Down the Road Uncharted The Path of a Leader, Ali Aujali

Among the most complicated tasks, diplomatic mission is the most demanding and the most complicated, since it presupposes not only the interaction of different cultures with completely different pictures of the world, but also the solution of the conflicts which arise as a result of the above-mentioned discrepancies.Advertising We will write a custom term paper sample on Down the Road Uncharted: The Path of a Leader, Ali Aujali specifically for you for only $16.05 $11/page Learn More However, with the help of an appropriate leadership style or a successfully developed combination of the ones, sufficient results can be obtained. Analyzing the leadership strategies used by Ali Aujali one of the most prominent Asian diplomats, one can possibly understand the way in which leadership theories can be put into practice. Tracing the peculiarities of the ambassador’s policy, one can see evidently that Ali obviously uses the path-goal theory, since he convi nces people that the cooperation between Libya and the United States is bound to prove efficient. As Northouse (2009) stresses, A second positive feature of path-goal theory is that it attempts to integrate the motivation principles of expectancy theory into a theory of leadership. This makes path-goal theory unique because no other leadership approach deals directly with motivation in this way. (p. 133) Hence, it is clear that the theory chosen by Ali combines at least two approaches, which doubles the efficiency of the strategy. It can also be claimed that Ali Aujali has been using consistently the style approach, since Ali has been shaping thoroughly the image of his own self as well as the entire population of Libya to achieve the mutual understanding between the USA and the Middle East. According to what the leader says, â€Å"It is important to reiterate that the Libyan people stand firmly and unequivocally alongside America and the West in the fight against terrorism,† (Aujali, 2009), which means that Ali is trying to position Libya as the country searching for the U. S. government’s understanding and cooperation.Advertising Looking for term paper on diplomacy? Let's see if we can help you! Get your first paper with 15% OFF Learn More With the help of these rather wise steps, Ali has managed to shape people’s opinion of the country and its population as friendly and willing to build strong relationships. Reminding the leader that the â€Å"impact on others occurs through the tasks they [leaders] perform as well as in the relationships they create† (Northouse, 2009, p. 78). According to Elshinnavi (2009), the ambassador was determined to cooperate with the United States of the USA as long as the latter changed their policy towards the Muslim world and make it obvious that the new USA policy is aimed at establishing highly trustful relationships with the Middle East instead of the existing ones, which were at that point rather cold and hostile. As the ambassador explained himself, Until we see this change in American policy in the Middle East, and we see that Americans have shifted from supporting one side against the other side, until we see a clear position of the administration that they will help to stop the new settlements, I think the Arab world still will not believe there is a change in the administration’s foreign policy. (Elshinnavi, 2009) Thus, it can be concluded that the strategy which the ambassador used to establish better relationships between the Middle East and the rest of the world could be described as the contingency theory, which, as Northouse (2009) explains, presupposes the ability to adapt to the current situation and react to the changes in the policy rather promptly (p. 115). However, for the most part, Ali Aujali displayed the strategy of authentic leadership, since he had to apply a number of methods which at the given point in history were completely new for Libya. For example, the idea of cooperating with the United States can be seen as rather bold move due to the enmity which exists for quite long between the United States and the Middle East. Suggesting that there can be friendly relationships between the two nations, Ali literally made a breakthrough, which meant the authentic strategy was utilized. To give the ambassador the due credit, the chosen strategy has proven quite successful and rather reasonable. Despite the fact that the authenticity strategy seems quite legit in the given circumstances, it must still be admitted, though, that the path chosen by Ali presupposes a bit of risk. As Northouse (2009) explains, â€Å"authenticity emerges from the interaction between leaders and followers† (p. 208); hence, the use of the authenticity approach was the most demanding of all, which still did not stop Aujali from using it to reach higher level of trust between the USA and Libya. Therefore, judging by the above-mentioned facts, it is the mixture of various styles of leadership that makes a perfect strategy for a politician. Basing both on the previous experience and the deductions concerning the given situation, one is likely to find the most appropriate solution for a certain complexity.Advertising We will write a custom term paper sample on Down the Road Uncharted: The Path of a Leader, Ali Aujali specifically for you for only $16.05 $11/page Learn More As in the given case with Ali Aujali, the authentic strategy must be the most appropriate way to handle a certain situation, for it allows the maximum flexibility and helps to adapt any policy to the given problem, which Aujali has demonstrated in the most striking manner. Reference List Aujali, A. (2009, September 3). Why Lybia welcomed Megrahi. The Wall Street Journal. Web. Elshinnavi, M. (2009, April 24). Albright praises Obama’s efforts to engage Muslim world.  NewsVOAcom. Web. Northouse, P. G. (2009). Le adership: theory and practice. Thousand Oaks, CA: SAGE. This term paper on Down the Road Uncharted: The Path of a Leader, Ali Aujali was written and submitted by user Jerry Moore to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Indira Gandhi Quotes

Indira Gandhi Quotes Indira Gandhi was the Prime Minister of India from 1966 to 1977 and from 1980 to 1984. Daughter of Jawaharlal Nehru, a hero in winning independence from Britain, Indira Gandhi was also a follower of Gandhi in her early years. Indira Gandhi was elected Prime Minister in 1966, and her administration was often controversial. After using the military to put an end to a Sikh separatist operation, Indira Gandhi was assassinated by her Sikh security guards in 1984. Select Quotations You must learn to be still in the midst of activity and to be vibrantly alive in repose. Actions today  mould  our tomorrows. What matters is that we should achieve what we set out to do.  (1977) Social change is brought about by those who dare and act, who can think unconventionally and who can court unpopularity.  (1974) My grandfather once told me that there were two kinds of people: those who do the work and those who take the credit. He told me to try to be in the first group; there was much less competition. Tolerance and compassion are active, not passive states, born of the capacity to listen, to observe and to respect others. They are founded on a reverence for life that shows itself in ones attitude to man and to the earth and to other creatures. This state of listening, observing, is to be alive; it is a state of understanding and it is the manifestation of a truly scientific mind that is mature with the quality of humanness. Ends may vary but means must be based on the acceptance of man as the  centre  of all quest. (1981) There exists no politician in India daring enough to attempt to explain to the masses that cows can be eaten.  (1975 interview with Oriana Fallaci) I would say our greatest achievement is to have survived as a free and democratic nation. Let us not allow ourselves to be oppressed by frustration or misguided by anger into  wrong  action which will inevitably increase the burden on the common man, undermine the very foundations of democracy and imperil the well-being and happiness of us all. But let our concern lead us to constructive effort, to hard work, to co-operation.  (1966) Our ancient philosophy speaks of right action. Lifes journey should be in quest neither of power nor wealth but of inner worth. The Gita says, To action alone  have  you a right, not to its fruits. We want progress, we want development, but in such a way that it does not disrupt the life of the area, the looks of the area, the beauty of the region and does not alienate the people from their own surroundings...  (1975) Martyrdom does not end something, it is only a beginning. You cannot shake hands with a clenched fist. There are moments in history when brooding tragedy and its dark shadows can be lightened by recalling great moments of the past. Even if Indira Gandhi dies, her blood would spring from the earth and thousands of  Indiras  will emerge to serve the people of the country. I say so because Indira Gandhi is not the name of a mere woman but a philosophy which is wedded to the service of the masses. –the month she was assassinated, October 20, 1984 I dont mind if my life goes in the service of the nation. If I die today every drop of my blood will invigorate the nation.  Ã¢â‚¬â€œthe night before she was assassinated, October 30, 1984. To bear many children is considered not only a religious blessing but also an investment. The greater their number, some Indians reason, the more alms they can beg.  (1975) It is not enough for a few at the top to reach outstanding ability. Performance at every level, even the very lowest, must be improved. All of us are part of the huge apparatus of the nation, the efficient working of which is dependent on the smooth functioning of every individual component.  (1969) Ability, and not class or community or wealth, should determine what education a child should have, what school he or she should go to.  (1966) The Himalayas have shaped our history; they have  moulded  our philosophy; they have inspired our saints and poets. They influence our weather. Once they defended us; now we must defend them. Our  defence  services are learning to know them and to love them.  Ã¢â‚¬â€¹(1968)

Sociology ( popular culture) Essay Example | Topics and Well Written Essays - 500 words

Sociology ( popular culture) - Essay Example 1)†. Of course the entertainment state is much larger that television itself and is essentially made up of what Hirsch (2000) calls cultural industries. These industries include television, films, news media and other influences on culture that define how a society shapes itself. The entertainment state can affect cultural values to the point that villains in the culture of one social order may be the heroes in another. For example, in some Islamic countries â€Å"Osama bin Laden’s now familiar smile beams out from posters and T-shirts dotted around the bus stops and markets (The Daily Times, 2003, Pg. 1)†. In American however, his picture may grace many dart boards. This is also a difference of ideology which is described by Johnson (2004, Pg. 587) as, â€Å"Popularly accepted ideas about the structure, the internal processes, and the world situation of the society†. Further, ideology includes ideas about the history of the society, revaluations of accepted facts as well as the values and goals which society has for itself. However, Johnson (2004) makes it clear that ideology is not a static object since it can change its particulars with time and may need constant reassurances from the institutes which maintain and control the social order. This maintenance and control of the ideology of a society creates hegemony. The hegemony may be created by the government in situations where the media is controlled by the state or it may be created by media mavens themselves. In America for example, the media controls most of the information and entertainment given to the public. As described by Henry (2007, Pg. 252), â€Å"Five gigantic entities: Time Warner, the Walt Disney Corporation, Rupert Murdoch News Corporation, Bertelsmann of Germany and Viacom† control most of whatever is heard and seen by the American public. Unsurprisingly, this media cartel has the same news and views to offer to the public while the voice of

Organizational Behavior Terminology and Concepts Paper Essay

Organizational Behavior Terminology and Concepts Paper - Essay Example Organizational behavior plays an important role in achieving the company’s goal. Therefore, positive attitude and behavior towards the company’s goal should be present throughout the organizational hierarchy; regardless of employees’ authoritative power within the company. According to Sweringa and Wierdsma (1992), â€Å"the more complex the rules and less transparent their formation, the harder they are to change.†1 This statement applies to organizational behavior. Meaning, the older the organization exists, the harder it is to change employees’ behavior and rules within the work place. Whenever the management is planning to change the company rules, it is more efficient to change the organizational behavior first. Organizational culture refers to a collective attitudes, experiences, beliefs and values shared by group of people within an organization. Organizational values could develop into an organizational norm, guidelines or expectations that are prescribe as an appropriate and accepted behavior of employees in a specific situation.2 Culture pertains to a pattern of beliefs and expectations shared by the members of an organization. Culture produces norms in shaping the behavior of both individuals and groups within an organization. It is usually long-term, strategic, and difficult to change because it is rooted in beliefs and values. Organizational culture represents a shared sense of the way employees in which organization do as a critical factor in guiding day-to-day behavior and shaping a future course of action. Organizational culture is classified as: strong culture or weak culture. Strong culture exists when employees would immediately do things because they believe that it is the right thing to do. Weak culture is present when there is a little misalignment in the organizational values that needs extra control by using an extensive procedures and bureaucracy. Diversity includes the differences in religion, age, sexual

Using Sports as a Key Promotional Vehicle. (Adidas) Essay

Using Sports as a Key Promotional Vehicle. (Adidas) - Essay Example Other areas that the marketing plan shall address include choosing a media through which to do the advertisement. Such media could be electronic media, print media or web as an online marketing media. The paper will also discuss developing of an advertisement schedule that will define when and how long the advert is running in case it is a live broadcast. It will also define a clear way through which the plan will be able to measure the effectiveness of the advertisement (Caskey, & Subirana, 2007, p. 670). This paper will also address ways in which to go about the components of strategic marketing plan such as mission, goals, product planning, and marketing information management. It will also analyze and discuss distribution system, pricing, promotion strategies, financing, and issues to do with purchasing. The marketing plan will also address concerns around risk management, actual selling, and internal communication systems for effective management and passing of information. The promotion plan will also discuss other administrative plans such as a timeline for implementing the promotion and appropriate intervals when the promotion will run. In order to achieve all these, the plan will first set mission and vision. Marketing in general presents an opportunity for any business to grow. Additionally, this In fact, how much a business does its marketing plan determines how much the business is going to benefit in terms of sales turnover. The Sports Promotion Plan for Adidas This market ing promotion is all about Adidas and its assorted sports products. Adidas aims at sponsoring Euro 2012 to market itself. To do this, Adidas Company must find out all the stadiums where teams will play. Using Porter’s Generic model, the promotional plan for the sports equipment that Adidas must first consider will be the need to concentrate on cost leadership strategy as put ward by Chowdhury (Chowdhury, 2005, p. 64). Under this model, Adidas will have to set its prices averagely low so that it can earn a share of the market in the short run as it anticipates other competitor such as Fila to respond. The first promotional strategy for Adidas will be to secure the sponsorship in part but as the leading sponsor. This will give Adidas the power to make sure that it has a say on how Euro 2012 is going to engage in advertisement. The most recommendable promotion means in the forthcoming Euro 2012 will be to inside stadium advertisement and television promotion of the event. It wil l be satisfactory if the business also sponsors referee t-shirts and other sports assortment that there may be, then the business can just maintain its positions as other firms experience decrease in sales (Daniel, 2003, p. 233). Mission and Vision Adidas mission for Euro 2012 is to be the leading supplier for all sports assortments to teams and fans. Its vision is to reach most parts of rural and urban Europe to campaign for increased interests in sports. Adidas is aware that such a campaign will translate into increased demand for its products during the Euro 2012. The post-match period could also be profitable from the new market acquired during the Euro 2012 sponsorship. Other goals for the industry could be making sure that at the back of receipts sold, the front design has Adidas name in the

Selection Of Needs Analysis Approaches

Selection Of Needs Analysis Approaches ESP (English for Specific Purposes) is defined as an approach to language teaching in which all decisions as to content and method are based on the learners reason for learning (Hutchinson and Waters, 1986). In other words, ESP courses are designed with the intention of meeting learners needs. Moreover, they also indicate that ESP is just one branch of EFL/ESL, the tree of which is nourished from communication and learning. Thus, like other forms of language teaching, ESP courses are designed in order to meet the certain purposes which learners are required to learn English for. They can be academic purposes (EAP) or work/training purposes (EOP/EVP/VESL). In another classification, the purposes of ESP courses can be for Science and Technology, Business and Economics or Social Sciences. As those above-mentioned purposes are quite various, it raises the necessity of Needs Analysis, which is considered as the irreducible minimum of an ESP approach to course design (Hutchinson and Waters , 1986, p54) or a vital step in the process of designing and carrying out any ESP courses (Songhori, 2008) or the very first step of course design process which provides validity and relevancy for all subsequent course design activities (Johns, 1991). With such increasingly importance of Needs Analysis to ESP course designers, this paper is conducted as a practice of carrying out Needs Analysis. However, due to the timing constraint as well as the requirement of the course, the paper just focuses on choosing an appropriate Needs Analysis approach to collecting the information of a specific group of learners needs. The paper also provides a detailed rationale and some samples of the means of data collection in order to support for the selection. NEEDS ANALYSIS THEORIES Since Needs Analysis is performed in order to find out not only the necessity, the lacks and the wants of learners towards the target situations (target needs) but also the learning needs or what learners need to do in order to learn, there exists different approaches to Needs Analysis, namely Target Situation Analysis, Present Situation Analysis, Pedagogic Needs Analysis. Deficiency Analysis, Strategy Analysis or Learning Needs Analysis, Means Analysis, Register Analysis, Discourse Analysis, and Genre Analysis. The term Target Situation Analysis (TSA) was first introduced as communication in the target situation in Chambers article (1980). However, in his book published in 1978, Munby already mentioned the target situation which, according to him, was closely concerned with the target needs and target level of performance and this has been followed by many researchers (Hutchinson and Waters, 1986; Dudley-Evans and St. John, 1998; West, 1994) with inheritance and development. Yet, whatever similarities or differences they share, they all use TSA with the same aim of finding as thoroughly as possible the linguistic form a prospective ESP learner is likely to use in various situations in his target environment. For example, Hutchinson and Waters (1986) considered Target Needs Analysis as in essence a matter of asking questions about the target situation and the attitudes towards that situation of various participants of the learning process (p59) and most of those questions are closely related to Munbys parameters. The second type of Needs Analysis that needs mentioning is PSA or Present Situation Analysis which may be posited as a complementary to target situation analysis (Robinson, 1991). As presented from its term, PSA is used with the attempt to find out the information about learners at the beginning of the course. It may estimate the strength and weaknesses of learners in all aspects, including language, skills as well as learning experiences. It may also involve information about the teaching and learning settings or the user-institutions reference. The information for PSA can come from a well established test or from learners previous learning results. Deficiency analysis or lack analysis is claimed to form the basis of the language syllabus (Jordon, 1997) since it is supposed to provide information about both the present situation and target situation and thus, the gap between them for the course designer to consult. Strategy analysis or learning needs analysis is another important type that the course designer should take into considerations when he/she designing an ESP course. It is concerned with learners view of learning or their learning preferences. It tries to establish how they wish to learn rather than what they need to learn and consequently help course designer to find ways of motivating and enabling learners to reach the goals of the course. Means analysis is considered to provide the course designer with information about the environment in which the course will be run (Dudley-Evans and St. John, 1998, p125) and consequently, the approach attempts to adapt the ESP course to the setting of the learning institution. The last type mentioned in this paper is Pedagogic Needs Analysis proposed by West (1998). It is considered to be a combination of all above-mentioned approaches with the hope to compensate all shortcomings of the above approaches through the combination. However, in some cases, it does not always work. In the history of ESP development, there may exist some other Needs Analysis approaches. However, due to the limit of this paper, only nine above approaches are selected to be briefly described. BRIEF DESCRIPTION OF TARGET LEARNERS As aforesaid, this paper only focuses on finding a suitable Needs Analysis approach for a specific group of learners. More specifically, they are twenty 2nd-year students of Electronics and Telecommunications Department, College of Technology. They have just finished two terms of General English. According to their learning results of the first two terms, they are pre-intermediate English learners. This ESP course is their 3rd and also the last term of learning English at university and it is supposed to be a preparation for them to be ready for their future career of telecommunication engineers. The course is planned to last four months which will be divided into fifteen weeks of learning. In each week, learners are intended to attend seven 45-minute periods which will be allocated in two different mornings. The institution (i.e. College of Technology) assures to provide all needed facilities for the process of learning and teaching. For instance, essential teaching aids like tape/CD players, computers, projectors and a well-equipped library are always available for use. Teachers are also promised to have best conditions of finding appropriate materials as well as creating teaching environments to assist to process of learning and teaching. Above is all provided information about the target group of the English course for Telecommunication which is taught in the third term of the university curriculum. APPROACH SELECTION WITH A DETAILED RATIONALE In order to support the process of designing the most appropriate and effective course for the above-mentioned target group, it is necessary to give an adequate profile of the above-mentioned learners needs by means of a combination of two approaches: (1) target needs analysis and (2) learning needs analysis. The reasons for such selection are discussed as followed: Firstly, as aforesaid, an ESP course is designed to meet some certain needs of learners by bridging the gap between a current state and a desired or target one (Graves, 2000). Thus, it is necessary for the course designer to be aware of the learners states at both point of time. In other words, he/she is suggested to carry out both TSA and PSA. However, in this situation, since the target group of this ESP course is in their 3rd term at university, the course designer is quite sure about the current state of the learners as well as the current state of the institution facility. He/She knows where the learners are and what the learners lack. He/She also know what kinds of facilities are available to support the process of learning and teaching. Consequently, there is no need of carrying out a PSA for learners existing state of language/skills or the conditions of learning but there must be a necessity of TSA which is supposed to gather adequate and specific information about how the l anguage will be used, what the content areas will be, who the learners will use the language with, where and when the language will be used, etc. (Hutchinson and Waters, 1986) or about purposive domain, setting, interaction, instrumentality, dialect, communicative event, communicative key and target level (Munby, 1978). In conclusion, TSA is hoped to be a reliable indicator which can determine the destination of the course. It can also act as a compass to give the direction for the journey of teaching and learning. Nevertheless, TSA only provides the course designer with the information of the target situation. In other words, TSA can just answer the question of what to teach and how to teach. In this case, that is not enough. As this term is a part of a learning process, it is also crucial for the course designer to take into considerations the learners learning preferences. Thus, the employment of another needs analysis (i.e. learning needs analysis/LSA) is a good choice to make the process of course design perfect. Moreover, it is believed that the learning preferences and strategies for GE (general English) may be different from those for ESP. As a result, the course designer needs to know these differences in order to design an appropriate course for most of the learners. All in all, a combination of TSA and LSA is considered inevitable and is expected to offer the ESP course designer a full profile of both target situation and learning preferences for the 3rd-year students of Electronics and Telecommunications Department, College of Technology. SAMPLES OF THE MEANS FOR DATA COLLECTION As decided in the previous part, a combination of TSA and LSA is employed to give a detailed profile of target situation and learning preferences in order to support the design of the English course for Telecommunication. More specifically, both formal and informal means will be used to collect the data for the needs analysis at the beginning and during the course. At the beginning of the course, formal interviews with the managers of some telecommunication foreign companies will be carried out to identify the target situations in which learners will have to use the language. Below is some sample questions that may be included in the interview: Who will your employees speak English to? Native or non-native speakers? What is their level of main interlocutors knowledge? Expert or layman? Where will your employees have to use English? In the office, at the workshop or in the meetings? Can you mention some other situations? Firstly, an informal questionnaire with both closed and open-ended questions will be delivered to learners to find out the preferences of learners learning. Below is one sample question that may be included in the questionnaire: What kinds of materials do you want to work with in the course? (Please tick on the box the materials you want to work with) Textbooks provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) searched and selected by learners A mixed use of all kinds Informal interviews with ex-learners (i.e. learners who already took the English course of Telecommunication) will be also utilized to specify the information of what they think should be included in the course as well as the way they think the best way to learn the target language. Below is a potential question that may be included in the interview In your point of view, which is the most important language skill that learners of this ESP course should improve? Reading? Speaking? Writing? Or listening? Why do you think so? During the course, another informal questionnaire will be delivered to learners of the course in order to check whether the course goes right or not.

Essay on the Artful Paradox of Sonnet 66 -- Sonnet essays

In sonnet 66, Shakespeare creates a paradoxical difficulty for himself as a poet. As Helen Vendler points out, the censorship described in line 9 necessitates an absence of art from the poem (309-10), yet coevally Shakespeare must keep the reader interested. He straddles this problem by speeding the tempo, creating questions in the reader’s mind, and representing intense emotions-- all through apparently artless techniques. Most obtrusively, both sound technique and constant end-stoppage speed this poem’s tempo in an apparently craft less way. The sound techniques of sonnet 66 jingle horridly, fulfilling the requirement of artlessness, yet they also speed the tempo, preventing the reader from becoming bored with the poem. Vendler points to the presence of tri and quadrisyllabic rhymes as particular errors (310), but such sound repetition rushes the reader through the poem. Alliteration, as in "beggar born" (2) and "needy nothing" (3); assonance as in "I cry" (1) and "And captive" (12); and consonance as in "and gilded" (5) achieve the same end, though with less apparent craftessn...