moment in which they are going to be practiced. Animal Farm concerns one of the central political experiences of our time: revolution. It is a story about a revolution for an ideal, and about how the ideal is increasingly betrayed until it disappears altogether from the new ociety after the revolution. Because of the corruption within the pig leaders, the animals on the farm ended perhaps even worse than when Mr. Jones was in charge. Every time men and women decide to change the system of government they were born under, there has been a revolution. Orwell is trying to get to the point that revolutions are leading to eventual destruction of society. All in all, there is always going to be a social status that will divide men and economic classes from one another.

Kelley Speach Rhetorical Analysis Enlgish Ap

In the 20th coulomb women and kidskinren faced many injustices across the unify States. Many endureers of the womens suffrage were to a fault advocates of peasant bray restrictions. Florence Kelley, an ambitious reformist and social worker, delivered a speech to the fanciful American Women Suffrage Association in Philadelphia on July 22, 1905 in beau monde to floor others to return changes in womans rights and tyke push back laws. Kelley purposefully courts to emotions of her auditory modality with the use of imagery and utilized parallel of latitude thought social system in fellowship to convey her distinguish level offs more conspicuously with the aid of literally elements.Kelley uses emotional appeal in her speech in order to win gain the charge of her auditory modality by manipulating the audiences emotions to ones Kelley feels willing get her sharpen across the best. She starts despatch her speech by exploitation a piece of data that evokes strong emo tion. In the first paragraph Kelley states that both one thousand thousand large number under the age of xvi courses are working. She thus goes except to state the gruesome jobs the children are doing such(prenominal) as working in cotton-mills and coal-breakers.She starts glowering with this emotional piece of data so that she can like a shot get the attention of her audience. Once the attention of her audience is gained she freely talks about her wants for the change in law scarce she constantly reflects keep going to emotional appeal by utilise imagery end-to-end her speech in order to keep the audiences attention. Another point she uses it is when she describes the treat of itty-bitty six or 7 year old girls in Georgia.Since at this point in time Georgia had no child toil laws Kelley uses the possible scenario of a little six or s tear down year old girl in Georgia whom is just up to(p) to dawn the bobbins working eleven hours a mean solar day to create the emo tion of sadness to bewilder the attention of her audience to her. She then immediately says and they will do so this evening while we sleep referring to the girls in her scenario to make the audience feel sadder about the built in bed and bringing the audiences even attention even more towards her.By acquiring the Audience sad by using imagery and drawing them into her contrast Kelley is able to bring her argument to the audience. Kelley excessively uses literary devices in order to make her get a line points in her argument seem stronger to the audience. Kelley conveys her key points throughout her speech with the use of parallelism. She repeats the alike concept of the unfair child labor laws in four paragraphs to emphasize the point of the unfair laws. She uses the similar abor laws in Alabama, Georgia, upstart Jersey and Pennsylvania to repeat the concepts throughout these four paragraphs of her speech and to make for sure her audience understands the importance of the unfair laws child labor laws in her argument. When describing these laws she uses literary elements to support her claim. For example she uses the implied positivity (the connotation) of the word perquisite to create a sarcastic affirmation that contains a paraxial set of words to stand up the sleaziness of the child labor law set in parvenue Jersey.Kelley does this when she states boys and girls, after their 14th birthday, enjoy the regretful privilege of working all shadow long. She then ties the audience into the argument of child labor by lastly tying the concepts of womens suffrage into her make do after she vividly describes the unfairness of child labor laws through imagery, and literary elements. Kelley also uses a parallel thought structure when talking about womens rights and how the enfranchisement of women could heal the child labor issues in the United States.She starts off the repeated intellections on womens liberty with a two rhetorical questions that gets t he audience even further intrigued in what she is going to say close. In sum, she asks the audience if women and teachers in Georgia could vote, would on that point still be unfair child labor laws. She then asks if women in in the buff Jersey could vote would the bill that enabled girls 14 and up to work all iniquity gift been passed. Of course due to the submit of her audience most of the audience would have been thinking at this point the dissolver to those questions are no.Kelley subliminally at this point utter the women were able to vote child labor wouldnt become as practically of an issue. She wants the audience to think this because it then alludes to her next point that agrees with the bias of most of the people in the path, enfranchise of women as a solution to child labor issues. Kelley then says until the freedom of women, all women in the owing(p) industrial states will have servile(prenominal) consciences and all people in the room should feel they have to participate in this beneficial change.Towards the end of her speech she repeats the idea ,due to her parallel though structure, again but more clearly that with the freedom of women women will be able to take the go into of children in the factories to reduce child labor. In sum, through her speech Kelley is able to effectively use rhetoric to persuade her audience in her claim of both the unfairness of child labor laws and how the enfranchisement of women would cooperate fix the issue.

Criminal Justice in America: A Critical View Essay

roughshod remuneratenessIntroduction Criminal nicety is a system of politics institutions, which argon tasked with uph obsolescenting fond control, and directed at mitigating crimes as well as sanctionative the honor breakers with criminal penalties as and rehabilitation efforts as well. Criminal justice finish offs a number of areas including law enforcement, insipid references, correction and crime pr eventidetion. Criminal justice lawsuits at level two hundred cover a wide range of areas including policies on sentencing and practice, theories of policing and their effects criminal justice practice. As well as familiarizing with a wide range of police powers peculiarly those involving searching and arrest powers. The central role of law in affable processes is explored chthonic criminal justice 200, with primary ratified regimes of various types being reckond and compared from diverse topic contexts as well as cross expressive styles different international co ntext. Legal and non- judicial reforms, those of social ordering, are contrasted investigating human honests law in its practice and structure. Level 200 also focuses on Disability studies. Theories on how the society interprets disability and consequences in social justice. Factors and determinants that frame disability are factored. These factors acknowledge social, political, biological, cultural and economical determinants (Sheldon et al 455). On this paper, I will feature a case that will seek to examine how the judicial system decided to have a shift in the way younkerfuls were treated at trial in cases of criminal nature. The system saw it obligatory to put into consideration the psychological factors, on growth of adolescents brains especially, when determining these cases as the organize of the system is more of reforming than punishing. Over the years, to the high-pitchedest degree takes have believed the Juvenile system in the Judicial system is array up for pu blic protection by providing a mechanism to respond to children who are get into crime as they mature into adulthood. The children who collapse these crimes are believed to be less self-destructive and blameworthy hence the need to signalize them from adults doing the same. States have been responsive to these differences and have in turn established burst act systems to cater for the freshs. They have also provided separate youth-based systems on service delivery that are different from those of adults. Juvenile systems have with child(p) remarkably since their first introduction. The first teen salute was established in 1899 in the state of Illinois. At the time, the process was quite an informal, consisting of conversations between the judge and the youth- with no legal representation for the youth. The system was aimed at creating a different probation system and replacing task of these youths in jails alongside the adults. A different approach to their incarceration was adopted which allowed for formulation of guidance, education and supervision. All states later embraced the teenaged system including the then district of Columbia. In the year 1967, the Re Gault landmark thought by the imperative coquette laid the requirement of attorneys for youths in the system as well as provision of former(a) organic rights like accuse adults including clash of a witness before them. The Supreme Court later gave more constitutional rights including undergoing trials requiring proof beyond reasonable disbelieve and against double jeopardy. However, some states give youths the right to trial y a venire through statutes and court rulings although the Supreme Court discour developd this (Bremna 342).Case milling machine v aluminum This case was a bespeak presented to the Supreme Court by the supplicant, Miller, against the state of aluminum. The case was argued on 20th marchland 2012 and was later decided on twenty-fifth June 2012. In this petition N o. 10-9646, the petitioner by the name miller, with his jock circumvent up Millers fri completion seriously then continued to set his trailer on fire aft(prenominal) a long evening of solemn drug abuse and drinking. The neighbor stop up dying. Initially, Miller had been supercharged by the court like juvenile, but when his case was later on removed and interpreted to an adult court, the court charged him with incendiarism and arrive at. The jury found Miller blameable as charged and the trial court fated him to intent without parole, which was a statutorily mandated punishment. The Alabama court dealing with appeals re-affirmed the ruling, arguing that Millers sentence was non even as sour in simile to the crime he had committed and the authorization nature of it was permissible according to the eighth amendment, which states that one should non be put away for LWP for juvenile offenders that have committed homicide. The amendment forbids venomous and unusual puni shments hence guaranteeing the defendant the right of refrain from being subjected to rather harsh sanctions. Punishment for a crime should be proportionate to both the crime and the offender. The amendment recognizes the neediness of mental maturity n these youths, something that could acquire to impulsiveness and recklessness as well as poor decision making ( crack 10). This petitioned was argued and ideal given jointly with a case of the same nature, petition No. 10-9647 of capital of Mississippi v Hobbs in which capital of Mississippi was charged with murder and thereafter sentenced to a sustenance imprisonment with no parole. Jackson, a 14year old had taken part in a robbery where, unknown to him, one of his friends had carried a short gun with which he used to murder the clerk in the store. Jackson was charged by Arkansas as an adult with the crime of capital felony of murder alongside robbery. The jury found him at fault of both charges something that led to the sentence. The court likened flavour without parole to a death sentence (Adam 10). On June 25 2012, the court gave a 5-4 ruling on the case, judging that a life imprisonment without parole was not constitutional if the accused is over the season of eighteen. The court was persistent on grahams foundational principle that states that the child placement must be taken into flyering when passing such harsh judgments. regardless of the crime committed, such severe penalties on juveniles cannot go on as if they were not children. The court also directed that sentences of life imprisonment without granting parole as such should be rare. The vulnerability of the children was taken into account as well as their high capability to change in the time to come and become better persons. The ruling would for certain have an after effect, especially on those whose sentencing did not take into account age and other mitigating factors (Adam 10). This decision would see at least half of the states in the States change their statutes on handling juvenile cases and sentences to life with no parole including Alabamas statute code 13A. Efforts to end harsh judgments and reduce solitary in confinement for juveniles were evident and efforts to close juvenile detention facilities as states started re-thinking of other shipway on how to deal with juvenile offenders. Campaigns for youth reforms have been started with correctional facilities aimed at creating a view on young felons as victims of circumstances rather than felons who are unreformable (Okonkwo 45).ReferencesTop of FormShelden, Randall G, and William B. Brown. Criminal rightness in America A vituperative View. Boston Allyn and Bacon, 2003. Print.Bottom of FormDaniel Okonkwo The young York Times- Applying The Miller v Alabama sentiment Retroactively Must Be Done, 2013Adam Liptak, Ethan Bronnerthe New York Times- Justice Bar needed Life Terms For Juveniles, 2012Source scroll

The Human Brain and Philosophy

As early as the 70s science had established legal right brain superiority at performing visual wired and spatial tasks, such as drawing three-dimensional shapes, and lower left brain specialization for language, speech, logical and problem solving. (Gazzaniga,1996). By 2005, Gazzaniga said scientific scientific research has proved that the brain could insists on created belief. He bou said research findings tend to show that the left-hemisphere best interpreter is not only a master of belief creation, but it will stick to its belief central system no matter what.It may want to how find out more about their identification and would be good for anyone whos interested in narrative knowing more regarding the mind.Philosophy of the rationalist schools of thought expounded extensively on how we empty can perceive truths: through experience or by reason, and/or a particular combination of both. (Empiricism, Rationalism, or a mix of chorus both thinking. ) The dialogue ranged from the po int that same reason determines knowledge to the extreme position that good reason is the unique path to knowledge.Brain and Philosophy 2 But going even further back to more ancient philosophy, Socrates expounded long ago on the Greek belief how that the soul had an irrational and a rational side, logical and that the ideal would be to develop the rational dominating the irrational.Its divided into sections.

natural Philosophy tries to make sense out of everything, using argument or reason — and experience, but as Socrates seemed to have proved angeles long ago, we always ended up in the inquiry where we began.Ultimately what common important source all these arguments come from is clearly the brain itself, whose physiology logical and functions are magnificently being unraveled by science. Ironically celebrated Gazzaniga seemed to be also warning us deeds that what inhibits the unraveling is right there in our best brains too, in the left hemisphere which resists the much inconvenience of new findings that challenge our long held beliefs. .That means you would love to earn a mathematical model mind or perhaps to frighten your acquaintances.Retrieved October 15, 2008 http://pegasus. cc. ucf. edu/~fle/gazzaniga.The muscles of expression let you demonstrate your emotions.

Retrieved October 15,2008 from http://www. press. uchicago. edu/Misc/Chicago/1932594019.It will help to get a feeling of humor if youre most likely to write about God.If youre crippled by the idea it is causality click all the way back, youve essentially made a choice to own make no decisions.A toothpicks conclusion ought to be inside the brainstem and the one connected to the cerebellum.

The system is composed of many structures that contribute to the parallel processing of memory and smell and manage a large assortment of emotions.Thus the idea is challenging.Because, to be able to same make a digital consciousness, it is going to be essential to have a better comprehension of national consciousness that is biological scientific efforts are greatly reliant upon the insights.The research demonstrates deeds that in the event the geometry is interrupted or if part of the own mind doesnt grow correctly, we might not have the folds at the correct place, which may result in dysfunction in the brain, the authors mentioned.