Protecting Ourselves from Media Manipulation: The Use of Alternative Me

Protecting Ourselves from Media Manipulation: The Use of Alternative Media as an Information Source As far as one can recall the media has had a large influence over our perceptions of the world and the society in which we live. Why is it that we blindly seem to believe whatever we hear on the radio, see on the television, read in newspapers and more currently on the internet? The mass media has acquired a great control over the perceptions of how we interpret the world around us, it is only when we allow alternative media to develop and expand to greater parts of the world that we will be able to understand the different perspectives and work towards understanding the truth. There have been past reports on alien invasions, attacks made by giant worms and other exaggerated or made-up stories. Many of these events or attacks were based on popular fears during the time. This can also be seen during the â€Å"Red Scare†. Americans were afraid of being attacked by communists and were constantly afraid of spies thus, they proceeded to name anyone or anything a communist if they did not respond in the way that they had anticipated. These fears were manipulated by the mass media creating further anxiety. Plausibility and timing are equally as important in creating stories or news that can result in anxiety and fear. To fully deceive the public there has to be a plausible story occurring at the right time and place. In our post 9/11 world, where many people are already feeling on the edge it is important that the media is careful in what they produce, and think about the potential effects on their audience. We would not want to see ourselves confronted with the same tactics as those used previously during the â€Å"... ...acifici, The Moro Morality Play: Terrorism as Social Drama (Chicago: The University Chicago Press, 1986) p. 65, 90. Mueller, John E. War, Presidents and Public Opinion (New York: John Wiley, 1973). Newport, Frank, Public Opinion of the War in Afghanistan, Gallup News Service Poll Analyses, (31 October 2001) (http://www.gallup.com/poll/Releases/Pr011031e.asp) Orwell, George, Politics and the English Language in The Collected Essays of George Orwell (Harmondsworth: Penguin, 1968) p. 167. Page, B., Shapiro, R. and Dempsey. 1987. What moves Public Opinion, American Political Science Review, 81, March, 23-43. Speech of George W. Bush, as reported on CNN, October 7, 2001 Cartoonstock,United We Stand, Holding Hands http://www.cartoonstock.com/newscartoons/nc_search.asp?x=a&keyword=&Category=Bin+Laden%2C+Osama&Boolean=Or&Artist=Not+Selected&submit=Search

Bondage and Escape in Sons and Lovers :: Lawrence Sons and Lovers Essays

Bondage and Escape in Sons & Lovers A major theme in "Sons & Lovers" is bondage and escape. Every major character is held hostage by another character or by their environment. Her husband, her family and her anger at the family's social status hold Mrs. Morel hostage. She has no friends to be seen or money of her own to use. Her escape from her bondage is her death. She was unhappy her whole life and lived though another human as a source of happiness. She essentially lived her life through William and, after his death, through Paul, which in a twist of irony, by doing so she is essentially keeping them in bondage. She wants William to move to town to get a good job and a good wife to help up their social status. When he does move and bring home a woman, she thinks she has finally arrived, only to be pushed back down with his death. William, who found a good upper class woman with Lily, brings her back to his family's home. He loves Lily, until he sees her behavior to his sister; Lily treats Annie like a servant. Although his mother likes Lily, he cannot stay with her and soon leaves her and then falls ill and dies. William's death is his great escape from the bonds of his mother. When William dies Paul replaces him as Mrs. Morel's dummy; Paul leads his life as his mother wants him to, she keeps him in check, approves who he dates and even goes with him and speaks for him on his first job interview. The only thing redeeming Paul in this is that he knows that he is being tied down by his mother and is fighting a silent fight against her for his whole life. Although Mrs. Morel doesn't like Miriam, he keeps his relationship with her. Although Mrs. Morel doesn't want Paul to stay out late, on most occasions he breaks this rule also. The only thing that ever releases Paul from Mrs. Morel's grasp is her death. Mr. Morel's captivity is the most literal. He is held captive by the mine; every day he must work in the mine and the harder and longer he works, the more money he makes.

Study of Education During the Republic of Kampuchea

Having gained independency from France in 1953, Cambodia started construct its nation-state through paying attending to developing and implementing the educational field. New schools were built in both towns and rural countries. Higher establishments which the French had ignored to supply during its settlement were made into exist in the capital and a few chief provincial metropoliss. However, the most singular educational advancement wholly disappeared during the 1970s, particularly at the 2nd half of 1970s ( International Educational Journal Vol.5, N0 1, 2004, p.90 ) . After the prostration of Khmer Rough control and under the strong support from Vietnam and other socialist states in 1979, the People ‘s Republic of Kampuchea ( PRK ) led by Heng Samrin started to reconstruct the state from immense desolation of twelvemonth nothing ( Scholarly Journal by Gene V Glass, volume 11, 2003 ) . The freshly liberated government ‘s top precedence between 1979 and 1981 was to recon struct instruction establishments. Its policy on heightening instruction was in the interview with a senior instruction functionary who had been involved in basic instruction and instructor preparation since 1979: â€Å" 1979-1981 was a period of restructuring and rehabilitating both substructure and human resources. The restructuring and rehabilitation I refer was roll uping school- age kids and seting them in school despite the hapless status of the school and even carry oning categories in the unfastened air or under the trees. We appealed to all those instructors and literate people who survived to learn nonreaders. There were no licences or any high demands for keeping a teaching occupation. We merely tried to open school and literary categories ; we did n't care about quality † ( Scholarly Journal by Gene V Glass, volume 11, 2003, pp 6-7 ) . The instruction system used by the government was 4 + 3 + 3, which means pupils had to pass four old ages at primary school, three old ages at lower secondary and another three old ages at upper secondary 1. The system was implemented in answer to emergent demands for human resources for state rehabilitation. The chief aim of the system of instruction was to organize new and good hard-working citizens with a luggage of civilization, of proficient consciousness, of a capacity for work, of good wellness and of a radical morality ready to function Kampuchea revolution with efforts to construct a socialist province through the development of instruction. † ( Ayres, 2003, pp.137-139 ) The first school twelvemonth began on September 24, 1979, which was announced by Heng Samrin, the PRK president seting every incrimination on the about four-year Khmer Rough government led by Pol Pot ( Ayres, p. 126 ) . What really obstructed the quality of instruction, particularly at primary and high school degrees during the PRK from 1979 to 1989? To understand that, the undermentioned factors should be raised and considered. Initially, there was a bad deficit of good and qualified instruction staff for the state ‘s schools. The PRK claimed in 1984 that 75 per cent of instructors were murdered by the Khmer Rough ( Ayres, p.126 ) . â€Å" The state had merely 13,619 instructors, at a ratio of 1 instructor for every 53 pupils. Merely 4,000 had formal makings. In add-on to their deficiency of experiences and makings, instructors had other concerns like traveling about the state looking for losing relations they had lost under the Khmer Rough, believing about their parents who had died, hapless physical wellness, psychological injury, hapless memory and concentration, so the instruction force was certainly really weak. ( Ayres, 2003, pp132-133 ) . To promote school engagement, the authorities used the mottos like those who know more Teachs those who know less and another 1 was traveling to learn and traveling to school is nation-loving. Peoples with any degree of instruction who survived from the killi ng government was asked and encouraged to go instructors, professors, and administrative officials in the educational field. Potential instructors were given short- term preparation for one month, three hebdomads, or even two hebdomads and so started learning. ( Ministry of Education, Youth and Sport, 1998 ) . Second, there was a monolithic registration of pupils at primary and secondary schools. For illustration, by November 1979, 716,553 pupils had officially enrolled in primary schools throughout Cambodia, which was impossible for the government to deviate resources to preparation and retraining of school instructors, doing schoolroom instructions at low criterion ( Ayres, p.132 ; p.138 ) Third, there was a deficiency of qualified instruction leader and direction staff at the ministry. One former functionary said, â€Å" because we did non cognize where to we should get down. We were lost † ( Ayres, p.129 ) . Chan Ven, the new curate of instruction, who had been a high school natural philosophies instructor, said that he and his qualified Kampuchean co-workers did non hold any thoughts and had no sense of where to get down and make. The most attending they paid to was to set the pupils in schools every bit rapidly as possible so that they could construct Kampuchea into a state of new socialist workingmans, and when asked about the enlistings and preparation of instructors, the quality of instruction and what would be taught, he replied that it was beyond the capacity of Cambodia ministry of instruction. They surely needed the aid of Vietnamese experts ( Ayres, p. 128 ) . The 4th point was the hapless status of educational infrastructure. â€Å" With every bit much as 90 % of the school edifices destroyed in Cambodia † ( Ledgerwood, J. ( N.d ) . Education in Cambodia. Retrieved from hypertext transfer protocol: //www.seasite.niu.edu/khmer/Ledgerwood/education.htm ) . Some schools had no Windowss, deficient furniture, so the pupils had to sit and analyze on the floor. The figure of school edifices and schoolrooms did non fit the big figure of the pupils ‘ registration. There were excessively many pupils that some of them had to take categories in the unfastened air under the trees, in antecedently used infirmaries, or at countries surrounded by mines and cemeteries ( Ayres, p. 133 ) . The following factor was the learning capacity of the state ‘s pupils. Many pupils were enduring from malnutrition or diseases, particularly malaria, that they had got from old old ages, and like their instructors, they had other concerns about looking for their surviving relations, believing about their parents who had passed off, their basic shelters, necessary nutrient, apparels, etc. , which could impact their learning memory and concentration ( Ayres, p. 135 ) . â€Å" In primary school about 30 per cent of the kids had no male parent, 10 per cent had no female parent, and between 5 and 10 per cent were orphans † ( Postlethwaite, 1988 ) . In add-on to the five facets mentioned earlier, larning and learning stuffs were in a bad deficit. Although some stuffs used in old governments were non wholly destroyed by the DK, those stuffs could non be used as the government used new text editions so as to accomplish their purpose. Some instructors used clay as a pen to compose on the board. Seven or eight pupils shared one book and a stub of pencil. By 1980, the Centre for Program Writing and Textbooks had produced 39 texts for the usage in primary schools, several for secondary schools, and a individual text for usage in grownup literacy instruction classs ( Ayres, pp, 129 ; 133 ) . Next, although the PRK held the power of the state, the government was non internationally recognized. As a consequence, the Kampuchean place at the United Nation phase was non given to the PRK, but to the authorities of the DK because the international community was non certain whether Vietnam had liberated or invaded Cambodia, which caused a hold in supplying the human-centered aid to the PRK, and the assistance trade stoppage that was to follow it, both impact the PRK government ‘s capacity to rehabilitate Cambodia and devastated Kampuchean people ( Ayres, pp. 126 ; 136 ) What is more is that the government chiefly aimed to construct a socialist province with socialist workingmans through the development of instruction. So, it focused more on higher instruction and grownup literacy instruction than the lower degrees ( Ayres, pp. 137-138 ) Besides, contending between the PRK and DK and its confederation still continued at Cambodian-Thai boundary line, so immature work forces were needed for national defense mechanism ( Ayres, p. 125 ) . Last, the course of study was non from the ministry of instruction, but by lasting instructors severally. The first schools opened were non province schools but private 1s. The lessons largely focused on literacy, and instructors taught from their memory as what Suon Serey, a instructor who opened her ain school, said. To sum up, the summarized factors mentioned above indicate intelligibly why the quality of instruction during the PRK was so hapless. Decision All things seen and considered, the cause of hapless quality of instruction at primary and secondary degrees during the PRK was chiefly resulted severely from the Khmer Rough government, and partially from the presence of Vietnamese soldiers in Cambodia during that period.

Linear Equality Applied in Real Life Essay

From the real life situation described in the prior DQ 1, I found out the form of the equation that can be used to analyze situations wherein decisions have to be made. This linear equation is that of the slope: y = ax + b, wherein x is the independent value and its value is fixed. In the problem 40, the x denotes the fixed rate for each minute used. The variable a is the number of minutes consumed for the call and b is the fixed amount the company charged just for using the service. The variable y is the dependent variable and the total amount for the whole service, depending on the number of minutes used. Figure 1, based on problem 40 (McGraw-Hill Companies, 2005) will help to further illustrate the use of the equation. Based on the graph, Company A costs more than Company B up until a certain point, which is when the sum of the calls Rafaella made in one month was 45 minutes. On the other hand, when she made 60 minutes worth of calls in one month, it is seen that Company B started to become a bit more expensive than Company A. Thus, based on the results, Rafaella should choose based on her own estimate of her usage of long-distance calls. If she’ll rarely make calls or call for only a few minutes each month, she should stay subscribed at Company B. However, if she thinks that her total calls would exceed 60 minutes per month, then it is advisable for her to subscribe to Company A. Table 1. Total charges for total minutes of of long-distance calls in one month for Company

Characterization of Tom in “The Great Gatsby” Essay

In the first three chapters of The Great Gatsby by F.Scott Fitzgerald, he characterized Tom Buchanan as violently aggressive in order to show the kind of man that had turned out from the Ivy League school and have contributed to two different social classes. For example, in the first chapter of the book, Nick introduces us couple of characters as well as Tom Buchanan and he says the following â€Å"Now he was a sturdy straw-haired man of thirty with a rather hard mouth and a supercilious manner. Two shining arrogant eyes had established dominance over his face and gave him the appearance of always leaning aggressively forward† (pg.7). We are told that Tom has a hard mouth and arrogant eyes. He is said to be always leaning forward aggressively, making up for the unmanly clothes he’s wearing at the time and very muscular with a â€Å"cruel† body. Nick describes Tom looking aggressive just by his looks without any further detail of how he acted aggressively. As a graduate from a prestigious school, Tom would be expected to be more characterized as a good, pleasant character when describing an educated man, however Tom was the opposite and Fitzgerald does this to show that the characteristic of a man does not depend on the school they had attended and graduated from. Furthermore, in chapter 2 it is proven that Tom is violent â€Å"Sometime toward midnight Tom Buchanan and Mrs. Wilson stood face to face, discussing in impassioned voices weather Mrs. Wilson had any right to mention Daisy’s name†¦I’ll say it whenever I want to! Daisy! Dai- Making a short deft movement, Tom Buchanan broke her nose with his open hand† (pg.37). At their little gathering party, Tom there breaks his lover, Myrtles, nose just because Myrtle had not stopped chanting Daisy’s name even if she had been warned by Tom before. Tom expresses his aggressiveness when he becomes violent when Myrtle does not stop. Fitzgerald is showing that not all man graduating from Ivy League school such as (Yale, Oxford, and Princeton) are all well-mannered, with a good characteristic as one would think.

Lithuanian Footwear Manufacturing Industry Analysis According to Porter‘S Five Forces

Lithuanian Footwear Manufacturing Industry Analysis According to Porter‘s Five Forces Introduction For all times footwear has been a basic necessity and just recently it has become a matter of fashion and prestige, thus making huge changes in footwear industry: it expanded and became well differentiated. Therefore, in order to perform and compete effectively, companies have to analyze their external environment. This paper will concentrate on Porter’s five forces that shape competition in Lithuanian footwear com/chapter-practice/">manufacturing industry. Rivalry A decade ago there were much more footwear manufacturers in Lithuania.However, right after Lithuania joined the European Union, footwear imports from China to the European Union increased eight times. It caused huge profit losses for Lithuania’s footwear manufacturers and many of them withdrew from the market. Today there are two main footwear manufacturers UAB â€Å"Sabalin† and UAB â€Å"Lituanic a†, a few smaller manufacturers such as UAB â€Å"Paliutis† and UAB â€Å"Evenida† and there are also some individual businesses which do not mass-produce but manufacture shoes just for individual orders. As we can see there are not many Lithuanian companies but their competition creates the rivalry a positive sum.The largest companies UAB â€Å"Sabalin† and UAB â€Å"Lituanica† produce leather shoes for the whole family and export most of their production to other European countries, especially to Great Britain, Latvia and Finland (http://www. lituanica. info/m93-1. html, http://www. visalietuva. lt/imones/info/sabalin-uab). Smaller manufacturers concentrate on specific footwear production such as boots and working shoes or take orders from Lithuania’s companies and produce big quantities of specific safety shoes or shoes which are part of employees’ uniform.Footwear manufacturing usually is not their only scope so when they have hard times in shoes manufacturing, they concentrate on other fields. For example UAB â€Å"Paliutis† produces not only boots but also other rubber and plastic production (http://avalyne. paliutis. lt/index. php), UAB â€Å"Arnesima† produces safety working shoes and, in addition, they offer safety gloves, waterproof clothes and etc (http://www. arnesima. lt/). Individual businesses do not have a great demand because Lithuanians prefer custom boots just for ery important occasions, for example, weddings or when the foot is not standard and they cannot find suitable shoes in shoe stores. However, the main competitors for footwear manufacturers in Lithuania are Chinese footwear producers. According to UAB â€Å"Lituanica† director D. Keltuva, just the leather they use for a pair of shoes costs the same as the finished Chinese pair of shoes. To become more competitive, Lithuanian manufacturers cut their prices; however, it was impossible to become equivalent competitors because Chinese labor force was far and away cheaper.Besides, young to middle-age Lithuanians are concerned about fashion and prestige so Lithuanian manufacturers are unable to compete with designers’ shoes or well known brands. UAB â€Å"Sabalin† director Regina Arcisauskaite claims that her manufactory orients to segments from middle to high prices and to middle class people; however, this company does not aim for luxurious or fashionable products’ segment. New entrants Recently not a single bigger footwear manufacturing business has been started. The main reason is the economic recession, which has caused the decrease in footwear sales.Another reason is still huge competition from China. However, today shoe shops â€Å"Lietuviska avalyne† and â€Å"Dolita† report that sales in Lithuania are constantly increasing and people, especially elder ones, prefer more expensive, but quality Lithuanian shoes from natural leather and fur. Besides, Lithuani ans have turned back to small boutique shops and prefer shopping in places which offer unique products and comfortable surroundings. This probably will cause an increase in number of small shops, run by small businesses owners or new entrants who will be willing to fill this niche.Lithuania’s government policy is favorable to new entrants and offers a lot of ways to start a new company. The main requirements for new business entrants are quite high government taxes and the initial capital in some cases. However, new entrants face one huge barrier to entry. Most Lithuanians do not trust Lithuanian production; they do not think about the quality and price and choose fashionable foreign footwear. Moreover, incumbents have already survived through Chinese invasion and recession so they have a lot of experience.As soon as the newcomers face the first difficulties they might get lost and go bankrupt just like many other Lithuanian footwear manufacturers did five years ago. This mig ht discourage them from entering this market. One more important barrier is that in order to open a new footwear manufactory a huge amount of initial capital is needed. New entrants need new premises, inventories and qualified employees. This may also deter a lot of newcomers from entering this market. Substitutes Shoe market in Lithuania is tremendous.You can see shoe shops everywhere and shoes in various styles, colors, designs and prices are brought there from a lot of different countries. There are a lot of other shoe stores which offer quality footwear. These shops gain advantage because customers are exposed to a great choice, meanwhile people can merely see Lithuanian shoe shops in shopping centers or in the streets. Moreover, Lithuania’s youth tends to wear mainly sports shoes and frequently replace them with new ones. They wear them both in summer and in winter, so they are not looking for quality and long lasting shoes which are rather expensive.In this age of new t echnologies another substitute is available for everyone – online shops or eBay. Lithuanians find it cheaper to order something from overseas than to buy it in local shops. This phenomenon is also applicable to footwear. Most of the online shops have return policies so people are not afraid to buy and, if it is necessary, to change the item. Finally, parents tend to buy footwear for their children in second-hand shops. They see no need to spend huge amounts on shoes when their child’s feet are constantly growing. The same trend is seen among elder people.Pensions in Lithuania are relatively low so the pensioners cannot afford new quality shoes. Therefore, they go to second-hand shops where they can find almost new and really quality foreign footwear; they even can find branded shoes in very good condition. Since the price is still a very important factor in choosing shoes, nowadays most Lithuanians try to find substitutes which could offer suitable quality and price ra tio. Power of suppliers Today Lithuanian footwear manufacturers buy raw materials mainly from Lithuanian companies, for example, leather processing companies AB â€Å"Siauliu Stumbras† and UAB â€Å"Naturali oda. There is a great variety of available leather and other raw material suppliers in Europe so footwear manufacturers are not dramatically dependent on their suppliers and can easily switch their suppliers since switching costs are low. However, leather processing companies depend on economic situation and cattle ranches. The manager of leather processing company â€Å"TDL Oda† Vidmantas Simkus explains that when economic crisis occurred, the demand for meat decreased thus the number of grown cattle also decreased.It resulted in lack of raw leather material last year and was the reason for double increase in price. Respectively, Lithuanian footwear manufacturers had to buy more expensive raw materials, their product prices increased and they became less competit ive in shoes market. Besides, footwear manufacturers are not the only ones who use leather for their production. Coats, gloves, hats, handbags and some bijouterie are made from leather so leather processing companies have some power to choose whom to sell their production to and in this way to raise the prices. Power of buyersFootwear is necessary for every person so they cannot avoid buying shoes. However, they can choose where and what kind of shoes to buy. Generally, in footwear industry buyers do not have a lot of power, but in Lithuania their power is significant. Since there is great variety of imported shoes and just a few Lithuanian footwear shops, the buyers’ choices determine which shoe shops (and thus which manufacturers) will survive. There are very few shops in Lithuania which sell both foreign and Lithuanian footwear; Lithuanian footwear is sold mostly in special stores.Since Lithuanians do not trust Lithuanian production, their preference might cause bankruptcy for some shops. It would mean that Lithuanian footwear would be sold just outside the country. Individual businesses owners are greatly dependent on the buyers because they are their main customers and if they are not willing to pay for original custom shoes, these businesses are sure to face a lot of difficulties. On the other hand, Lithuanian footwear in export countries has a lot of loyal customers who recognize products’ quality and reasonable price.UAB â€Å"Lituanica† director Kestuts Deltuva says that their sales abroad are constantly increasing and they have a lot of new orders and now they are having a very busy season. Conclusion All things considered, Lithuanian footwear manufacturing industry is full of opportunities. Rivalry among Lithuanian footwear producers is rather weak. Since they do not intensively compete in Lithuania’s shoes market, it creates some opportunities for new entrants. This industry is open for new entrants who should consider d ifferent strategic plans and try to meet the demand for both quality and fashionable footwear in Lithuania.The main problem that Lithuanian footwear manufacturers face is a great variety of substitutes: shoes of different brands, styles and origin are easily accessible, and also different places and ways of acquisition are available. Suppliers do not have significant power; however, buyers are the main force which determines which companies will survive in Lithuanian footwear manufacturing industry. References June 27, 2005. Avalynes gamintojai siekia ES apsaugos. Retrieved from http://www. zebra. lt/lt/naujienos/verslas/avalynes-gamintojai-siekia-es-apsaugos-72238. html June 2010.Footwear Industry Profile: Europe. Industry overview. Retrieved from Business Source Complete Inciuriene, Sigita. November, 2010. Vidmantas Simkus: Man geriausia Siauliuose. Retrieved from http://lics-siauliai. lt/wp-content/uploads/2010/02/Mes-Siaulieciai-Nr61. pdf August 29, 2005. Kinu batsiuviai verzia kilpa Lietuvos avalynes gamintojams. Retrieved from http://www. verslobanga. lt/lt/spaudai. full/4312ada8d1f1a October 18, 2010. Lietuvos batsiuviai be batu nelieka. Retrieved from http://www. verslozinios. lt/index. php? act=mprasa&sub=article&id=26957

Leading Teams

Part I: Explain how you perceive your leadership style within the context of (a) the team you were assigned to during the course and (b) any another team you were a member of. The term leadership has been defined in many ways according to Howard Gardner (1995). President Harry Truman, an infamous leader could lead people to do what they do not want to do yet like it (Gardner, 1995; cited in Parker &ump; Begnaud, 2004).Eileen Ford from a well-established modeling agency defines leadership as the â€Å"ability to convince people to do what you want them to do as if they have thought of it themselvesâ€Å"(Karns &ump; Bean, cited in Parker &ump; Begnaud, 2004). Leadership guru Warren Bennis describes leadership as â€Å"those who make a contribution makes a difference in the organization, thus giving meaning to his or her work† (Czarnecki, 2010). In our times of innovation and change, my personal leadership have style involves a great deal of flexibility.At work, as the princip al of the Child Learning Center in the Saudi National Guard Health Affairs, I have strived to create an environment that is warm and inviting as well as nurturing. In my team during this course, I tried to look for what is best in each team member. One of my favorite quotes is by Albert Einstein states that â€Å"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. † I believe that you have to respect not only people’s needs, but also their pain and their vulnerability.From my work experience I have found that a lot of battles are about very personal things. I try my best to be attuned to the unspoken needs that people play out in the workplace and teams. People are people in whatever setting — they bring their luggage of stuff, we all do — and the dynamics in the workplace are a function of the interaction of what we all have in our suitcases. I can’t change that. Y ou can acknowledge it. You can give it space. You can give it air and light.In the end, it can’t rule the day, either, because in the workplace there are higher things and rules that are going to guide what we need to do here. It’s helpful to know that, and be aware of it as a leader, and it’s even better if your team is aware of it and feels that you’re not trying to change who they are. I believe that a team leader impact the team’s mood by modeling a positive state. Attitudes are contagious. When you smile, you make others happy. When you concentrate on being the positive factor in your team's day, their productivity goes up.When you seek out good things to say about others, you will find more good things about them. This is not coincidental. This is the power of being positive. My attitude has the power to not only lift me up or pull me down, but affect my team in the same way. I try to look for the positives in situations. And remember, as the saying goes, that I need â€Å"to accept the things I cannot change, and the courage to change the things I can†. I simply need the wisdom to know the difference between the two.I try hard to focus on only the things I can directly influence. Work at making a positive difference on those things. In Goleman, Daniel â€Å"Leading Resonant Teams† interview he mentioned that â€Å"The emotional system of the brain — unlike any other biological system in the body — is designed to be regulated not just internally but externally, in our relationships with other people. The circulatory system is a closed loop. But emotions are an open loop system. In other words, our brain is designed so that other people can help us manage our emotions better. Therefore, as a leader I must establish a set of ground rules for the way we work together, both by example in my own behavior and by commenting on the behavior of others and helping people do better. In other words, as a leader I need to help the team become more self-aware. Self-awareness is a prerequisite for the team’s ability to manage its own emotions, and deal with issues rather than burying them. Another component that is an important part of my leadership style is the ability to understand change. In my observation, change is a given.We are in a fast changing environment so therefore to manage it more effectively, as a leader. I must first accept it. An effective leader must be able to know what to do at all time. I must always have a plan but also be willing to change it. I realize that there will be bumps in the road that I do not expect and I must be willing to make changes to combat those changes. I believe that each of us can access our inner resources to become a more effective leader in our own field. But first we must be willing to take initiative and stand for something we believe in passionately.We must be ready to take the heat. Many of us avoid the responsibility of lead ership primarily because we are too sensitive to criticism. But when we know who we truly are and we live from an inner core of values, criticism can be filtered to take in only what is true and helpful to our growth. Part II Explain how you studied during this course and how you performed during this course in? class. Provide details of how you approached the course material, including all activities you did in relation to learning the concepts of teams.During this course I made sure that I finish reading all the required materials, I found the website (leader to leader) to be very helpful, especially the interview with Goleman, Daniel. I skimmed through the reading first and looked at the section headings so that I know the types of information that I'm going to be looking at because I know that the brain can only learn between 5 and 9 new concepts in a session. So I give myself several days to repeatedly rehearse and go over the material. I have read once that it takes about 24 h ours for the brain to process information to make it permanent, the more rehearsal, the more permanent it'll be.What I learned was that, some things are best done by a group than by an individual. I found that sometimes its ok delegate to other members tasks which are not my forte and concentrate on the one's I am good at. Being in a group made me experience different roles, if my idea was the one that the group agrees on, I got to be the leader, sometimes I get to follow other member’s plan. Being a Team leader does not mean managing the team, but help the team solve problems in order to be more effective.Rather than optimal leadership style, I leaned that different types of leaders are useful in different situations, and leaders are more important in some situation than others. But as much as possible, I learned how to be a good listener and patient when other members talk. We found it to be very helpful to set deadlines to get things done. Conflict is better handled when y ou talk it out with the people involved and let them understand how their roles impact the project and how this conflict affects the team’s goal. Finally I think that good communication it’s the key to successfully finish any project.