A better South Africa for the new South Africa Essay

A better South Africa for the new South Africa The Apartheid struggle is not an anecdote about a few black people that lived under a suppressive government; it is a story about millions of black people who suffered tremendously under the oppressive classification system of the National Party. It is a story about bloodshed, suffering and tears. It is a story that serves as a painful reminder of the extent that a group of people would go to ensure that the purity of their race was conserved. The Apartheid struggle is a story defined by race. Growing up in Soweto was not easy. My earliest childhood memory of white people was witnessing how they shot at black people with rubber bullets; I remember seeing the agony on a woman’s face after she†¦show more content†¦Too much of our energy has been spent on the past; we need to understand that nothing we do today can change what happened. We need to work together to find new ways to ensure that the dreams and hopes that Nelson Mandela set out for South Africa in 1994, does not stay nothing but hopeless dreams. In his famous inauguration speech, Nelson Mandela stated that the â€Å"time for healing the wounds have come†. Twenty years ago, the world watched as South Africa had its first Democratic Elections and ever since then, South Africa has never been the same. South Africa is in a better place than it was twenty years ago. But is this really the South Africa that Nelson Mandela, Steve Biko and all the other unsung heroes fought for? It is time to heal the wounds of the past and I feel that the only way possible to do so is if we work on ways to ensure that South Africa would never backslide back to Apartheid again. Our politics do not have to be politics of choice between Black, White, Rich or Poor. I believe that together we can build a new form of politics, based on a shared identity. Our South African Identity. This identity does not exclude our individual identities but it unites us as a unit to work towards a better future for generations to come. All South Africans have a story to tell. We should acknowledge the evils of Apartheid and do what is possible toShow MoreRelatedEssay on The Future of South Africa672 Words   |  3 PagesThe Future of South Africa Some things in South Africa are becoming better as we move into the future, while others are becoming worse. The government in South Africa is better. All the provisions of the new constitution were in place as of the year 1999. In June of 1999, President Nelson Mandela’s term ended, and Thabo Mbeki was elected as president. There was a peaceful change in government, and Mbeki is doing many things to help the country. Some of these include eliminating hatred betweenRead MoreThe Effects of Globalization1678 Words   |  7 Pageswhich is commonly referred to as a global village (Egnatz, 2011). 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Without treatmentRead MoreAnalysis Of Larry Grubbs s Workshop Of A Continent : American Representations Of Whiteness And Modernity1081 Words   |  5 Pagesin 1960s South Africa† is aptly named given the material he discusses. Grubbs argues that when American observers discussed South Africa s modernity, the signs and symptoms of a modern country they looked for were actually symptoms of whiteness. He argued that whiteness and modernity were conflated by western observers, who he believed defined modernity as being similar to the United States.1 These observers were unable to explicitly state that whiteness was why they supported South Africa due to

Essay on Rap Music - 2073 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Imagine an inner city kid having grown u in an environment where real life street violence is a way of life. His body, having survived personal experiences of violence, endured barely life sustained conditions, and many sleepless nights caused by the constant yet unpredictable call of death. His mind doubtful over where his next meal will come from, lost in search of some higher guidance, struggling through a world, not of innocent childish fantasies, but trapped in a forced reality. His only outlet is the loud blaring music coddling his already pent-up rage, an escape from these harsh realities, seducing him to a life of violence. In him is created a â€Å"me against the world† mentality that is manifested in†¦show more content†¦Sadly to say, the innocence of children across America will be lost because of the negative influences of sex and murder that is brought from gangsta rap.nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Violence has spread rapidly and has affected many innocent civilians in various urban cities and towns across America. According to a 1992 poll by Newsweek out of 1,000 people surveyed, 50.4% backs and 29,9% whites fell victims of violent crimes. (Graham) More and more people are becoming victims of such crimes that can easily affect a mass amount of people, fortunately, there is a less amount of innocent civilians of homicide and 52 white males out of 100,000 were victims of homicide (Graham). Soon, kids will kill each other and society in the future will be completely washed out. nbsp;nbsp;nbsp;nbsp;nbsp;Most rap songs that contain violence reflects incidents that occur in today’s society such as the Rodney King incident. â€Å"Rap music brings together a tangle of some of the most complex social, cultural, and political issues in contemporary American society.† Rap and hip-hop artists write songs that promote the killing of enemies as well as targeting institutions such as the church, government, and justice system (Ro 145) Most artists relive their own painful experiences over and over again though their music, delaying their own society’s process of recovery . for example, in 1989Show MoreRelatedEssay on Rap Music2280 Words   |  10 PagesRap is a popular type of music in todays society, but it didnt just come to be. In the 1970s rap emerged from other types of music to become what it is today. Rap is influenced and inspired by other types of music. Its influences are closely related to each other. Rap music has derived from various types of music. In a world in which people are constantly confronted with violent acts such as rape, assault, murder, school shootings and other violences, society is eager and anxious to find andRead MoreViolence in Rap Music572 Words   |  2 PagesRap Music: Does it make people violent Rap music is one of the elements of Hip-Hop music. It is the form of rhyming lyrics spoken rhythmically over musical instruments with a musical backdrop of sampling, scratching and mixing. Rap music became popular in early 80’s. In 1989 a group Niggaz Wit Attitudes came from Los Angeles and changed the rap music. This changed rap was the start of Gangsta Rap, in which they talked about violence, crime and killing. With the popularity of Gangsta rap, everyoneRead MoreRap Music And The World1954 Words   |  8 PagesRap Music conquered the world. It no longer matters what part of the world you live in. Rap music can be heard playing from car’s passing in the streets and the hottest night club scene all across the globe. There is no doubt that Rap music has made a name for itself. With hard baselines and incredible word play put together in what is considered a standard sixteen bar versus has brought fame to artists of all styles. A virtual cash cow in the industry from music sells â€Å"it now generates over $10Read MoreThe Symptoms Of Taking Rap Music1823 Words   |  8 PagesAm Lit P.3 April 9, 2015 The Symptoms of Taking Rap Music Music is one of the greatest ways of expressing one’s personal feelings and experiences through the use of story-telling. One of the most popular genres of music is rap or also known as hip hop. Hip hop music has a profound effect, both positive and negative on many of today’s youth which transforms and evolves American culture and society. What started it all was the origin of â€Å"gangsta rap†, which was popularized by gangster rappers suchRead MorePros And Cons Of Rap Music1276 Words   |  6 Pages Music and Media satisfies the human world in many ways, it can vary from listening to music as it is or catching up on a tv episode that was missed. Although these two surround us in everyday lives, as mentioned previously, it comes with its downsides as well which corresponds to many topics to have in mind. The fact that music is widely popular and is used every day, one needs to take in mind as well the messages that are being expressed throughout the song. Relating to oneRead MoreRap Music As An Art Form1295 Words   |  6 PagesI. Introduction â€Å"Rather than treat rap music as an art form whose primary purpose is to entertain, prosecutors have become adept at convincing judges and juries alike that the lyrics are either autobiographical confessions of illegal behavior or evidence of a defendant’s knowledge, motive, or identity with respect to the alleged crime† (Nielson and Kubrin 1). Recently, prosecutors have been using rap lyrics as evidence in a criminal case. Rap, a form of hip-hop, originated in the 1970’s in NewRead MoreHip Hop And Rap Music1584 Words   |  7 PagesHip hop music is one of the most popular genres in present time that rose to prominence in the 1980’s. The hip hop genre was born in the African American community and has since then changed into what it is today. What most individuals don’t know is that originally rap music did not contain such explicit themes as it does now; such as misogyny, drugs, crime, and violence among others. Many people may wonder what le d to the introduction of such themes into rap music and why they remained popular.Read MoreHip Hop And Rap Music Essay1941 Words   |  8 Pagesthe classroom.(USE THAT SOURCE HERE) HHBE has many positive and influential outcomes for children living in inner cities. Hip hop music has categories and one of them is rap. By bringing hip hop and rap music into schools it serves as an educational tool for educators as it 1 â€Å"acted as an outlet so such people could express themselves angrily†¦they often used gangsta rap to tell the stories of their lives, which sometimes included strong violence, hypersexuality, and drug abuse†(Canton). We have toRead MoreRap Music And The Music Industry2018 Words   |  9 Pages Rap music led to more black professionals in the music industry. Rap can be traced back to its African roots. Before rap stories were told rhythmically over drums and instruments. This era was known as the golden age of rap. Rap did and has changed the face of music for the better. Old school flows were relatively basic and used only few syllables per bar. Simple rhythmic patterns, and basic rhyming techniques and rhyme schemes. There are different variations of flow, such as the syncopatedRead More Rap Music Is Not Music Essay1786 Words   |  8 PagesRap Music Is Not Music Describing the (disenchanting) chanting of â€Å"Rap Music† as singing or as music is indeed (in either case) a capital misnomer. Real Music is the careful arrangement of organized sounds in the form of notes that then result in a smooth blend of rhythm, tone, and pitch that when united, is quite pleasing to the ear. Rap is not music. The unpleasant-sounding horror is chaotic dissonance and certainly not elegant consonance. Rap is veritable noise pollution that is tastelessly

Leadership In The Military Free Essays

string(268) " realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain\." There is surely no more talent nor more hope for the future than right here in this room. I envy you and I wish I could trade places with you, but at the same time, looking at all of you I am supremely confident that here among you sit the future great captains of our military and that we can all be very confident about tomorrow. And I am convinced that if he were alive today, Gen. We will write a custom essay sample on Leadership In The Military or any similar topic only for you Order Now Marshall would be right here, for there is nothing that that great soldier loved more than to talk about service and to talk about leadership. As he himself once said on a similar occasion, looking across a room full of future leaders, â€Å"You’re young,† he said, â€Å"and you’re vigorous, and your service will be the foundation for peace and prosperity throughout the world. † Certainly as I look at you the same is true this morning. Truly you here in this room are our future. And it is most fitting for us to come together right here in these very halls where George Marshall once walked to honor him and to reflect on his great contributions and to share some thoughts on leadership. If you were to think back over this century, you would realize very quickly that our Army has produced some truly remarkable military leaders. I am confident that if I were to ask all of you to take pen to paper and to write down the names of the great Army leaders of this century, you would be at it for a very long time, and when you were done, the lists that you produced would be very long. Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most recently two of my former bosses, Norman Schwarzkopf and Colin Powell. Each of these officers was remarkably gifted. But if you study them closely, you realize that each was very different, that the fame they acquired had very different roots. Omar Bradley — simple, unadorned, humble, but of them all he was the soldier’s soldier — loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army group commanders. Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity. Some say his outward appearance and reputation were those of an officer who compromised easily, and who others thought was only thinly grounded in the knowledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our W[orld] W[ar] II coalition. But if you were to look closer, you would discover that these were the traits Eisenhower wanted others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance. Quite contrary to these assertions, he held deep convictions, and he never ceded or compromised any point that he felt important. Our campaign to seize Europe from the Nazis was the very campaign he visualized at the start of the war back in 1942, a plan for which at first there was only lukewarm support among American leaders and nearly total opposition from our British allies. Yet when it was done, it was Eisenhower’s approach we executed, and it was militarily brilliant. And any study of our great generals must include that incredible warrior, George Patton, a tenacious and hard-bitten fighter who felt the pulse and flow of the battlefield in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but also a soldier with a renowned appetite for fame and approval. And we could talk about so many others, for our Army has produced such a rich abundance of talented leaders. But there is one giant who stands above them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, I’m convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthur’s brilliance and courtliness. He had Patton’s tenacity and drive. He had Bradley’s personal magnetism, the  ability to inspire confidence and deep affection from any who came into his presence. But more than that, Marshall had the organizational skills that in a few short years converted an Army of only several hundred thousand, with only a handful of modern weapons and no modern battlefield experience, into an Army of over 8 million — the best equipped, the best fighting army in the world, an army that defeated the two most powerful empires of its time. More than that, he had a rare intuition, a nearly flawless inner sense for other men’s strengths that allowed him to see the spark of leadership in others, and when he saw that spark, to place such men into key assignments and then to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy. And as we learned after the war, he was as well perhaps the greatest statesman and visionary of his age. All of us should remember that the occupations of Germany and Japan were commanded by military officers, but we should also remember that the architect of these occupations was Marshall. But even beyond this, in 1948, with a few words uttered in a speech at Harvard, Marshall put in motion the plan that would rebuild Western Europe, that would recover its people from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today: a Western Europe poised on the edge of becoming a cohesive union of nations. What an accomplishment! It is staggering to think of what this one officer accomplished in his career of service to his nation. But most humbling is to realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain. You read "Leadership In The Military" in category "Leadership" If we were to ask a sculptor to produce a bust of a great leader and  described to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no doubt that that bust would look exactly like Gen. George C. Marshall. And so for those of us like you and I, who make soldiering our way of life, it is always instructive to take the time to reflect on Gen. Marshall’s career, for by so doing we are reminded of much that we should try to emulate. But you are here for a different reason. You are here because I think you worry about these next steps for you, which will lead to a gold bar of a second lieutenant. I doubt very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask just that from you. If you are like I was when I waited to pin on my lieutenant’s bars, your thoughts are more about the challenges of a platoon leader than those of a general. The other week while a guest on Larry King’s show, Larry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple. I told him that when I was a private my ambition was to become a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the 1st Battle Group of the 9th Infantry, my thoughts were certainly not on becoming a general or colonel or major or even a captain! My thoughts were on becoming a good platoon leader, about being up to the challenge of leading my soldiers, about not making a fool of myself in front of Sgt.1st Class Grice, the platoon sergeant of that first platoon of mine. And I was right to concentrate on the job at hand, for the job of a lieutenant is a tough one — in many ways, perhaps, the toughest one — but it is without a doubt also the most important, and if you take to it, also the most rewarding. I was very fortunate, because I had Sergeant Grice to guide me and to teach me. And teach and guide me he did, without ever making me feel inadequate and without ever permitting me to be ill-prepared, because he was the best! And if there is one thing I wish for each and every one of you, it is a Sergeant Grice to teach you about soldiers, about leaders, and the responsibilities and joys of soldiering together. Not everyone is as blessed as I was; not everyone finds his Sergeant Grice, and many don’t not because he isn’t there, but because unknowingly and foolishly they push him away. Don’t do that. Look for your Sergeant Grice; NCOs have so very much to teach us. Well, what did I learn from Sergeant Grice? Certainly more than I have time to tell you here, and also because many helpful hints have probably by now faded from my memory. But what I learned then and what has been reinforced in the 36 years since is that good leadership, whether in the world of a lieutenant or in the world of a general, is based essentially on three pillars. These three pillars he taught me are character, love and care for soldiers, and professional competence. Oh, Sergeant Grice didn’t exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars. He used to say that if the platoon ever sensed that I wasn’t up front with them, if they ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was. Often he would say, â€Å"Look down. Worry about what your soldiers think. Don’t worry about looking up, about what the captain thinks of you. † He never said it, that’s not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasn’t the absolute truth, he would never trust me again and I would be finished as a platoon leader. I would be finished as a leader. Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders weren’t trusted. It’s just that simple. And it isn’t enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do. Gen. Powell, speaking here a few years ago, put it this way: â€Å"If you want them to work hard and endure hardship,† he observed, â€Å"you must work even harder and endure even greater hardship.† â€Å"They must see you sacrifice for them,† he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadn’t gotten just right. But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you really care for them, that you will sacrifice for them, that you simply enjoy being with them. Words won’t get you through there, either. If you don’t feel it in your heart, if you don’t love your soldiers in your heart, they will know it. How often Sergeant Grice would prod me to spend the extra time to get to know the members of the platoon better, to know who needed extra training and coaching so he could fire expert on the rifle range the next time around; to talk to Pvt. Taylor, who just received a â€Å"Dear John† letter; to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help. They expect and, I tell  you, they have the right to expect, 150 percent of your time and best effort. And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the platoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the last one to eat, that the officer will take his or her first bite only after the last soldier has had a chance to eat. This tradition, as you so well know, is founded in the understanding that leaders place the welfare of their people above their own, that the officer is responsible for the welfare of the troops; that if mismanagement results in a shortage of food to feed the entire unit, that the officer will go without; that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers. But caring for our soldiers does not stop at the chow line. Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are families, and a soldier must have the trust that you will take care of his family, particularly when he’s away from home. But caring for soldiers actually starts with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, there are no shortcuts. But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards. Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that made them great generals took decades of training, of experience and of evolution. For all of the differences between these leaders there is one thing that they had in common. Their careers were marked by a progression of difficult assignments and intense study. Always they were a snapshot of a masterpiece still in progress, still in motion. From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills. And Grice understood that very well, although he had different words for it. He knew that if our platoon was going to be good at occupying a position and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a finely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they; that if I asked them how to cut a mortar fuse, there was no doubt that I would know the answer, just as I would know if there was too much play in the sight mount on that mortar. And I had to feel confident that knew before they would feel confident with me. In every good leader I have met in my years of service there always was the evidence of these three qualities: character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldiers to have confidence in them. And you know, the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves. With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion. If I could start all over today, I would not hesitate for a single second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morning! Good luck to you all. I envy you. How to cite Leadership In The Military, Essays Leadership in the Military Free Essays string(260) " that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain\." There is surely no more talent nor more hope for the future than right here in this room. I envy you and I wish I could trade places with you, but at the same time, looking at all of you I am supremely confident that here among you sit the future great captains of our military and that we can all be very confident about tomorrow. And I am convinced that if he were alive today, Gen. We will write a custom essay sample on Leadership in the Military or any similar topic only for you Order Now Marshall would be right here, for there is nothing that that great soldier loved more than to talk about service and to talk about leadership. As he himself once said on a similar occasion, looking across a room full of future leaders, â€Å"You’re young,† he said, â€Å"and you’re vigorous, and your service will be the foundation for peace and prosperity throughout the world.† Certainly as I look at you the same is true this morning. Truly you here in this room are our future. And it is most fitting for us to come together right here in these very halls where George Marshall once walked to honor him and to reflect on his great contributions and to share some thoughts on leadership. If you were to think back over this century, you would realize very quickly that our Army has produced some truly remarkable military leaders. I am confident that if I were to ask all of you to take pen to paper and to write down the names of the great Army leaders of this century, you would be at it for a very long time, and when you were done, the lists that you produced would be very long. Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most recently two of my former bosses, Norman Schwarzkopf and Colin Powell. Each of these officers was remarkably gifted. But if you study them closely, you realize that each was very different, that the fame they acquired had  very different roots. Omar Bradley — simple, unadorned, humble, but of them all he was the soldier’s soldier — loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army group commanders. Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity. Some say his outward appearance and reputation were those of an officer who compromised easily, and who others thought was only thinly grounded in the knowledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our W[orld] W[ar] II coalition. But if you were to look closer, you would discover that these were the traits Eisenhower wanted others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance. Quite contrary to these assertions, he held deep convictions, and he never ceded or compromised any point that he felt important. Our campaign to seize Europe from the Nazis was the very campaign he visualized at the start of the war back in 1942, a plan for which at first there was only lukewarm support among American leaders and nearly total opposition from our British allies. Yet when it was done, it was Eisenhower’s approach we executed, and it was militarily brilliant. And any study of our great generals must include that incredible warrior, George Patton, a tenacious and hard-bitten fighter who felt the pulse and flow of the battlefield in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but also a soldier with a renowned appetite for fame and approval. And we could talk about so many others, for our Army has produced such a rich abundance of talented leaders. But there is one giant who stands above them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, I’m convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthur’s brilliance and courtliness. He had Patton’s tenacity and drive. He had Bradley’s personal magnetism, the  ability to inspire confidence and deep affection from any who came into his presence. But more than that, Marshall had the organizational skills that in a few short years converted an Army of only several hundred thousand, with only a handful of modern weapons and no modern battlefield experience, into an Army of over 8 million — the best equipped, the best fighting army in the world, an army that defeated the two most powerful empires of its time. More than that, he had a rare intuition, a nearly flawless inner sense for other men’s strengths that allowed him to see the spark of leadership in others, and when he saw that spark, to place such men into key assignments and then to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy. And as we learned after the war, he was as well perhaps the greatest statesman and visionary of his age. All of us should remember that the occupations of Germany and Japan were commanded by military officers, but we should also remember that the architect of these occupations was Marshall. But even beyond this, in 1948, with a few words uttered in a speech at Harvard, Marshall put in motion the plan that would rebuild Western Europe, that would recover its people from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today: a Western Europe poised on the edge of becoming a cohesive union of nations. What an accomplishment! It is staggering to think of what this one officer accomplished in his career of service to his nation. But most humbling is to realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain. You read "Leadership in the Military" in category "Leadership" If we were to ask a sculptor to produce a bust of a great leader and described to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no doubt that that bust would look exactly like Gen. George C. Marshall. And so for those of us like you and I, who make soldiering our way of life, it is always instructive to take the time to reflect on Gen. Marshall’s career, for by so doing we are reminded of much that we should try to emulate. But you are here for a different reason. You are here because I think you worry about these next steps for you, which will lead to a gold bar of a second lieutenant. I doubt very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask just that from you. If you are like I was when I waited to pin on my lieutenant’s bars, your thoughts are more about the challenges of a platoon leader than those of a general. The other week while a guest on Larry King’s show, Larry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple. I told him that when I was a private my ambition was to become a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the 1st Battle Group of the 9th Infantry, my thoughts were certainly not on becoming a general or colonel or major or even a captain! My thoughts were on becoming a good platoon leader, about being up to the challenge of leading my soldiers, about not making a fool of myself in front of Sgt. 1st Class Grice, the platoon sergeant of that first platoon of mine. And I was right to concentrate on the job at hand, for the job of a lieutenant is a tough one — in many ways, perhaps, the toughest one — but it is without a doubt also the most important, and if you take to it, also the most rewarding. I was very fortunate, because I had Sergeant Grice to guide me and to teach me. And teach and guide me he did, without ever making me feel inadequate and without ever permitting me to be ill-prepared, because he was the best! And if there is one thing I wish for each and every one of you, it is a Sergeant Grice to teach you about soldiers, about leaders, and the responsibilities and joys of soldiering together. Not everyone is as blessed as I was; not everyone finds his Sergeant Grice, and many don’t not because he isn’t there, but because unknowingly and foolishly they push him away. Don’t do that. Look for your Sergeant Grice; NCOs have so very much to teach us. Well, what did I learn from Sergeant Grice? Certainly more than I have time to tell you here, and also because many helpful hints have probably by now faded from my memory. But what I learned then and what has been reinforced in the 36 years since is that good leadership, whether in the world of a lieutenant or in the world of a general, is based essentially on three pillars. These three pillars he taught me are character, love and care for soldiers, and professional competence. Oh, Sergeant Grice didn’t exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars. He used to say that if the platoon ever sensed that I wasn’t up front with them, if they ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was. Often he would say, â€Å"Look down. Worry about what your soldiers think. Don’t worry about looking up, about what the captain thinks of you.† He never said it, that’s not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasn’t the absolute truth, he would never trust me again and I would be finished as a platoon leader. I would be finished as a leader. Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders weren’t trusted. It’s just that simple. And it isn’t enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do. Gen. Powell, speaking here a few years ago, put it this way: â€Å"If you want them to work hard and endure hardship,† he observed, â€Å"you must work even harder and endure even greater hardship.† â€Å"They must see you sacrifice for them,† he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadn’t gotten just right. But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you really care for them, that you will sacrifice for them, that you simply enjoy being with them. Words won’t get you through there, either. If you don’t feel it in your heart, if you don’t love your soldiers in your heart, they will know it. How often Sergeant Grice would prod me to spend the extra time to get to know the members of the platoon better, to know who needed extra training and coaching so he could fire expert on the rifle range the next time around; to talk to Pvt. Taylor, who just received a â€Å"Dear John† letter; to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help. They expect and, I tell you, they have the right to expect, 150 percent of your time and best effort. And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the platoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the last one to eat, that the officer will take his or her first bite only after the last soldier has had a chance to eat. This tradition, as you so well know, is founded in the understanding that leaders place the welfare of their people above their own, that the officer is responsible for the welfare of the troops; that if mismanagement results in a shortage of food to feed the entire unit, that the officer will go without; that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers. But caring for our soldiers does not stop at the chow line. Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are families, and a soldier must have the trust that you will take care of his family, particularly when he’s away from home. But caring for soldiers actually starts with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, there are no shortcuts. But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards. Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that made them great generals took decades of training, of experience and of evolution. For all of the differences between these leaders there is one thing that they had in common. Their careers were marked by a progression of difficult assignments and intense study. Always they were a snapshot of a masterpiece still in progress, still in motion. From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills. And Grice understood that very well, although he had different words for it. He knew that if our platoon was going to be good at occupying a position and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a finely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they; that if I asked them how to cut a mortar fuse, there was no doubt that I would know the answer, just as I would know if there was too much play in the sight mount on that mortar. And I had to feel confident that knew before they would feel confident with me. In every good leader I have met in my years of service there always was the evidence of these three qualities: character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldiers to have confidence in them. And you know, the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves. With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion. If I could start all over today, I would not hesitate for a single second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morning! Good luck to you all. I envy you. How to cite Leadership in the Military, Essays

Investigation of Hydrochloric Acid with Indigestion Tablet free essay sample

In this coursework I will be talking about the experiments, which I have done over two weeks. This gave different results by using different concentrations of hydrochloric acids (HCl) and indigestion relief tablet. I will also mention the time which was taken in the experiment, to see how fast the hydrochloric acid took with indigestion tablet with different concentrations. Indigestion tablets are alkali and they are used for to neutralise the excess acid in the stomach. Indigestion Tablet Idigestion is caused by excess acid in the stomach. The tablets neutralise some of this Acid and this is known as ‘Neutralization’ since it neutralizes the acid. In this experiment the amount of acid neutralised by one tablet is found. In my investigation gas jar will be used to collect and measure the amount of carbon dioxide gas released during the investigation. [pic] [pic]Clamp Stand Clamp stand is really useful and it gets attached to the burette or any flask and it allows it to stay in its position. We will write a custom essay sample on Investigation of Hydrochloric Acid with Indigestion Tablet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Otherwise, there’s a possibility of dispensing more amount of liquid than its normal measurements. In my investigation conical flask will be attached to the clamp stand so that it can be connected to the delivery tube which will in turn be connected to the gas jar through the water in the trough. Delivery tube delivers the gas in to collecting vessels or container, but in this case it is going to go in a burette. Delivery tube also allows the gases to go through it; this will make the result to be accurate. Trough Trough is used for filling up the water, and it holds in the water, as well as the burette where gases put themselves off. The delivery tube gets clamped into the water and connected to the gas jar. It usually looks like a normal flat based bowl. Bung Bung is a big chunk of rubber, which act as seal in a conical flask. This allows the gas to be delivered through the delivery tube, and the delivery tube is connected with the bung since it has a hole. It is really useful in the experiment therefore no gas can be released outside. Timer Timer is there to get the results of the different solutions of hydrochloric acids. It makes the result really convenient as well as precise. Conical Flask This is scientific equipment which is usually seen in the lab. In the experiment it was used for to hold the hydrochloric acid and the indigestion tablet. It gets sealed at the top by a bung. Hypothesis: In this experiment I will test the hypothesis that; how quickly an indigestion tablet reacts does not depend on the concentrations of hydrochloric acid. Method for the experiment There will be using various equipments to test the hypothesis. Firstly, I will measure 50cm3 of hydrochloric acid with lowest concentration into a conical flask. Then I will fill up the trough or the container up to the ? of it. Thereafter, I will fill the gas jar with water then, I will put my hand on top of the open end, and invert over the water in the trough. The rate of the chemical reaction can be raised by increasing the temperature. This rate can also be increased by increasing the concentration of a reactant in solution; in my experiment I have used the Hydrochloric Acid (HCl) with higher concentration and our body temperature. This caused by the reactant particles to move quickly, and have more energy in order to collide often, and more of the collision result took in a reaction. 2. Surface Area The rate of a chemical reaction can also be increased by increasing the surface area of a solid reactant. But in my experiment I have dropped the whole tablet, instead of crushing the tablet. This has affected my experiment a lot because there could’ve been more collision, but since I have put the whole tablet inside that caused a small volume of space inside. This didn’t allow the reactant particles to perform collision theory. It also made the rate at its average point. 3. Concentration My experiment’s dissolved reactant increased then they became crowded which again caused the particles to perform collision theory. This means that the hydrochloric acid (HCl) with higher concentration means that there is more particles with energyNo No please state this in a better way The result of the line graph shows that the higher the concentrations, the quicker it will react. The hydrochloric acid with higher concentration means there is more reactant particles which will have more energy and be crowded. There is a greater of colliding, which will also allow the rate of reaction to increase. As the rate of the hydrochloric increases , the rate of chemical reaction becomes quicker.

Perception and Individual Decision Making

Perception and individual decision making are the notions which determine a human being and his/her mode of life. After watching the movie Blind Side, it is possible to analyze the behavior of Michael Oher who just wanted to live though in this case, the circumstances were rather specific. Advertising We will write a custom essay sample on Perception and Individual Decision Making specifically for you for only $16.05 $11/page Learn More Being left without parental assistance, Michael Oher had been searching for the main purpose in his life and found it in football. The chance changed the life of this person. Looking at his life, it is obvious that Michael Oher was sure that nothing was going to improve his situation. This was his perception of the situation as well as his individual decision. He used to run away from every family he was adopted by. When Leigh Anne found him, she could not even imagine how possible it was to live in such a way. Still, he r perception of the situation was different. Therefore, people are able to look at one and the same situation differently due to differences in perception of the facts. For example, in case of Michael Oher, it is possible to conclude that he got used to this situation, and it seemed better to him to live in such a way than to be grateful to the foreign people who offered him support and home. However, Leigh Anne was of another opinion though she could not understand Michael Oher’s decision as they had different perceptions of the situation (Blind Side). When people make decisions, they usually refer to personal experience, and it affects their perception of the surrounding world and some particular situation. It is impossible to judge people taking into account your personal experience as, in this case, a person considers the situation only from his/her personal point of view without referring to another individual’s background. The choice to begin a career of a spo rtsman was Michael’s decision which was based on personal features. Being a strong man of athletic constitution and possessing great powers of endurance, Michael was sure to achieve much success in football game though he also had to work hard. He understood that his low grades and other factors would not allow him to be a member of the school football team. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, his coach gave him a chance as he saw that this boy could achieve success. Therefore, after reconsidering his personal attitude to studying, Michael improved his grades and became a part of the football team. This decision was well-considered as he wanted to play football, and the only way to achieve that was to progress in his studying. Robbins and Judge are sure that people consider situations from their personal perspectives, and decisions they make are also based on th eir vision of the situation developed from their past experiences. If one situation seems appropriate for one person, it does not mean that the same situation will be appropriate for all. It is possible to have two visions on one and the same situation as people usually refer to their experience, and on its basis, their decisions are made (Robbins and Judge 128). Therefore, looking at the life of Michael Oher, some people may find his actions strange, for example, when he ran away from the families, while those, who have also experienced the same conditions, may understand him. Therefore, human actions and decisions are usually based on their personal experience and perception. In most cases, the decision making is made by an individual as a person must consider the situation from his/her personal side to make a proper decision on how to behave. Works Cited Blind Side. Ex. Prod. Broderick Johnson. Burbank, California: Warner Bros., 2009. DVD. Robbins, Stephen P. and Timothy A. Judg e. Organizational Behavior. Oxford: Prentice Hall, 2008. Print. This essay on Perception and Individual Decision Making was written and submitted by user Madr0x 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.

comparison college high school football Essay Example

comparison college high school football Essay Example comparison college high school football Essay comparison college high school football Essay and would tell us to beat our opponents that day. There was no better feeling than making a big play in front of my town. That feeling gave me great pride of being from Hugoton. The game level in high school depended on the opponent we had that week. If we had a good team the level was high and intense because of the good players they had. If we played a team that wasnt so good, we would beat them by many points, so the level of intensity wasnt so high. I made a lot of good memories playing high school football. The memories I made will never be forgotten. When I signed my letter of intent to play football at Garden City Community College on February 2, 2013, I was ready to advance my knowledge of the game of football. Not long after I got here, I realized how many people in Garden City support our football team. Going out to eat with teammates and I to local restaurants people, ould ask us questions about our team. Since Garden City is a larger city than Hugoton it isnt as close net, but during game days we had a lot of support. Playing with new players from all around Kansas and the United States was very new to me. I made many new friends. Some of these friends I will remember for a long time. The talent and intensity was also very different to me because of how high it was in both aspects. I had to grow up fast when I got here. I got to Garden City in June, and almost immediately we began lifting weights. I had been following the workout plan they sent me prior to getting to the college. After the first day, I figured out how different weight lifting was in college than in high school. Everything was so quick in the weight room. Not that much break was allowed in between sets. Everyone was moving around so quick. Our coach would walk around and yell at us to get it going. The high intensity in the weight room in contrast to high school was definitely new to me. The intense weight room sessions were tough, but I knew they would help me in the long run. After a few weeks of weightlifting, we began our fall camp. Before camp began however, everyone had to go through a conditioning test. The conditioning test consisted of two 300-yard shuttles a minute and a half apart. The average time of the two had to meet the qualification times the coaches had. For the lineman positions, the time was fifty three seconds. The test was difficult but I passed it. Our fall camp consisted on two-a-days Just like in high school. I soon received a reality check that this was no longer high school, or anything close to it. The first big difference was lineman, so that was all I played. I was practicing with many players who were division one athletes, but did not have the grades to qualify, so they came to Junior ollege. I was use to being the best player on my high school team, but now everyone was good. Everyone in college was the best player on their high school team. Fall camp lasted three weeks, and it was not easy. One on one drills, with players bigger than I have ever gone up against were tough. This experience however, helped me realize how hard I have to work to play at this level. When the season began, practices were not as tough. Just like in high school, Tuesdays and Wednesdays were workdays. I learned a lot of much needed technique throughout my experience in college football. On the contrary, college football games are also nothing like high school games. Even though I wasnt a starter my freshman year in college, I did experience some playing time. The speed of the game is the biggest difference. Playing with bigger and faster players each play is very important. If one player does not fulfill their Job, bad things can happen. College games are also taken very seriously because of the level of the game. The crowd is bigger and they cheer louder. If our team did something wrong, not only would our coaches let us know, so would the crowd. Winning a college football game was a great experience. Knowing my team was better than another high skilled team is a good feeling. That feeling is unforgettable. As a result, the decision to play college football is very important to me. I have made my parents proud and that is a big accomplishment. The experience has been a rollercoaster. I believe my toughness level has gone up because of the beatings one takes in college football. That toughness will help a lot in life. I am very blessed to have experienced both high school and college football. Both levels have been and will always be a big part of my life. Its the love of the game that keeps me going.

Fast Food Nation Essay Example | Topics and Well Written Essays - 250 words

Fast Food Nation - Essay Example According to the movie, Fast food Nation, it is clear that commodity fetishism is prevalent and has many ethical violations that need to be addressed. The need for disconnected narrative shows that in the production of every commodity, there are many independent processes involved in such a way that one party does not know what the other does. After the discovery of fecal matter in the meat, the vice president of Mickey hamburger goes to find out how meat processing is conducted in Uni-Globe meatpacking processing plant, but the management of the plant shows him the best environment and efficient procedure. This is clear that every party does not know what the other does and so disconnected narrative is used symbolically to show that in every process of production, there are independent processes involved in promoting consumer fetishism (Linklater). The difficulty involved in making the disconnected linkage in the movie is that all parties want to hide their shortcomings to avoid other parties to know what is really transpiring. The plant mistreats its workers, who perform poorly as a result of being demoralized. The plant does not want outside parties to understand its ills thus it tries to hide them. Disconnected narrative are symbolically used to show that production processes are interconnected but in reality each party does not what the other does and so it becomes difficult to detect malpractices when they emerge(Harvey 97) . By using disconnected narrative to show independent processes involved in production, most of which are unethical and illegal, the concept of commodity fetishism is well portrayed. The evils of commoditizing production can only be eradicated if consumer fetishism is

Nurse Retention Research Paper Example | Topics and Well Written Essays - 1250 words

Nurse Retention - Research Paper Example The current and projected shortage Indicators shows that the U.S. nursing shortage is projected to grow to 260,000 registered nurses by 2025 (Buerhaus, 2009), the Bureau of Labor Statistics (2009) reported the in spite of the job cuts in all the major industries, the health sector institutions added 21,000 new jobs in the month of June 2009 and more jobs are likely to be added in the near future. A research conducted by the Council on Physician and Nurse Supply in 2008 showed that the US health care needs 30,000 additional nurses to be graduated annually to meet the nation's healthcare needs (Bureau of Labor Statistics, 2009). The Health Resources and Services Administration (2006) projects that the US nursing shortage would grow to more than one million nurses by the year 2020. It has been observed that due to the shortages, the recruitment and retention of nurses in the health institutions is a big challenge (Health Resources and Services Administration, 2006). Change management This section reviews Kurt Lewin’s classical approach to change management, specifically the application of force field analysis in the implementation of a nurse retention program at any local healthcare facility. Kurt Lewin’s classical theory is based on a systems approach to change management. According to him a state of equilibrium in a system is achieved when the forces acting for change equals the forces acting against change.

How does the plate tectonics theory help explain the existence of Essay

How does the plate tectonics theory help explain the existence of fossilized marine life in rocks atop the Ural Mountains Be sure to include a description of the specific process(es) - Essay Example With time, the fossils collected and accumulated on the sea bed. Geologists describe the area on which the mountains exist to be at the edge of two active tectonic plates: Baltica and Siberia. The tectonic plates are considered to be constructive plates. The two tectonic plates collided and their forces pushed the plates against one another in a constant force. The force was so intense that it pushed the earth’s crust beyond its elastic limit. With time the earth’s crust got compressed as folded upwards resulting to the Ural Mountains. This was a gradual process that lasted for many years. The area that was formerly covered by the Palaeoralic Ocean was now part of the Ural Mountains. It took with it the fossil remains that was on the sea bed. The water that was contained in the ocean was displaced as result of rise in altitude of the area. Considering that the fossils had been in existence for over millions of years and that they were several of kilometers deep, it was impossible for the environmental factors like rain to completely wear out the fossil remains (Wright, 1977). In addition, the weight of the water along with other forces had compacted together the fossils forming semimetal rocks which currently exist on the top of Ural Mountains. This theory unlike other theories is credible and fully arguable especially in its endeavor to explain the existence of sedimentary rocks atop the Ural

Self-Reflection on Entrepreneurial Personality

Self-Reflection on Entrepreneurial Personality By submitting this piece of work I confirm I am aware of, and comply with University and Programme Requirements and regulations regarding Examination and Assessment Offences and that I am not party to any behaviour which could be construed as an assessment offence. I am aware that if I, or any member of my group transgress these regulations that the entire group could be found guilty of an academic offence. The last decades have witnessed the most dynamic emergence of entrepreneurial activity worldwide and the interest in entrepreneurship has increased significantly. No sector of economy has grown as vital, powerful and creative as entrepreneurship. (Kaplan, 2003). What is Entrepreneurship? The ability and motivation to form something from practically nothing is entrepreneurship. Moreover it is the willingness and steely determination to build an enterprise and handle risks and do everything possible to get the odds in your favor (Timmons, 1989). What is an Entrepreneur? The term entrepreneur had his beginning in the 17th-century and comes from the French word â€Å"entreprendre† and is usually a sole proprietor, a partner or a majority shareholder in an incorporated venture (Rowland, 2015). I have potential to be an Entrepreneur, because of my tested competencies! Different models can be used to identify what your personal traits are. Each model or test assesses particular attributes for entrepreneurial characteristics. One model is the â€Å"Entrepreneurial Traits Wheel† that depicts some traits an entrepreneur or an enterprising person may have. My self-evaluation (Figure 1 / Appendix 1, p.6) shows that I ´m a proactive person with a strong vision and flair. Moreover I ´m self-confident and prefer to solve problems. Furthermore I very goal oriented, a team player and a motivator to overcome difficulties. Thus my not innovated skills I ´m a motivated and communicated decision maker. The T-P Leadership questionnaire indicates that I ´m more laissez-faire than autocratic. I prefer a more morale than productivity style. Nevertheless I have a moderate high shared leadership style with a high morale and moderate high productivity behavior (Appendix 2, p. 7). Related to the Thomas-Kilmann (Appendix 3, p.10) test my profile indicates in various situations a good repertoire of useful social skills. A further test to evaluate entrepreneurial characteristics is the â€Å"General Enterprising Tendency† (GET) test. The results of my test show only in one particular section an average score (Appendix 4, p.16). All other sections assess a nearly maximum score. Summarised the tests underline the argument that I have entrepreneurial skills. But these are only theoretical results. I have potential to be an Entrepreneur, because of my working experience and our family business! To be entrepreneurial is to be inspired and capable of creating opportunities for oneself. To be an entrepreneur is one of the interesting and most exciting things. But it is not easy to start and maintain your own business. The best example in this case is my father. In our family it is a kind of tradition to have an entrepreneurial thinking. In 1963 my grandfather founded the logistic company â€Å"HTS Hà ¼ttges Tranport-Service†. Meanwhile my father manages the company since 1986 and I am working part time during my study in my father’s office. But I have already worked for other companies (Appendix 5, p. 22). To start, I did my apprenticeship as an industrial management assistant at Friesland Campina from 2005 to 2008. Friesland Campina is a worldwide Joint Venture who manufactures milk products. During this time I worked in different areas in the company such as the sales, purchasing, marketing, accounting and controlling department. After my apprenticeship I stayed in the company and was taken in the purchasing department from 2008 to 2010. In these two years I was responsible for the purchase of packaging and raw materials. At that time I was 22 years old and had a huge responsible position in this company, because when my disposition was poor the production plant couldn ´t produce their planned qua ntity. But I grew with the task and became more and more responsibilities. So, I earned the ability to lead negotiations with suppliers and hold presentations during important meetings. Also during my Bachelor study in the Netherlands I have expand my competencies. In the first semester we had to write a business plan and had interview a general manager to analyse the company. Moreover I was general manager and finance director of a project team in reference of a study project named â€Å"Mini Company† at the Fontys International Business School in the Netherlands. We had to found a real company for one semester with real market conditions. We had to sell company shares to get money and had a real entry in the Netherlands Commercial Register. Our student company â€Å"Nature Arts† was very successful and a good investment for our shareholders. We won a price from the â€Å"Jong Ondernemen† organization for the one of the best Mini Company (Appendix 6, p.23). At the end we could disburse them with a dividend of 30â‚ ¬. A further experience which could be beneficial to an entrepreneurial career was the internship during my study at the METRO GR OUP. The METRO GROUP is the one of the biggest wholesaler worldwide such as Tesco. I worked in the Corporate Planning Controlling department. It was a hard time and with long business days. I worked in different teams with different educational and cultural backgrounds. But this was an experience I ´ll never want to miss. This work experience was excellent to prepare for higher duties later. Now I ´m 28 years old and had the fortune to witness a good education. The following figure (Figure 2 / Appendix 7, p.24) illustrates my personal life path. Figure 2: Life Path Chart Felix Freericks Source: Own Illustration, 2015 Certainly I have weaknesses. Nobody is perfect. Certainly I have weaknesses and also experience with some difficult situations during my life. One Example is the language barrier. Therefore to improve my language skills such as English I study abroad and live in a residential community with only international native speaking people. I hope after my study I have improved my English skills to be confident in business discussions. Another Weakness is the motivation in some areas. Sometimes I fall in a deadlock and it’s difficult to motivate myself to change the current unsatisfied situation. In this case I have a high potential for improvement. The life is a long-life-learning process. Hence, I have to learn from my mistakes and try to avoid them in the future. My dream is to follow in one ´s father ´s footsteps hopefully. But Dreaming a dream is one thing, but bringing the dream to market is another dimension entirely. Therefore I early recognised to have to study to become a well-educated manager with managerial responsibility. Through the experience in the last nine years and hopefully in the common years I will learn how to manage and maintain a business. I see myself as an enterprising person, because even now I use the learning and experience to benefit my father ´s company in other ways. This attitude is crucial to your success at this early stage. Once my father said to educate yourself you have to be open-ended and focused to provide the freedom necessary to explore unexpected leads. My personal work experience in different companies has shown that’s difficult to manage a company. But I am hopefully ready for this challenge in a few years. References Kaplan, J. M., 2003. Patterns of Entrepreneurship, s.l.: John Wiley Sons. Rowland, M., 2015. www.businessdictionary.com. [Online] Available at: http://www.businessdictionary.com/definition/entrepreneur.html#ixzz3SD5CxrBQ [Accessed 16 2 2015]. Timmons, J., 1989. The Entrepreneurial Mind. In: Andover: Brick House Publishing, p. 1. Appendix 1: Entrepreneurial Skills Wheel Appendix 2: T-P Leadership Questionnaire: An Assessment of Style The following items describe aspects of leadership behavior. Respond to each item according to the way you would most likely act if you were the leader of a work group. Circle whether you would most likely behave in the described way: Always = A, Frequently = F Occasionally = O, Seldom = S, or Never = N. A F O S N 1. I would most likely act as the spokesman of the group. A F O S N 2. I would encourage overtime work. A F O S N 3. I would allow members complete freedom in their work. A F O S N 4. I would encourage the use of uniform procedures. A F O S N 5. I would permit the members to use their own judgment in solving problems. A F O S N 6. I would stress being ahead of competing groups. A F O S N 7. I would speak as a representative of the group. A F O S N 8. I would needle members for greater effort. A F O S N 9. I would try out my ideas in the group. A F O S N 10. I would let the members do their work the way they think best. A F O S N 11. I would be working hard for a promotion. A F O S N 12. I would tolerate postponement and uncertainty. A F O S N 13. I would speak for the group if there were visitors present. A F O S N 14. I would keep the work moving at a rapid pace. A F O S N 15. I would turn the members loose on a job and let them go to it. A F O S N 16. I would settle conflicts when they occur in the group. A F O S N 17. I would get swamped by details. A F O S N 18. I would represent the group at outside meetings. A F O S N 19. I would be reluctant to allow the members any freedom of action. A F O S N 20. I would decide what should be done and how it should be done. A F O S N 21. I would push for increased production. A F O S N 22. I would let some members have authority, which I could keep. A F O S N 23. Things would usually turn out as I predicted. A F O S N 24. I would allow the group a high degree of initiative. A F O S N 25. I would assign group members to particular tasks. A F O S N 26. I would be willing to make changes. A F O S N 27. I would ask the members to work harder. A F O S N 28. I would trust the group members to exercise good judgment. A F O S N 29. I would schedule the work to be done. A F O S N 30. I would refuse to explain my actions. A F O S N 31. I would persuade others that my ideas are to their advantage. A F O S N 32. I would permit the group to set its own pace. A F O S N 33. I would urge the group to beat its previous record. A F O S N 34. I would act without consulting the group. A F O S N 35. I would ask that group members follow the standard rules and regulations. T13P13 Appendix 3: Thomas-Kilmann Conflict Mode Questionnaire Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations? On the following pages are several pairs of statements describing possible behavioural responses. For each pair, please circle the A or B statement which is most characteristic of your own behaviour. In many cases, neither the A nor the B statement may be very typical of your behavior, but please select the response which you would be more likely to use. 1. A. There are times when I let others take responsibility for solving the problem. B. Rather than negotiate the things on which we disagree, I try to stress those things upon which we both agree. 2. A. I try to find a compromise solution. B. I attempt to deal with all of anothers and my concerns. 3. A. I am usually firm in pursuing my goals. B. I might try to soothe the others feelings and preserve our relationship. 4. A. I try to find a compromise solution. B. I sometimes sacrifice my own wishes for the wishes of the other person. 5. A. I consistently seek the others help in working out a solution. B. I try to do what is necessary to avoid useless tensions. 6. A. I try to avoid creating unpleasantness for myself. B. I try to win my position. 7. A. I try to postpone the issue until I have had some time to think about it. B. I give up some points in exchange for others. 8. A. I am usually firm in pursuing my goals. B. I attempt to get all concerns and issues immediately out in the open. 9. A. I feel that differences are not always worrying about. B. I make some effort to get my way. 10. A. I am firm in pursuing my goals. B. I try to find a compromise solution. 11.A. I attempt to get all concerns and issues immediately out in the open. B. I might try to soothe the others feelings and preserve our relationship. 12.A. I sometimes avoid taking positions which would create controversy. B. I will let another have some of their positions if they lets me have some of mine. 13.A. I propose middle ground. B. I press to get my points made. 14.A. I tell another my ideas and ask them for theirs. B. I try to show him the logic and benefits of my position. 15.A. I might try to soothe the others feelings and preserve our relationship. B. I try to do what is necessary to avoid tension. 16. A. I try not to hurt the others feelings. B. I try to convince the other person of the merits of my position. 17. A. I am usually firm in pursuing my goals. B. I try to do what is necessary to avoid useless tensions. 18.A. If it makes the other person happy, I might let them maintain their views. B. I will let the other person have some of their positions if they let me have some of mine. 19.A. I try to get all concerns and issues immediately out in the open. B. I try to postpone the issue until I have had some time to think it over. 20.A. I attempt to immediately work through our differences. B. I try to find a fair combination of gains and losses for both of us. 21.A. In approaching negotiations, I try to be considerate of the other persons feelings B. I always lean toward a direct discussion of the problem. 22.A. I try to find a position that is intermediate between mine and another persons. B. I assert my wishes. 23. A. I am often concerned with satisfying all my wishes. B. There are times when I let others take responsibility for solving problems. 24. A. If the others position seems important to them, I would try to meet their wishes. B. I try to get the other person to settle for a compromise. 25.A. I try to show the other person the logic and benefits of my position. B. In approaching negotiations, I try to be considerate of the other persons wishes. 26.A. I propose a middle ground. B. I am nearly always concerned with satisfying all my wishes. 27.A. I sometimes avoid taking positions that would create controversy. B. If it makes the other person happy, I might let them maintain their views. 28.A. I am usually firm in pursuing my goals. B. I feel that differences are not always worth worrying about. 29.A. I propose middle ground. B. I feel that differences are not always worth worrying about. 30.A. I try not to hurt the other persons feelings. B. I always share the problem with the other person so that we can work it out. SCORING THE THOMAS-KILMANN CONFLICT MODE QUESTIONNAIRE Appendix 4: The Duham University General Enterprising Tendency (GET) Test Appendix 5: Part of Curriculum Vitae Felix Freericks Working Experience 02/2014 – 06/2014MSK Verpackungs-Systeme GmbH Bachelor thesis in the purchasing department Implementation of a key performance indicator system 08/2012 – 02/2013Metro AG Internship student employee in the Headquarter Controlling department Forecast- Budget reports Reporting Implementation of a reporting-tool for analysing the reporting structure 04/2010 – 02/2012Altenheim St. Marien gGmbH Assistance of the Board of Managements Finance Accouting tasks 01/2008 – 04/2009Friesland Foods Deutschland GmbH Purchaser Purchasing of raw packaging materials Negotiation Contracting Study 09/2010 – 07/2014Fontys International Business School Venlo, NL Study: International Business Economics Bachelor-thesis: Implementation of a key performance indicator system (Grade: 8,0) Graduation: Bachelor of Business Administration (7,4) Apprenticeship 08/2005 – 01/2008 Friesland Foods Deutschland GmbH Apprenticeship as an industrial management assistant Appendix 6: Certificate of Jong Ondernemen Appendix 7: Life Path Felix Freericks Statement of Authenticity We hereby solemnly declare, that we ourselves wrote this coursework, without the assistance of any third party; that in this report, we identified and specified all direct literal quotes from literature and indirect quotes (ideas, indirect quotations) from other authors. We are fully aware that any violation of this code may result in disadvantageous consequences for us. If fraud can be proved, we will be required to bear the costs of investigation into and sourcing of the original document. Plymouth, 23rd February 2015 Felix Freericks

Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight Essay

Sir Gawain and the Green Knight In this passage taken from Sir Gawain and the Green Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through the tests of the host. Sir Gawain is speaking to the host of the castle where he is staying for a few days before journeying on to the Green Chapel. The host has just returned from hunting and killing some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they will exchange whatever they may win that day for the other's winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain "Now we are even" (Norton, 236, line 1641.) There is a vivid description of the meal that follows, as well as the singing of Christmas songs. Then Gawain tells the host that he should be on his way to the Green Ch apel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawain about the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesn't realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best night's rest, and is up early the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in his neck shows this. Unlike the Green Knight, Sir Gawain cannot just put his head back on his head. This also shows that he is a hero. He is not a "superman" like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusion, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain really is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost bravery that a true hero can have. Works Cited: Abrams, M. H. The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 1993. Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight Essay Sir Gawain and the Green Knight In this passage taken from Sir Gawain and the Green Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through the tests of the host. Sir Gawain is speaking to the host of the castle where he is staying for a few days before journeying on to the Green Chapel. The host has just returned from hunting and killing some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they will exchange whatever they may win that day for the other's winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain "Now we are even" (Norton, 236, line 1641.) There is a vivid description of the meal that follows, as well as the singing of Christmas songs. Then Gawain tells the host that he should be on his way to the Green Ch apel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawain about the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesn't realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best night's rest, and is up early the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in his neck shows this. Unlike the Green Knight, Sir Gawain cannot just put his head back on his head. This also shows that he is a hero. He is not a "superman" like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusion, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain really is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost bravery that a true hero can have. Works Cited: Abrams, M. H. The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 1993.