Leadership Models and Competency Frameworks

Leadership Models and Competency Frameworks This assignment mainly focus on a review of leadership theory and competency frameworks based on the debate leaders are born not made.after that I have tried to relate these argument with Leadership Models and Competency Frameworks, which are currently being used in organisations. These all things will help to understand that in which qualities required of people in leadership positions and will help to improve the leadership development process. Also some private sector, some public sector are discussed and web links to the full models included where available. Introduction: Are leaders born or made? this is a long debatable question from long times ago that whether leaders are born or made. But many researchers trying to find out this question answer for decades. The decades are going on and now we know the answer. Finally it has decided that leaders are sort of born and theyre always made. Early theories mainly focused on the difference between leaders and followers but theories in now-a-days are focused on situational factors and leadership skills. Now I am going to discuss this topic through eight leadership theories, models and leadership frameworks and with comparing and contrasting the theories in below: 1. Great man theories: This theory assume that leadership capacity is inherent -and it also assume that great leaders are born, not made. These theories assume that these leaders have come when the country has needed to them. So its totally destined to leadership when needed. These theories also portray leaders as heroic, mythical. And most leaders were male in this theory. For example: Gandhi, Sheikh Mujibur Rahman, Eisenhower, Churchill were great leader. 2. Trait Theories: Like Great Man theories, trait theories assume that people will have inherited main qualities and traits that will help them to do their lead. It assumes that leaders must have to follow some particular behaviour which will help them to be a great leader.This theories also assume that people are born with inherited traits. Stogdill (1974) identified the following traits and skills as critical to leaders. Traits: Adaptable to situations Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organised (administrative ability) Persuasive Socially skilled Skills: Alert to social environment Ambitious and achievement-orientated Assertive Cooperative Decisive Dependable Dominant (desire to influence others) Energetic (high activity level) Persistent Self-confident Tolerant of stress Willing to assume responsibility Behavioral Theories: Behavioural theories assume that great leaders are made, not born. According to this theory, that great leaders are made, not born and through teaching and observation people can learn to become leaders. Furthermore, they follow that what leaders actually do. Contingency Theories: Contingency theories of leadership mainly based on some special variable which actually find out that particular style of leadership will be fitted for the environment of organization. This theory assume that there is no best leadership style which will be fitted in all situation.. Participative leadership: Organization will be developed when people are more committed to their relevant action and this action will happen on that time when company will involve all employees with their relevant goals and decision. People are less competitive and more collaborative when they are working on joint goals. When all people in company take decision together , the social commitment become higher and their commitment to decision will increase. Situational theories: Situational theories are best for taking certain types of decision making and here leaders choose their best course of action based on many situational variables . Transactional Leadership:    It assumes that people are motivated by reward and punishment. Here total system activated by a clear chain of command. It means people will agree to do a job and authority will be given by a manager. Here subordinate will do their job to get a decision of manager, they are fully responsible for that job. In case of any failure subordinate will get punishment. . Transformational Leadership : It assumes that people will follow a person who inspires them. Here a leader must have a vision and passion to achieve great thing and he or she must have to work hard through enthusiasm and full energy. Now I m going to comparing and contrasting those above theory in briefly: Great Man Theories Here leaders are exceptional people, born with innate qualities, destined to lead. Trait Theories It describes about leaders qualities Behaviourist Theories These assume that what leaders actually do rather than on their qualities. Here different patterns of behaviour are observed and categorised as styles of leadership. Situational Leadership This is an approach where leadership is very specific to the situation. It also assumes that different required leadership styles may be required in different levels in the same organization. Contingency Theory This theory find out the situational variable which best predict that which leadership style will be followed. Transactional Theory This theory mainly focuses on the relation ship between leaders and followers and here leader give the reward based on loyalty of the followers. Transformational Theory Here main concept is change and envisioning and implementing is a main thing to get better performance. LEADERSHIP MODELS AND COMPETENCY FRAMEWORKS : In his section I m going to explain about different leadership models and frameworks which is used in practice across the public and private sector organisations. Private sector frameworks: BAE performance centered leadership: For improving the business, Performance Centred Leadership competencies provide a set of related behaviours. Thats why they have been developed from 360 degree feedback information, benchmarked against the competencies of high performing organisations, each with related behaviours there are five core competences. Try to achieve High Performance à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, focusing on the Customer à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, developing Others à ¢Ã¢â€š ¬Ã‚ ¢fourth, Continuously Improving à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, Working Together FEDERAL EXPRESS LEADERSHIP QUALITIES : They mainly follow a system where they have selected 9 attributes for rating motivated leaders: à ¢Ã¢â€š ¬Ã‚ ¢ Appeal or allure à ¢Ã¢â€š ¬Ã‚ ¢ personal consideration à ¢Ã¢â€š ¬Ã‚ ¢ Intellectual incentive à ¢Ã¢â€š ¬Ã‚ ¢ Determination or braveness à ¢Ã¢â€š ¬Ã‚ ¢ Constancy à ¢Ã¢â€š ¬Ã‚ ¢ Flexibilty à ¢Ã¢â€š ¬Ã‚ ¢ candour or honest ness à ¢Ã¢â€š ¬Ã‚ ¢ Apprehension à ¢Ã¢â€š ¬Ã‚ ¢ Respect for others Lufthansa Leadership Compass Lufthansa school of business is following a framework for their leadership development education which is made by Lufthansa leadership compass. It includes the following six key categories, which set out a range of skills and behaviours including: perception, determination, concern for people, self-reflection and professional know-how: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Entrepreneurial leadership à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, problem solving ability à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, Win to others à ¢Ã¢â€š ¬Ã‚ ¢ Fourth, Lead to people à ¢Ã¢â€š ¬Ã‚ ¢ Fifth, Attitude and drive à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, International business competencies Philips Leadership Competencies Philips has set some leadership competencies which will define the behaviour for achieving the business success. There are Six Leadership Competencies they has set out. These competencies are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, leader needs to Show determination to achieve excellent results à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, they need to focuses on the market à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, need to find better ways à ¢Ã¢â€š ¬Ã‚ ¢ Fourthly, focus on top performance à ¢Ã¢â€š ¬Ã‚ ¢ motivating commitment à ¢Ã¢â€š ¬Ã‚ ¢ Develops self and others For more information please visit: http://ad.chinahr.com/jobads/philips/leadership.asp Shell Leadership Framework: Shell has also used the Leadership Framework and it includes nine elements as indicated below used by Shell includes nine key elements as indicated below: à ¢Ã¢â€š ¬Ã‚ ¢ They need to build shared vision à ¢Ã¢â€š ¬Ã‚ ¢ Focusing on customer à ¢Ã¢â€š ¬Ã‚ ¢ Increases business Opportunities à ¢Ã¢â€š ¬Ã‚ ¢ Indicate professional mastery à ¢Ã¢â€š ¬Ã‚ ¢ Shows individual effectiveness à ¢Ã¢â€š ¬Ã‚ ¢ show courage à ¢Ã¢â€š ¬Ã‚ ¢ Motivating, Coaching Developing à ¢Ã¢â€š ¬Ã‚ ¢ Need to give value differences à ¢Ã¢â€š ¬Ã‚ ¢ Produce the Results Vodafone Global Leadership Competencies: The Global Leadership Programme of Vodafone are underlying by Vodafone leadership competencies. Those are divided into five categories: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Value the communication à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, develops the International team à ¢Ã¢â€š ¬Ã‚ ¢ Make Strategic vision à ¢Ã¢â€š ¬Ã‚ ¢ Need to increase organisational capability à ¢Ã¢â€š ¬Ã‚ ¢ drives commercially For the full framework please visit: www.glp.vodafone.com/global.htm Public industry Framework: Senior Civil Service Ability Framework: Civil Service Corporate Management has recognized few certain characteristics what is essential for the Senior Civil Service (SCS). They have established six types of competencies those are associated with behaviours. The competencies are: à ¢Ã¢â€š ¬Ã‚ ¢ Providing goal and correct way to resolve à ¢Ã¢â€š ¬Ã‚ ¢ Building an distinct impact à ¢Ã¢â€š ¬Ã‚ ¢ Working towards creative strategy à ¢Ã¢â€š ¬Ã‚ ¢ Inspiring the employees to develop best outcome à ¢Ã¢â€š ¬Ã‚ ¢ Study and progress à ¢Ã¢â€š ¬Ã‚ ¢ Emphasis on responding For more information please visit: http://www.cabinet-office.gov.uk/civilservice/scs/competences.htm Scottish Executive Framework Scottish parliament recognizes seven types of standards and to clarify this, they recommend what leaders should do and how to do. They also mentioned when the leaders need to learn more to work effectively. The leadership characteristics of the framework are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Realising à ¢Ã¢â€š ¬Ã‚ ¢ Self-organization à ¢Ã¢â€š ¬Ã‚ ¢ Examination and exploration à ¢Ã¢â€š ¬Ã‚ ¢ External attention à ¢Ã¢â€š ¬Ã‚ ¢ Communication à ¢Ã¢â€š ¬Ã‚ ¢ Handling people à ¢Ã¢â€š ¬Ã‚ ¢ Team building Management Education Training Organisation (METO) management Standards METO has developed seven key roles for leadership, which are given: à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Events à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Assets à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Employees à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Statistics à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Spirit of the company à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Excellence à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Plans Institute of Chartered Management Chartered Management Skills Chartered Manager Candidates need to demonstrate (and provide evidence of) learning, development and impact in the workplace against two of these six categories. à ¢Ã¢â€š ¬Ã‚ ¢ Leading People à ¢Ã¢â€š ¬Ã‚ ¢ Meeting Customer Needs à ¢Ã¢â€š ¬Ã‚ ¢ Managing Change à ¢Ã¢â€š ¬Ã‚ ¢ Managing Information and Knowledge à ¢Ã¢â€š ¬Ã‚ ¢ Managing Activities and Resources à ¢Ã¢â€š ¬Ã‚ ¢ Managing yourself A SELECTION OF LEADERSHIP DEVELOPMENT INITIATIVES NHS Chief Executives Programmes The NHS manage a wide range of programmes through their Leadership Centre, including a suite of programmes for Chief Executives. These comprise a number of initiatives based upon the NHS Leadership Qualities Framework, including: National and International Learning Experiences: à ¢Ã¢â€š ¬Ã‚ ¢ Development Assignments (Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Transformational Thinking (Manchester University) à ¢Ã¢â€š ¬Ã‚ ¢ Study Tour to Canada (Kings Fund) à ¢Ã¢â€š ¬Ã‚ ¢ Duality Leadership Programme (University of Birmingham) à ¢Ã¢â€š ¬Ã‚ ¢ Action Learning Sets (Nelson and Pedler) Modular Programmes: à ¢Ã¢â€š ¬Ã‚ ¢ Experienced Chief Executives Development Programme (Kings Fund and Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Drive for Results (Manchester University) Of interest here, is the range of learning opportunities being offered, from action learning sets, study tours and exchanges to modular programmes. The participants are free to choose their preferred modes of learning yet the thinking behind the programme implies that each will contribute towards developing qualities from the Leadership Qualities Framework. For further information please visit: http://www.nhs-leaders.org NCSL Leadership Development Framework The National College for School Leadership is one of the leading organisations in relation to their awareness of the importance of distributed leadership. Recent years have seen an increasing move from the competency-based approach of the Hay McBer Model to the development of a Leadership Development Framework. The outcomes of a Think Tank report lead to 10 propositions about school leadership. School leadership must: à ¢Ã¢â€š ¬Ã‚ ¢ be purposeful, inclusive and values driven à ¢Ã¢â€š ¬Ã‚ ¢ embrace the distinctive and inclusive context of the school à ¢Ã¢â€š ¬Ã‚ ¢ promote an active view of learning à ¢Ã¢â€š ¬Ã‚ ¢ be instructionally focused à ¢Ã¢â€š ¬Ã‚ ¢ be a function that is distributed throughout the school community à ¢Ã¢â€š ¬Ã‚ ¢ build capacity by developing the school as a learning community à ¢Ã¢â€š ¬Ã‚ ¢ be futures oriented and strategically driven à ¢Ã¢â€š ¬Ã‚ ¢ be developed through experiential and innovative methodologies à ¢Ã¢â€š ¬Ã‚ ¢ be served by a support and policy context that is coherent and implementation driven à ¢Ã¢â€š ¬Ã‚ ¢ be supported by a National College that leads the discourse around leadership for learning Personal Characteristics of Effective Leaders   Personality Early research on leadership sought to identify a list of personal characteristics that set effective leaders apart from other people. No single list has been found to hold true for every leader in every context. As a result leadership research moved on in a different direction focusing instead on what effective leaders do. For decades traits were largely ignored. However, despite lacking 100% generalisability, contemporary leadership scholars have recognised that personal characteristics are important to effective leadership particularly intelligence and aspects of personality such as dominance, extraversion, sociability, self-confidence, high levels of energy and resilience[8]. The concept of intelligence is expanded upon further in the next section, and a more comprehensive list of personality traits associated with effective leadership is shown below:      For those seriously interested in developing leadership, it is important to appreciate the impact of personality. Greek philosopher, Aristotle once said that we are the sum of our behaviours; excellence therefore is not an act but a habit. Personality is a key driver of our day-to-day habitual behaviours and as such can help or hinder our leadership effectiveness. Leaders should: Be aware of how their personality helps and hinders their leadership effectiveness, then Find leadership positions where their strengths are called for, then Offset their weaknesses through a combination of tapping others strengths and their own development    Intelligence Effective leaders typically have higher than average levels of intelligence specifically reasoning and memory. During World War I, the armed forces used IQ tests to select potential officers and they continue to be used as a recruitment tool in many contemporary organisations such as Microsoft. A high IQ does not make you an effective leader. Be accurately aware of themselves their emotions, tendencies, strengths and weaknesses. Use emotions to enhance thinking and decision-making. Consciously regulate emotions and moods in intelligent ways. It has been claimed that emotional intelligence is a better predictor of leadership success than IQ. More recently social intelligence, previously considered a sub-part of emotional intelligence, has been shown to be the single largest factor impacting on leadership effectiveness.   Conclusion: Leaders are Sort of Born It seems like theres only one thing that a person needs to actually be born with in order to be a leader later in life. Thats intelligence. A leader needs to be smart enough. Effective leaders arent necessarily the smartest people in the room or the company or even on the team. But they have to be smart enough to do the job theyre assigned. Whats more important is what kind of person the potential leader is when he or she becomes an adult. The person who emerges from adolescence into young adulthood has the psychological and character traits theyll demonstrate for the rest of their life. Some of those matter for leadership. By the time a person becomes an adult we can tell if they can help other people achieve results. That, after all, is what we expect leaders to do. We expect them to achieve success through a group. We expect them to help their subordinates grow and develop. By the time a person becomes an adult, we can tell if they want to achieve objectives or if they just want to go along and take it easy. We expect leaders to be responsible for achieving results. You can have a marvelous life without a results focus, but if youre going to lead successfully you have to have the drive and willingness to be measured by the results of your leadership. By the time a person becomes an adult, we can tell if they are willing to make decisions or not. Lots of people wake up every day and let the world happen to them. But leaders must be able and willing to make decisions that affect themselves and others. By the time a person becomes an adult we can tell if they have the basic qualities that we expect leaders to have. We can determine if theyre smart enough to do the job. We can tell if they are willing to help others to achieve results as a group. And we can tell if they will make decisions. Those things are essential. People who have them can learn the multiple skills it takes for them to become effective leaders. No matter how they measure up on the key essentials, no one emerges from the womb or from adolescence with all the skills in place to be an effective leader. Everybody has to learn the job. Thats why leaders are always made.

Behavioral Therapy Essay -- Psychology, Illness, Hypnosis , Pain

Most contemporary psychological treatment approaches are predecessors of the ancient and medieval philosophies and theories. Cognitive behavioural therapy as one of the modern treatment method in not an independently formed treatment, different theories have contributed to its present shape and application. The purpose of this paper is analysing the contributing treatment approaches that resulted in the emergence of the Behavioural Cognitive Behavioural Therapy (CBT). The paper presents and analyses the contributions that previous psychological treatment methods made in culminating the CBT. To this end, the paper presents the main treatment methods that are assumed to be most important and analyse their main arguments in detail. It also tries to show the logical transition of the previous treatment methods to CBT. For the purpose of this paper it is better to start from the medieval time where the modern psychological treatment started. Many writers would claim that the contemporary psychology and psychological treatment has its beginning from Sigmund Freud’s and post Freudian psychoanalysis movement. However, it is equally correct to appreciate the legacy of Franz Anton Mesmer(1734-1815) who should be credited for introducing the Hypnosis, the evolution and development of which lies the unlocking of the mysteries of a unifying theory of all therapy and healing (Franz Anton Mesmer believed that illness is caused by an imbalance of magnetic fluids in the body that can be corrected through "animal magnetism." He asserted that the hypnotist's own personal magnetism can be transferred to a patient Tommy Hanchen, (2009). Mesmer contributed to psychology in various ways firstly, by revealing that illne... ...cticing RET†. Ellis further says in this book that he is considered to be the father of RET and the grandfather of CBT. However, evidences show that any single therapeutic technique can’t be responsible for the generation of CBT In conclusion therefore, CBT as the modern therapeutic method, was as a result of several developments that activities within clinical psychology and laboratory experiments being faced with that led to advent of techniques such as cognitive therapy. have evolved from the start of the modern psychological treatment method by Mesmer who developed the hypnosis and the concept of suggestibility that follows. We can now see that the Cognitive Behavioural Therapy encompasses different techniques that it received from previous generations of treatment. Similar development also brought Behaviour Therapy and Cognitive Therapy together.

Give Examples of Needs Wants and Demands That Build-a-Bear Custom

1. Needs ,Wants and Demands That Build-A –Bear customers demonstrate. Needs it is when every customer of Build-A-Bear needs a stuff toy when they purchase from the store. It is the basic product that Build-A-Bear must produce. Wants those are the options of the customer to customize the stuff toy or the product like the dress me filled accessories galore, name me where a birth certificate is created with child selected-name and accessories using the high-tech available. Demands these are wants of the customers where they request to Build-A-Bear. It is the option of Build-A-Bear to make to cater the demands of the customer.BUILD A BEAR’S ACTIONS : Customers’ needs for toys are satisfied through selling stuffed animals and bears. To fulfill customers’ wants to have a unique toy or bear, they have made an environment where which is a cartoon land or a fantasy where their desired toys can be manufactured by themselves. To meet the customers’ demand of a dding accessories to their self created toy, Build A Bear offers different accessories which raises the price of the toy. A customer will add only as much accessories as its buying power. 2. In detail, describe all of Build-A-Bear’s product. What is being exchanged in a Build-A-Bear transaction?FACETS OF BUILD A BEAR PRODUCT: The eight facets are shaped into eight workstation through which their toy is processed step by step with the help of workers. The facets are: a) CHOOSE ME: Where customers select an animal of his choice to be stuffed. b) STUFF ME: They blow in the stuffing as much as he/she wants. c) HEAR ME: Where the customer adds a voice box. d) STITCH ME: Where the child stitches the animal shut. e) FLUFF ME:Here blow drying spa treatment is done. f) DRESS ME: The animal is dressed here. g) NAME ME: At this point the birth certificate of the toy is made in the name of†¦ [continues] Give Examples of Needs Wants and Demands That Build-a-Bear Custom 1. Needs ,Wants and Demands That Build-A –Bear customers demonstrate. Needs it is when every customer of Build-A-Bear needs a stuff toy when they purchase from the store. It is the basic product that Build-A-Bear must produce. Wants those are the options of the customer to customize the stuff toy or the product like the dress me filled accessories galore, name me where a birth certificate is created with child selected-name and accessories using the high-tech available. Demands these are wants of the customers where they request to Build-A-Bear. It is the option of Build-A-Bear to make to cater the demands of the customer.BUILD A BEAR’S ACTIONS : Customers’ needs for toys are satisfied through selling stuffed animals and bears. To fulfill customers’ wants to have a unique toy or bear, they have made an environment where which is a cartoon land or a fantasy where their desired toys can be manufactured by themselves. To meet the customers’ demand of a dding accessories to their self created toy, Build A Bear offers different accessories which raises the price of the toy. A customer will add only as much accessories as its buying power. 2. In detail, describe all of Build-A-Bear’s product. What is being exchanged in a Build-A-Bear transaction?FACETS OF BUILD A BEAR PRODUCT: The eight facets are shaped into eight workstation through which their toy is processed step by step with the help of workers. The facets are: a) CHOOSE ME: Where customers select an animal of his choice to be stuffed. b) STUFF ME: They blow in the stuffing as much as he/she wants. c) HEAR ME: Where the customer adds a voice box. d) STITCH ME: Where the child stitches the animal shut. e) FLUFF ME:Here blow drying spa treatment is done. f) DRESS ME: The animal is dressed here. g) NAME ME: At this point the birth certificate of the toy is made in the name of†¦ [continues]

Charlotte Clements 11H Essays

Charlotte Clements 11H Essays Charlotte Clements 11H Essay Charlotte Clements 11H Essay Compare and contrast the work of three different poets and show their varying portrayals of love. You should also refer to the poets’ use of style and language.Different forms of love are explored in love poetry, some look at the happiness and joy typically associated with love whilst others expose the depressive heartache and vulnerability that people experience when they are in love. In the poems ‘Porphyria’s Lover’, ‘First Love’ and ‘La Belle Dame Sans Merci’ a range of experiences affected by love are exposed. ‘First Love’ explores the physical and emotional affects of unrequited love much like in ‘La Belle Dame Sans Merci’ where the poet examines the overpowering nature of love and lastly an obsessive and more sinister side of love is captured in ‘Porphyria’s Lover’. Each poem focuses upon a different theme of love challenging the stereotypical idea of the e ffects, actions and emotions associated with love.In the poem ‘First Love’, Clare explores the overwhelming and devastating effects of unrequited love. The effect of this type of love is distressing with powerful physical and emotional effects which are conveyed in Clare’s actions which leave him vulnerable. Clare was â€Å"struck† by the emotional force of love conveying the sudden and unexpected nature of the situation. The use of onomatopoeia in the word â€Å"struck† creates a harsh sounding word reflecting the way in which love came over him. The personification of the word â€Å"struck† captures the way in which love inflicts pain upon Clare subsequently making him weak and vulnerable. As she â€Å"stole my (his) heart away† Clare is left defenceless to the women’s powerand effect on him. Much like the knight from â€Å"La Belle Dame Sans Merci† he becomes fascinated by her and loses control of his physical movement s and appearance. Clare’s physical reactions are strong as his â€Å"face turned pale as deadly pale† as the colour is drained from his face, sinister and deadly imagery is created portraying the unpleasant side of love. â€Å"Palely loitering† the Knight from â€Å"La Belle Dame Sans Merci† also suffers from similar disturbing physical reactions.Clare compares his life to â€Å"clay† hinting at how his life was once aimless and formless but now after his traumatic experience with love he â€Å"can return no more† to how he once was much like a changed form of clay. The idea of clay captures his vulnerability but also the idea that he is easily influenced with no control over his emotions; he allowed his life to be changed and moulded by her love. At the start of the poem the pace is fast and reflects how the feeling of love has â€Å"struck† him suddenly. The use of enjambment in the first verse allows the poem to flow so the pace is consequently quick. The use of enjambment in ‘Porphyria’s Lover’ captures the fluid movement of him strangling Porphyria.The fluidity that is captured in consequence of using enjambment is oxymoronic as what should have been a violent and horrific action is portrayed in a calm and peaceful manner. The different uses of enjambment contrast each other. When Clare’s sight is taken away from him he has yet again fallen victim to another physical attack as it â€Å"seemed midnight at noonday†. It is as if she is now the brightness in his life and like a world without sun, without her he cannot survive. She has the power of his welfare and happiness much like Porphyria who makes the cottage â€Å"blaze up† upon arrival. Both women have a great deal of power over their admirers leaving the men weak against their actions.The poem has a natural iambic rhythm that conveys the poet’s speaking voice making the poem flow with ease. The iambic metr e breaks down in the third verse which slows down the overall pace of the verse. As the pace deteriorates so does Clare’s experience and view to love. The slower pace allows Clare to address the reader in an engaging manner asking â€Å"Is love’s bed always snow?† Clare’s experience of love is one of unrequited heartbreak, he feels rejected and isolated from his loved one. The poem challenges the stereotypical view of a warm, passionate and caring love as for Clare it was a cold, harsh and unloving experience.In the poem ‘La Belle Dame Sans Merci’ Keats explores the power of love and its effects upon its victim. Keats takes form of the narrator in the first three verses who discovers the heartbroken â€Å"knight-at-arms†. The mood is gloomy with depressing undertones as the â€Å"sedge wither’d from the lake† we get an overall sense of lack of life or purpose. Winter is associated with death and emptiness much like the Kn ight’s aimless actions. The environment reflects the unhappiness of the â€Å"haggard and so woebegone† knight. Pathetic fallacy is used to match the weather with the knight’s mood which is portrayed as being depressing and dismal. †. Keats discovers the knight â€Å"alone and palely loitering† and tries to understand his situation. It is as if death is reflecting off of his face with â€Å"a lily on thy (his) brow†. Lilies are typically associated with death exposing the depressing mood of the poem.When the knight first meets the â€Å"faery women† the atmosphere of poem lightens and becomes a great deal happier in mood. Her â€Å"hair was long, her foot was light† capturing the feminine and seductive nature of the â€Å"faery lady† to which the knight is highly attracted to. This attraction and seduction is also found in ‘Porphyria’s Lover’ in where Porphyria acts in provocative manner when removing her damp clothes. Porphyria â€Å"made her white shoulder bare† also allowing her â€Å"damp hair fall†; this action is typically very feminine and attracts his passion. The â€Å"faery lady† enchants the knight which is captured when he â€Å"made a garland for her head† showing how much he adores her. The knight believes that the â€Å"faery lady† is â€Å"beautiful† and is clearly trapped by her love. The ballad form is entirely suitable for this poem.An iambic tetrameter beat is used throughout the poem with exception to the fourth line in each quatrain. The last line is shorter with less syllables and beats creating an incomplete feel. This effect draws the reader’s focus to the last lines conveying the incomplete love of which the knight feels for the faery lady. The poem is written as a dialogue, a technique that makes the poem striking and effective in engaging with the reader. Keats uses natural imagery to convey the beauty a nd magical nature of his experience much like Clare in ‘First Love’. Clare metaphorically suggests that the woman he adores is as beautiful as a â€Å"flower† which are typically associated with love and beauty.The repetition of the word â€Å"wild† emphases the faery lady’s supernatural persona, her mysterious â€Å"language strange† makes the knight assume that she loves him much like how Porphyria’s lover assumes that Porphyria â€Å"worshipped† him and wanted nothing more than to stay with him all of the time. These misconceptions lead to bad consequences which are once again found in both ‘Porphyria’s Lover’ and ‘La Belle Dame Sans Merci’. The faery lady victimises â€Å"pale kings and princes† because she has the power to captivate powerful men. No matter how significant they are, the men she chooses cannot escape her enchantment, it is as if they are in a state of eternal unhappines s. The â€Å"pale warriors† attempt to warn the knight in a dream which is ironic because he has already fallen in love with her and it is too late.In the poem, ‘Porphyria’s Lover’, Browning explores the harmful effects of a more possessive, jealous and dangerous love. Browning uses vivid imagery to set the scene and mood of the poem. As the â€Å"sullen wind† â€Å"tore the elm-tops† and â€Å"vex (es) the lake† the personification of the wind is portrayed as being destructive and disturbing perhaps foreseeing the later murder of Porphyria. The angry and unsettled weather reflects the anxious and depressed man with a â€Å"heart fit to break†. The man is clearly in a worried and depressive state whilst waiting for his lover, Porphyria, to arrive. Pathetic fallacy is used to reflect the intensity of Porphyria’s lover’s anxieties. The effects of Porphyria’s arrival set in immediately as â€Å"she shut the co ld out and the storm†; she has the power to relieve him of his anxieties and fear.The use of enjambment creates fluidity and allows the mood of the poem to become softer and calmer. Her presence is so overwhelming that it he forgets about the raging storm outside. Porphyria causes the fire to â€Å"blaze up† making her seem powerful and more beautiful to her lover. Like fire, Porphyria gives the man warmth and security, it also conveys their passionate love however this comparison is oxymoronic because fire is also dangerous. Much like Porphyria, the â€Å"faery lady† in â€Å"La Belle Dame Sans Merci† holds a great deal of power of the knight. A knight’s â€Å"steed† represents strength and gives the knight power, when he places â€Å"her on my (his) pacing steed† she takes that power and strength away from him giving her authority. He is transfixed by the faery lady who disempowers him and emasculates him.She has complete control ove r the knight. Ironically despite his powerful status and strong armour the knight allows the faery lady to captivate him. This no longer conforms to the usual perception of knight. â€Å"Passions sometimes would prevail† implies that they share a secret love due to Porphyria’s â€Å"vainer ties. Her pride will not allow her to â€Å"dissever† her status making their illicit love a huge anxiety for her lover. Overwhelmed by love and lack of power he acts in an impulsive manner and â€Å"strangled her† so that she could never leave his side. I found this shocking and disturbing to think that he would murder Porphyria in such a horrific way, Browning really grabs the reader’s attention at this pivotal moment in the poem.The enjambment used in the key lines of the poem captures the fluid movements of his actions reflecting his impulsive actions. Porphyria’s lover has a distorted perception of how the corpse of Porphyria reacts to him, after kis sing her on the cheek she â€Å"blushed bright beneath my (his) burning kiss†. He believes that although Porphyria is dead she is responding in a loving and passionate way. After the death of Porphyria there is a clear reversal of power, he has taken back the power which Porphyria once held as his â€Å"shoulder bore her head†. This poem explores the dangerous obsessive love and how jealous can affect love.A main theme held in all three poems is the idea that women are unattainable. Women are idolised and portrayed as powerful and beautiful with the ability to make their admirers suffer physically and mentally. In ‘First Love’ and ‘La Belle Dame Sans Merci’ the victims of love feel the effects of love physically as they both turn pale, the experience of love for them both was one of unrequited love resulting in unhappiness. For ‘Porphyria’s Lover’ the jealousy of his lover’s â€Å"Vainer ties† proved to be too overwhelming resulting in a shocking murder and deluded perception of what Porphyria wanted. In conclusion all three poems do not conform to the stereotypical view of love; they explore the unhappiness, torment and jealousy that are not typically associated with the experience of love.

Free Essays on Sir Launcelots Adventures

Sir Launcelot’s first adventure was his encounter with four queens. While Launcelot was sleeping under an apple tree four queens found him. They put a spell on him and took him to their castle. After telling the queens that he would not pick any of them to be his wife they put him in a cell as a prisoner. During the night a young noblewoman came and ask if he would fight with her father, King Bagdemagus. She told him if he did that she would release him. As promised she came and released him at dawn the next day. During this whole time as a prisoner Sir Launcelot respected the four queens and was polite. He followed every rule to the Code of Chivalry. Another tremendous adventure was a battle between Sir Tarquine and himself. He fought to rescue the knights the Sir Tarquine had taken prisoners. Most of these men were from Camelot. The battle between them took hours because they were both strong and skilled knights. After a while Sir Tarquine became faint and lowered his shield. Launcelot took his helmet of and beheaded him. Launcelot killed the evil Knight and rescued all of the knights that were kept prisoners. This was most diffrently a positive act of Chivalry. The last adventure Sir Launcelot was at the Round Table in a competition. He was to fight for King Bagdemagus. He put on armor that disguised him from his true identity. He won ever battle that he was in. Even Sir Launcelot was doing a good deed to help the noblewoman’s father he still wasn’t following the Code Chivalry completely. He tricked other people to think he was someone else. He also wasn’t being loyal to King Arthur because he was fighting for another King. So out of all the adventures Sir Launcelot took, this one is questionable on following the Code of Chivalry.... Free Essays on Sir Launcelots Adventures Free Essays on Sir Launcelots Adventures Sir Launcelot’s first adventure was his encounter with four queens. While Launcelot was sleeping under an apple tree four queens found him. They put a spell on him and took him to their castle. After telling the queens that he would not pick any of them to be his wife they put him in a cell as a prisoner. During the night a young noblewoman came and ask if he would fight with her father, King Bagdemagus. She told him if he did that she would release him. As promised she came and released him at dawn the next day. During this whole time as a prisoner Sir Launcelot respected the four queens and was polite. He followed every rule to the Code of Chivalry. Another tremendous adventure was a battle between Sir Tarquine and himself. He fought to rescue the knights the Sir Tarquine had taken prisoners. Most of these men were from Camelot. The battle between them took hours because they were both strong and skilled knights. After a while Sir Tarquine became faint and lowered his shield. Launcelot took his helmet of and beheaded him. Launcelot killed the evil Knight and rescued all of the knights that were kept prisoners. This was most diffrently a positive act of Chivalry. The last adventure Sir Launcelot was at the Round Table in a competition. He was to fight for King Bagdemagus. He put on armor that disguised him from his true identity. He won ever battle that he was in. Even Sir Launcelot was doing a good deed to help the noblewoman’s father he still wasn’t following the Code Chivalry completely. He tricked other people to think he was someone else. He also wasn’t being loyal to King Arthur because he was fighting for another King. So out of all the adventures Sir Launcelot took, this one is questionable on following the Code of Chivalry....

Current fiscal policy and its effects on the overall economy Article

Current fiscal policy and its effects on the overall economy - Article Example From the Democrats’ view, half of the increase, $ 1 billion, will meet one of Obama’s administration priorities, that is, to help children below the age of three. From the Republicans, it is a cheer because it is $164 billion less than Bush’s last budget (Desjardins, 2014). Any reasonable person with an interest to improve the American economy cannot compromise the policy. The idea to extend unemployment insurance, Bush tax cuts, enhance business expensing, and reduce payroll tax rates is good for the American economy. It is, however, risky to tune the economy through the policy alone. They need to monitor it well to prevent inflation. Government spending multiplier in this case is the ratio that the change in America’s income level will be affected by government spending. The multiplier measures the effect of the fiscal policy on subsequent levels of a country. The increased government spending results to an increase in consumption and a cycle of wealth creation. In forecasting the policy’s effect, a multiplier that exceeds one shows that the spending at the national level has been enhanced. With continuous consumption, demand develops from the initial levels and leads to multiple effects of wealth. Desjardins, L. (2014). Pushing past partisanship, Congressional leaders back $1 trillion spending bill. CNN, 1, 2. Retrieved July 20, 2014, from

Discuss the Definition and the source of christian theology , and how Essay - 1

Discuss the Definition and the source of christian theology , and how is systematic theology related to biblical theology and christian ethics - Essay Example Systematic theology’s exact beginnings are uncertain although Origen’s work, On First Principles, during the third century Greek Church, is one of the earliest works on it (Fiorenza, 2011, p.7). Systematic theology has continued to develop since this time, although it also has become the product of criticisms because of its ambiguous definitions, components and directions, among other reasons (Healy, 2009, p.25). This paper describes the definitions and elements of systematic theology, compares it with other branches of theology, discusses its effects on Christian ethics, explores its interrelationship of different doctrines, and understands how it can be applied through the decision-making process of believers. Theologians do not agree on an exact definition of systematic theology because of a number of reasons, such as shifting approaches to theology across time (Williams, 2006, p.199) and differences in perceptions of the importance of â€Å"systematic† as a biblical discipline (Healy, 2009, p.25), so the paper provides its definitions to show its scope and dynamic characteristics. Before defining â€Å"systematic theology,† this paper defines â€Å"theology† first. Theology basically pertains to the â€Å"the study or science of God† (Erickson, 1998, p.22). This definition is too simplistic, however, because God’s works and His relationship with His believers are also subjects of theology (Erickson, 1998, p.22). A comprehensive definition of theology is it is a: ..discipline which strives to give a coherent statement of the doctrines of the Christian faith, based primarily on the Scriptures, placed in the context of culture in general, worded in a contemporary idiom, and related to issues of life. (Erickson, 1998, p.22) The next to be discussed are the different meanings of systematic theology. Enns (2008) uses