Leadership and People

Promoting Servant Leadership in the Youth Defining Leading and Leadership Leading is defined as: 1. Influencing others to take action toward specific goal. 2. Guiding and directing on a course, and as serving as a channel. A leader is someone who has commanding influence. Leadership is defined as: 1. It is the process of influencing and directing activities of members toward goal accomplishment. 2. It is about ordinary people who care. People who care enough to get extra ordinary things done. 3. It is the capacity and will to rally men and women to a common purpose and the character which inspire confidence. . It is simply not an art (emotional/instinctual) or a science (rational/acquired). It is a blend of the rational and emotional, the innate and acquired, the ideal and practical. (Source: Peter Northouse, Leadership Theory and Practice, 2001)Lecture 6 – Leadership Styles Let us compare leadership styles. We can do this best by contrasting two opposite styles of leadership: the authoritarian and the democratic (or participate) style. 1. The Authoritarian Style shows certain characteristics and we can sum them up by saying that leaders falling under this category: are generally strong-willed, domineering, and to some extent, aggressive. †¢ must have their own way, which for them, seems the only way. †¢ look upon subordinates more as functionaries than as persons, and the best subordinates, in their estimation, follow directions without question. †¢ ordinarily are not ready to listen to views and suggestions of others (although they may pretend to), if they offer different opinions. †¢ not encourage equal relationships (i. e. adult to adult with underlings. As a rule, they do not allow themselves to get close to employees.They do not like to see employees get close to one another, for such cliques, as authoritarian leaders perceive them, might endanger their authority. †¢ have business-like and task-oriented attitudes. The job c omes first. †¢ generally blame poor results on the inability of others to carry out instructions correctly. The following self-talk describes the attitudes of authoritarian leaders: I know best what is to be done here. After all, I am better trained, more experienced, and better informed on the matter than anyone else here. The others in the group expect as much of me.This is after all, my job as their leader. Because I cannot do everything myself, I need their help, not their ideas and plans, to implement what needs to be done. I can take care of the thinking, and I do more than my share of the doing too, but I shall need their help here. I suppose I’ll have to listen to them. These days, they expect that much of me. But I don’t expect to hear anything new. I’m quite confident that we will end up doing it my way. Of course, I’ll handle the proceedings during the meeting and I’ll manage to control the pace of things as well.After all, the agen da is mine and I’ve thought each point through already. I’ll also dispose of any disputes that may arise, since the task is the thing that counts, and we can’t be held up by any petty personal squabbles. That would be a sheer waste of time. Better that we all keep our feelings to ourselves anyway. As a member of this leader’s group, one might see things this way, whether one likes it or not: The leader is the real spokesman of the group. He usually does most of the talking and all of the actual planning and only wants our approval and cooperation. In fact, his credentials are good.He does have more experience and competence than I have and he seems to have our best interests at heart. During the meetings, he doesn’t like to waste any time. While he’s not a very personable man, he’s always ready to help any of us, whatever the hour and however serious the problem. In one way, I’m happy that the leader takes all the responsibilit y of the group upon himself. That leaves me to do more or less what I want, just as long as I do the job he asks me to do. And he is generous with his praise of my work – I guess, because this reflects well on his leadership in the eyes of outsiders.But at the same time and probably for the same reason, he comes down hard when we make mistakes or he feels that we have let him down. I sometimes resent being so uninvolved and feeling so unimportant. I would like to speak out and even disagree with the leader – for he is not right all the time, but I’m not sure how this would go over with the others in the group. While we spend a lot of time talking about the boss and his ways outside meetings, we tend to turn into lambs when he is around. I guess it is because we would not like to hurt and upset him. So things keep going on in the usual way. 2.Democratic or Participative Style Characteristics of democratic leaders can be summed up in the following: †¢ They ar e generally as concerned with maintaining group effectiveness as with completing the task to be done. †¢ They encourage members in their groups to express their ideas and feelings, because they believe that such a climate leads to greater creativity and commitment. †¢ If they encounter resistance or conflicts, they allow them to surface and they seek the help of their groups in removing the resistance or resolving the conflicts. †¢ They encourage joint decision-making as well as shared goal-setting. They rarely set policies without explaining the reasons and proposing them to their groups, when they can, for suggestions and criticism. †¢ They believe that responsibility for getting a job done depends as much on the group as upon themselves. They try to have this attitude shared by all group members. †¢ They allow group members a good deal of freedom in their work, once they have shown their ability to do it. †¢ They keep looking for better ways to do th ings and are open to change when convinced that such changes seem called for and would lead to greater effectiveness. †¢ They believe in the effectiveness of group work.They also believe that groups of committed individuals working together have greater potentials than when those same members work as individuals. When we characterize the attitudes of such leaders in the following bit of self-talk: I place a high value on sound and creative decisions that emerge from real understanding and searching within a group of committed people who take their life together seriously. I listen for, and try to elicit, ideas and opinions that differ from my own. I have clear convictions, but I am also open to change in the face of sound ideas and reasoning.I realize that, however, competent and experienced I am, I may not have all the information needed, and definitely lack the experience of others in the group. I am always ready to learn. When conflicts arise in the group, I do my best, with the group’s help, to identify the issues involved and to uncover their resources. When aroused by someone or something, I try to contain myself and stay in touch with whatever might be going on inside of me. I try to maintain a sense of humor to keep things in perspective. I put a lot of energy into group work, because I firmly believe in the effectiveness of teamwork.As a member of this leader’s group, one might see things this way: I find the other members of the group quite friendly and cooperative, including the leader of the group. We all seem to have a common stake in what we are doing and in the group we belong to. We have developed a true team spirit, along with initiative and creativity. We keep looking for new better ways and our leader encourages us to do so. As far as possible, we make decisions and set goals as a result of group consensus. We all share in the success or failure. In our working together, as a group, we have experienced a â€Å"circle of s uccess† more than once.That same group member might reflect on the circle of success this way: A shared commitment to the group and its task leads to – interdependent efforts from its members to find the best way to complete those tasks, which in turn lead to – a degree of shared success in achieving those targets, and this accomplishment leads to – confidence in the group’s potential and back to – renewed commitment to the group and to its ongoing tasks. You like the atmosphere, and you find your own role both interesting and rewarding. 3. Another type of leadership style is the laissez-faire. This is a leader in name only.He fails to provide any direction for his group. Members are left the responsibility of leading and directing. (Source: Peter Northouse, Leadership Theory and Practice, 2001) Lecture 7 – Indispensable Qualities of a Leader The following are the indispensable qualities of a leader: 1. Character – How a leader deals with circumstances of life tells you many things about his character. – Crisis does not make character, but it certainly reveals it. – It is more than talk. Anybody can say that he has integrity, but action is the real indicator of character. Your character determines who you are. – It is a choice.It is said that talent is a gift but character is a matter of choice. – The beginning of character repair comes when your face your flaws, apologize and deal with the consequences of your action. 2. Charisma – Most people think of charisma as something mystical, almost undefinable. They think its’ a quality that comes at birth or not at all. But that’s not true. Charisma, plainly stated is the ability to draw people to you. And like other character traits, it can be developed. – In order to gain charisma, one should love life. People enjoy leaders who enjoy life. Think of the people you want to spend time with.How would you desc ribe them? They are celebrators and not complainers. They are passionate about life. If you want to attract people, you need to be like the people you enjoy being with. 3. Commitment – It separates the doers from the dreamers. If you to be an effective leader you have to be committed. True commitment inspires and attracts people. It shows them that you have conviction. They will believe in you only if you believe in your cause. – It starts in the heart. Most individuals want everything to be perfect before they are willing to commit themselves to anything.But commitment comes before achievement. It is an antecedent. If you want to make a difference in other people’s lives as a leader, look into your heart to see if you are really committed. – It is one thing to talk about commitment. But it is another to do something about it. The only real measure of commitment is action. As quoted by Arthur Gordon: â€Å"Nothing is easier than saying words. Nothing is harder than living them day after day. † 4. Competence – Responsible people show up when they are expected. But highly competent people take it a step farther. They don’t show up in body only.They come ready to play everyday – despite of what they feel, what kind of circumstances they are in, or how difficult to expect the game to be. – Like Benjamin Franklin, All highly competent people continually search for ways to keep learning, growing, and improving. – Performing at high level of excellence is always a choice, an act of the will. As leaders, we expect our people to follow through when we hand them the ball. Constituents expects that and a whole lot more form their leaders. 5. Courage – It begins with an inward battle. Every test you face as a leader begins within you.The test of courage is no different. As quoted by the psychotherapist Sheldon Kopp: â€Å"All the significant battles are waged within self. † Courage is not the absence of fear. It is doing what you are afraid to do. It means letting go of the familiar and forging ahead into something new. 6. Passion – Researchers spend a lot of time trying to figure out what makes other people successful. They often consider a person’s credentials, intelligence, education, and other factors. But what goes beyond those is what we call passion. Your burning desire determines your destiny. Think of great leaders, and you will be struck by their passion: Gandhi for human rights, Winston Churchill for freedom, Martin Luther King Jr. for equality, Bill gates for technology. – Anyone who lives beyond an ordinary life has great desire. It’s true in an any field: weak desire brings weak results, just as a small fire creates little heat. The stronger your fire, the greater the desire – and the greater the potential. 7. Problem Solvers – Effective leaders always rise to a challenge. That is one thing that separates winner s from winners. While others complain, leaders rise above predicaments with creativity and tenacity.No matter what field a leader is in, he will face a problem. – Leaders with good problem-solving ability demonstrate five qualities. 1. They anticipate problems. Since problems are inevitable, good leaders anticipate them. Anyone who expects the road to be easy will continually find himself in trouble. 2. They accept the truth. People respond to problems in these ways: they refuse to accept them; they accept them and put up with them; or they accept them and try to make things better. Leaders must always do the latter. Effective leaders face up to the reality of the situation. 3. They see the big picture.Leaders must continually see the big picture. They cannot afford to be overwhelmed by emotion. Nor can they allow themselves to get so bogged down in the details of the problems that they lose sight of what’s important. 4. They handle one thing at a time. Effective leade rs never try to solve all the problems at once because they know it would be a ceaseless striving. If you are face with lots of problems, make sure you really solve the one you are working on before moving to the next one. 5. They don’t give up a major goal when they are down. Effective leaders understand the peak-to-peak principle.They make major decisions when they are experiencing a positive swing in their leadership, not during the dark times. To improve your problem-solving skills, do the following: 1. Don’t avoid hassles/problems. If you have been avoiding them you’ll never have the opportunity to solve them. You’ll only get better if you gain experience dealing with them. 2. Develop a method. Some people have a hand time solving problems because they don’t know how to tackle them. Try using the TEACH process: T IME– spend time to discover the real issue. E XPOSURE– find out what others have done.A SSISTANCE– have your te am study all angles. C REATIVITY– brainstorm multiple solutions. H IT – implement the best solution. 8. Team Player – If you get along, they’ll go along. Leaders should have a contagious cheerful and positive disposition. They should be able to create an atmosphere of oneness. – According to Mr. John Maxwell, people don’t care how much you know, until they know how much you care. It is true the ability to work with people and develop relationships is absolutely indispensable to effective leadership. People truly want to go along with people they get along with.And while someone can have people skills and not to be a good leader, he cannot be a good leader without people skills. 1. Have a Leader’s Head – Understand people – The first quality of a relational leader is then ability to understand how people feel and think. As you work with others, recognize that all people, whether leaders or followers, have some things in c ommon. – They like to feel special, so sincerely compliment them. – They want a better tomorrow, so show them hope. – They desire direction, so navigate them. – They want success so help them win. 2. Have a Leaders Heart – Love people According to the President and CEO of Difinitive Computer Services, Henry Gruland: â€Å"Being a leader is more than just wanting as lead. Leaders have empathy for others and a keen ability to find the best in people†¦not the worst†¦by truly caring for others. † 3. Extend a Leader’s Hand – Help people – People respect a leader who keep their interest in mind. If your focus is on what you can put in at people rather than what you can get out of them, they will love and respect you – and these create a great foundation for building relationships. 9. Visionary – You can seize only what you can see. Vision is everything for a leader. Because vision leads the leader. It p aints the target. It sparks and fuels the fire within. Show me a leader without a vision, and I’ll show you someone who is not going anywhere. – To get a handle on vision and how it comes to be a part of a good leader’s life, understand these things: 1. Vision starts within. If you lack vision, look inside yourself. Draw on your natural gifts and desires. Look to your calling if you have one. 2. Vision draws on your history. Vision is not some mystical quality that comes out of a vacuum as some people seem to believe.It grows from a leader’s past and the history of the people around him. Talk to any leader, and you’re likely to discover key events in his past that were instrumental in the creation of his vision. 3. Vision meets other’s Needs. True vision is far-reaching. It goes beyond what one individual can accomplish. And it has real value, it does more than just include others; it adds value to them. 4. Vision helps you gather resources. One of the most valuable benefits of vision is that it acts like a magnet-attracting, challenging, and uniting people. It also rallies finances and other resources.The greater the vision, the more winners it has the potential to attract. (Source: Peter Northouse, Leadership Theory and Practice, 2001) Lecture 8 – Towards Transformational Leadership Society’s transformation requires transformational leadership (Stephen Covey, 1992), transforming people and organizations in a literal sense – to change them in mind and in heart, enlarge vision, insight, and understanding, clarify purposes, make behavior congruent with beliefs, principles, or values, and bring about changes that are permanent, self-perpetuating and momentum building.Transformational leadership for Covey basically means that we change the realities of our particular world to more clearly conform to our values and ideals. It focuses on the â€Å"top line† and is principle-centered, thus it: â⠂¬â€œ builds on man’s need for meaning – is preoccupied with purposes and values, morals and ethics – transcends daily affairs – is oriented toward meeting long term goals without compromising human values and principles – separates causes and symptoms and works at prevention – values profit as the basis of growth – is proactive, catalystic, and patient focuses more on mission and strategies for achieving them – makes full use of human resources – identifies and develops new talent – recognizes and rewards significant contributions – designs and redesigns jobs to make them meaningful and challenging – releases human potentials – models love – leads out in new directions – aligns internal structures and systems to reinforce over arching values and goals Leadership is the ability to influence others towards desired goals, but transformational leadership includes doing the right thi ngs.The following virtues are considered as the foundation of transformational leadership: 1. Prudence – the habit which enables man to direct his actions to human life’s goals of knowing the right thing to do and applying it. 2. Justice – the habit of giving each one his due with constant and perpetual will; gives stability which man needs to work without fear and anxiety in the search for happiness. 3. Fortitude – the habit of overcoming the difficulties and pressures of life in the pursuit of good. 4. Temperance – the habit of bringing the desires and natural inclinations of man under the control of right reason. . Industry – the habit of working hard and working under pressure. 6. Loyalty – the habit of remaining true to your friends and to your principles (goals) inspite of difficulty. 7. Responsibility – the habit of being accountable for one’s actions, duties, obligations; readiness to answer to the consequences o f our actions. 8. Cheerfulness – the habit of being optimistic, positive, always seeing the bright side of things. 9. Generosity – the habit of sharing the good that one has with other people; thinking first of the people around him and looking for ways he can help and serve them. 0. Magnanimity – the habit of having great ideals and ambitions of doing good; being concerned with doing great deeds of service to others by devoting his life to serve his country or to help people. Covey identifies the following characteristics of principled-centered leaders: 1. They are continually learning: – constantly educated by their experiences – read, seek learning, take classes, listen to others, learn through both their eyes and their ears – continually expand their competence and ability to do things – develop new skills, new interests make and keep promises or commitments – increase their personal worth as they elevate themselves to the next level of challenge and make their self-mastery grow 2. They are service-oriented: – see life as a mission not as a career – â€Å"yoke† up every morning, think of others and put on the harness of service in various stewardships – believe that the effort to become principled-centered without a load to carry simply will not succeed – have a sense of responsibility, of service, of contribution 3. They radiate positive energy: cheerful, pleasant, happy – attitude is optimistic, positive, upbeat, enthusiastic – spirit is hopeful, believing – have an energy field or an aura that charges or changes weaker, negative energy fields around them – attract and magnify smaller positive energy fields – tend to either neutralize or sidestep the negative energy they come into contact with – wisdom gives them a sense of ho strong the negative energy source is and a sense of humor and timing in dealing with it 4. They be lieve in other people: do not overreact to negative behaviors, criticism or human weaknesses – realize that behaviors and potentials are two different things; believes in the unseen potential of people – feel grateful for their blessings – don’t carry grudges – refuse to label other people, to stereotype, categorize and prejudge – seek the oak tree in the acorn and understand the process of helping the acorn to become a great oak – create a climate for growth and opportunity 5. They lead balance lives: – intellectually active, having many interests – healthy sense of humor, particularly laughing at themselves and not t other’s expense – open their communication, simple, direct, and non-manipulative – their actions and attitudes are proportionate to the situation-balanced, temperate, moderate, wise – live sensibly in the present, carefully planning the future and flexibly adapting changing circ umstances – genuinely happy for other’s success and do not feel in any sense that these take anything from them – see success on the far side of failure; the only real failure for them is experience not learned from 6. They see life as an adventure: savor life because their security comes from within instead of from without – see old faces freshly, old scenes as if for the first time, rediscover people each time they meet them – like courageous explorers going on an expedition into unchartered territories – their security lies in their initiatives, resourcefulness, creativity, will power, courage, stamina, protection, and abundance of comfort zones in their home-camps – completely present when they listen – basically unflappable and capable of adopting virtually to anything that comes along 7. They are synergistic: as changed catalysts, they improve almost any situation they get into – in team endeavors they build on the ir strength and strive to complement their weakness with strength of others – in negotiating and communicating with others in seemingly adversarial situations, they learn to separate the people from the problem – focus on other person’s interests and concerns rather than fight over positions – together they arrive at sybergetic solutions, which are usually much better than any of the original proposals, as opposed to compromise solutions wherein both parties give and take a little . They exercise for self renewal: – regularly exercise the four dimensions of the human personality, physical, mental, emotional, and spiritual – exercise their minds through reading, creative problem-solving, writing, and visualizing – emotionally, they can make an effort to be patient, listen to others with genuine empathy, show unconditional love, accept responsibility for their own lives, make decisions, and reactions (Source: V. Gonzales, Values Integra tion and Promotion, 1997) Part IV – Volunteerism Lecture 9 – Serving Others: VolunteerismVolunteerism is a cross-cutting social phenomenon that involves all groups in society and all aspects of human activity. Volunteer action directly contributes to economic growth, social welfare and protecting the environment. It also helps to build and/or consolidate social capital and to promote more participation and self-initiative, thereby, establishing or stabilizing democratic processes. Volunteerism opens wide doors of opportunities for other things. Serving others can lead an individual to new avenues which he can gain valuable experiences in life.Through volunteer work, one can expand his horizon and learn how to live with other people and can even gain new friends. The experience of living in a new environment can make him more understanding and compassionate while at the same time learning new skills to develop his self-esteem and interpersonal skills. Opportunities abou nd for him to share his skills and resources, but so much more to share his hopes and dreams, and in the process, make other dreams come true. Serving others through volunteer work can challenge one to tap his resources, get in touch with his inner self and discover latent abilities he never thought he had.Given the responsibilities of a volunteer, many people have discovered their deep sense of commitment and the heart to help others. Volunteerism recognizes the power of individuals driven by their commitment to make a difference wherever they are. (Source: VSO Leaflet) Part V – Life Skills Seminar 1 – Disaster Preparedness and Management Disaster management has a broad scope covering disaster preparedness, organization and training, construction of disaster reduction facilities, disaster response and rehabilitation, public information, and research and development.Over the past few years, various emergencies services necessary during disaster have been developed in a ll the region and provinces. Designated organizations have been oriented in their various roles in the disaster management. Specialized skills in search and rescue, evacuation, disaster medicine, vulnerability analysis, damage assessment and first-aid have been widely undertaken. In 1995 alone, 159 training sessions on various aspects of disaster management have been conducted all over the country.Organizations and training are continuing disaster preparedness tasks which are undertaken to equip staff in various government services agencies, including volunteers from private sectors who are engaged in disaster response. Recognizing the vital role of the youth in rescue, evacuation, emergency and relief services, they are also trained to have specialized skills in disaster response for future mobilization by the National Service Reserve Corps. (Source: NDCC; OCD) Seminar 2 – Basic First Aid Safety is an ongoing concern that must never leave your thoughts.There is a primal inst inct in many people to dash to the rescue of those in need. Basic first aid allows you to quickly determine a person's physical condition and the correct course of treatment. Basic first aid refers to the initial process of assessing and addressing the needs of someone who has been injured or is in physiological distress due to choking, a heart attack, allergic reactions, drugs or alcohol or other medical emergencies. First aid is the provision of initial care for an illness or injury. It is usually performed by a non-expert person to a sick or injured casualty until definitive medical treatment can be accessed.Certain self-limiting illnesses or minor injuries may not require further medical care past the first aid intervention. It generally consists of a series of simple and in some cases, potentially life-saving techniques that an individual can be trained to perform with minimal equipment. (Source: Philippine National Red Cross) Part VI – Community-building: A Community De velopment Challenge Activity 9 – Story Telling Friendship Rainbow – Friendship Value Once upon a time the colors of the world started to quarrel. All claimed that they were the best. The most important. The most useful.The favorite. Green said: â€Å"Clearly I am the most important. I am the sign of life and of hope. I was chosen for grass, trees and leaves. Without me, all animals would die. Look over the countryside and you will see that I am in Majority. † Blue interrupted: â€Å"You only think about the earth, but consider the sky and the sea. It is the water that is the basis of life and drawn up by the clouds from the deep sea. The sky gives space and peace and serenity. Without my peace, you would all be nothing. † Yellow chuckled: â€Å"You are all so serious. I bring laughter, gaiety, and warmth into the world.The sun is yellow, the moon is yellow, the stars are yellow. Every time you look at sunflower, the whole world starts to smile. Without m e there would be no fun. † Orange started next to blow her trumpet: â€Å"I am the color of health and strength. I may be scarce, but I am precious for I serve the needs of human life. I carry the most important vitamins. Think of carrots, pumpkins, oranges, mangoes, and papayas. I don't hang around all the times, but when I fill the sky at sunrise or sunset, my beauty is so striking that no one gives another thought to any of you. â€Å"Red could stand no longer he shouted out: â€Å"I am the ruler of all of you. I am blood – life's blood! I am the color of danger and of bravery. I am willing to fight for a cause. I bring fire into the blood. Without me, the earth would be as empty as the moon. I am the color of passion and of love, the red rose, the poinsettia and the poppy. † Purple rose up to his full height. He was very tall and spoke with great pomp: â€Å"I am the color of royalty and power. Kings, chiefs, and bishops have always chosen me for I am the sign of authority and wisdom. People do not question me.They listen and obey. † Finally Indigo spoke, much more quietly than all the others, but with just and as much determination: â€Å"Think of me. I am the color of silence. You hardly notice me, but without me you all become superficial. I represent thought and reflection, twilight and deep water. You need me for balance and contrast, for prayer and inner peace. † And so the colors went on boasting, each convinced for his or her own superiority. Their quarreling became louder and louder. Suddenly there was a startling flash of bright lightning, thunder rolled and boomed.Rain started to pour down relentlessly. The colors crouched down in fear, drawing to close to one another for comfort. In the midst of the clamor, Rain began to speak: â€Å"You foolish colors, fighting amongst yourselves, each trying to dominate the rest. Don't you know that you were each made for a special purpose, unique and different? Join hands with one another and come to me. † Doing as they were told, the colors united and join hands. The rain continued: â€Å"From now on, when it rains, each of you will stretch across the sky in a great bow of color as a reminder that you can all live in peace.The Rainbow is a sign of hope for tomorrow. † And so whenever a good rain washes the world, and a rainbow appears in the sky, let us remember to appreciate one another. Friendship is like a rainbow: Red like an apple, sweet to the core. Orange like a burning flame, never dying out. Yellow like the sun that brightens your day. Green like a plant that keeps on growing. Blue like the water that is so pure. Purple like a flower that is ready to bloom. Indigo like the dreams that fill your heart. Thank you for our friendship! Lecture 10 – Working Together through Community DevelopmentAn honest reflection on the many local and national issues that exist today can be intimidating, even discouraging. The present Filip ino community is beset with problems such as low level of living, low level of productivity, poor marketing system, oppressive and teneurial arrangements and practices, unemployment and underemployment, limited genuine support facilities for socio-economic development, poor health condition, low level of education, cultures of silence and poverty, personalized policies and community disorganization.These factors exist, and they play a part in shaping our society. But just as these limitations are facts of life, so too is our genuine concern to those in need. The ultimate goal of development is â€Å"to improve the quality of life. † To achieve this goal of development, this requires an integrative process of mobilization and the raising of the consciousness of the people and the building of community organizations. The development process to be truly responsive, effective, equitable and sustainable, must be people-empowered, people-centered and towards community empowerment.S uch empowerment implies that the decision-making must be given to the people involved, thereby incorporating into the development process their own needs and values (Dr. Vivian Gonzales, VIP-CWS, Laguna: Sikap Strive Foundation, 1997). Through community development, the students together with the people in the community develop a common feeling of solidarity and become aware that they can achieve positive changes not only for themselves but also for their community. Lecture 11 – A Brief History of Community DevelopmentCommunity development as a new discipline, grew out of an older concept – community organization. In the 1950’s a number of social scientists and educators formed the American Council on the Community, a relatively short-lived organization whose purpose was the institutionalization of scattered efforts throughout the United States to improve American community life. This effort was built on the experience acquired during World War II when millions of Americans participated in volunteer efforts and organized to deal with local problems.This was the time when United Unions agencies and the technical assistance programs of the West sought to help the developing countries (Third World countries) move along the road to economic progress (modernization). Community development became one of the models (strategies) employed toward the transformation. The term received so much attention and recognition not only in the developing world but also in the US that it came to replace â€Å"community organization† even in the US.Programs to help the impoverished areas of Appalachia or large metropolitan centers were legislated into existence and were labeled either as Community Development or Rural Development in the statutes. The essential feature was resource mobilization (people as well as material resources) at the community level so as to introduce a better quality of life. It included, among others, a new kind of stock taking by local residents, the use of outside consultants in interpreting the facts collected and in planning programs to meet the needs that were identified.In the 1960’s over sixty countries either had well-formulated national community development programs or were in the process of bringing them into existence. Leaders of nations in Africa, Central, and South America, and Asia/Pacific after World War II faced tremendous tasks of nation building. This was due to the long periods of colonization under European nations faced with large-scale problems and relatively inadequate resource-utilization (low technical-know-how) national leaders embraced the idea of mobilizing local people carry out community projects.The Community Development program of India, for example, was set up to aid the inhabitants of 558,000 villages attain a higher social and material level of well – being. Multi-purpose village level workers, especially trained for this new challenge, met with the village pe ople, helped them to recognize and identify their needs and potentials and offered technical and moral assistance to meet their needs. The technical assistance was given by specialists in agriculture, animal husbandry, road building, irrigation, education, health and sanitation, rural cooperatives, etc. The basic unit was the block which comprised 100 villages.Other countries, of course, worked out the kind of community development programs best fitted to their situation. The key common element to all countries was the thrust toward self-help and communal labor to undertake projects they considered important. Any compensation of labor was often channeled through the local community authorities by the external funding agencies so that other projects could be further financed (e. g. the â€Å"food-for-work† programs). These community development program were often fitted into national five-year to ten year plans to ensure the allocation of sufficient resources to these efforts at the â€Å"grass-roots† level.To many national leaders such programs seemed a way toward democratization and decentralization of the political process; they gave local people a feeling of being involved in nation-building and showed that the central government was actually beginning to show an interest in their welfare. In recent years, however, the central government is found wanting in this direction because the interest in this approach begins to wane due to greater focus being placed on urban development at the expense of rural development. (Source: ASI CD Monograph, 1998) Lecture 12 – Definition of the ConceptThere are many definitions of community development. The definitions vary according to type of agency, the setting, the method of operation and the purpose of the agency. Despite their differences, they share certain commonalities in their definitions. Thus, in defining the concept community development, these elements are evident: †¢ a group of people ; †¢ residing in a community; †¢ reaching a decision; †¢ to initiate a social action process (planned intervention); †¢ in order to have a desirable change in their social, economic, political, cultural, or environmental situation.Community Development is a planned, organize and evolutionary process whereby a group of people with common aims, needs and aspirations come together to initiate social action in order to improve their social, economic, political, cultural, and environmental conditions. The term â€Å"community development† came into international usage to connote the processes by which the efforts of people themselves are united with those of governmental authorities to improve the economic, social and cultural conditions of communities, to integrate these communities into the life of the nation, and to enable them to contribute fully to national progress.This complex of processes is made up of two essential elements: the participation of the pe ople themselves in efforts to improve their level of living with as much reliance as possible on their own initiatives and the provision of technical and other services in ways which encourage initiative, self-help, and mutual help and make them more effective in programs designed to achieve a wide variety of specific improvements such as health, environmental conservation etc. This definition was coined by the United Nations. (Source: ASI CD Monograph, 1998)Lecture 13 – The Aims and Objectives of Community Development Aim, is a term that is simply defined as a â€Å"clearly directed purpose†. It is sometimes used interchangeably to mean objective or goal. In the context of Community Development, the words â€Å"aim† and â€Å"objectives† are not easy to defined. However the aim of community development is refer to a community action. This does not help much to understand without referring to the reality of community development practice. In reality the p rimary objective of community development is to promote, sustain, support and maintain community action.Apparently, community development is related to community action, just as education, is related to learning. Hence, in promoting community development these must be some kind of community action to initiate or to guide the promoter to carry out either social or economic activities to improve their welfare or to solve their real problems. In order to arrive at a simpler understanding of the aims and objectives of community development, it may be worthwhile looking into the different types of community development and their respective objectives. Looking at each of them will underline both their differences and similarities.From this standpoint, it may be possible to infer a general aim of community development through the synthesis of their common element. 1. Community Work Type This can be regarded as a professional approach to community development which has developed within the field of social work. It came into being in response to increasing demand for social services for the age, the sick, the unemployed etc. The objective of this type of community development work ahs been given as the, â€Å"giving of aid and support to people who need more control over their lives. †Examples: a. When members of a community offer voluntary services to a victim of say, typhoon, who lost his/her house. Oftentimes, other people in the community may offer temporary shelter, food, clothing etc. to the victims. This is typical norm of the Asian people, specially in rural areas. b. Community voluntary work in the community such as clearing, or weeding the local market or repairing the streets. 2. Colonial Social Development Type This type came into existence when many colonized nations in the Third World attained self – rule (independence).The objective of colonial social development type was to integrate economic and social programs into education for self â⠂¬â€œ management programs and for the development of the political structure in the newly independent nations. Examples: a. Rural Rice Milling Cooperatives. b. Rural Thrift and Savings Societies. c. Educational and Health programs. 3. Urban Renewal Types The purpose of urban renewal type is to break down social isolation and give more meaning to personal existence by encouraging the formation of social groups of different kinds which will organize own affairs. Example:When urban squatters are re-settled, new residential associations are formed to undertake the provision of water, light, and sanitary facilities for their benefit. They are encouraged to undertake self-help projects to realize their own social activity goals. 4. Adult Education Types The aim of adult education type is to help in the identification and development of local leaders; to foster the concern life and enable communities to deal with existing problems. Example: The institution of skill training and livelihood development programs in order to produce people who will be more enterprising and entrepreneuring. . Institutional Type The objective is to encourage those who have been provided formal service, to take action on their own behalf and in addition, to accept responsibilities to render service to others. Example: Youth organizations provide social, recreational and cultural services for the community. 6. The Idealist / Political Activist Types It aims at giving practical expression to social justice through militant action in order to see beneficial change for the participants within the shortest possible time. 7. The Community Development Type This is known the â€Å"kampong-based† type.The aim is towards the development of the potential of individual members of the target group. It stresses on self-reliance and participation to bring about desirable socioeconomic transformations. It also stresses on cultural exchange between Kampong in other countries to stimulate globalizatio n. (Source: ASI CD Monograph, 1998) Lecture 14 – The Major Purposes of Community Development The overall purpose of community development is to help people employ the rights methods to organize self-help initiatives and to develop techniques relevant to their own situation for socio-economic and cultural progress.Specifically, community development: 1. Is designed to meet the learning needs of significant groups in the community e. g. community leaders or civic or special interest organizations. 2. Enhance the ability of groups of individuals so that they can work collectively to attain community social and economic goals. 3. Teaches about matters relating to community or region, generally associated with social structures and public as well as private and voluntary enterprises. 4. Emphasis on shaping infrastructure and social organizational support through involvement in the legislative, including formal financial and business enterprises. Source: ASI CD Monograph, 1998) Lec ture 15 – Basic Stages in the Community Development Process A process is something which has a beginning and an end, and it happens over time. In the community development process, certain distinct stages are essential for its promotion. There are various listings of stages or steps in literature on community development. But I shall somehow oversimplify it here. 1. The Problem Situation A situation may exist in a community which represents a need, a problem, an opportunity, or a challenge to a community group, or to the entire community.Usually it would be tackled as a community project. 1. The Will To Do Through discussion, diffusion of ideas and with information input, the group involved may reach a point where it is beginning to form a will to do something about it. 2. Organizing Some form of organization is established with a certain amount of commitment from individuals to some in-depth and specific thinking about the project. 3. Getting to the People At this stage, the process moves to the general membership of the community. Information is diffused and educational work is undertaken community-wide. The potential exists for conflict.Considerable discussion, and expression of viewpoints. General goals may become clear and some commitments may be made. 4. The Planning Process If the project is blessed by legitimizers, the planning process will begin. The definition of objectives, availability of options or alternatives, and availability of resources may be assessed. The end result may be a plan to approach the project with specific information. 5. Execution Phase Initiation of the projects is often an occasion to build community spirit and identity and to cement commitment depending on the project, it is often an important occasion in the community. . Evaluation Evaluation is an on – going process (monitoring) but the final assessment is undertaken upon completion of the project. Community members try to review their experience for strength and weaknesses. The experience gained may be used in future community development projects. (Source: ASI CD Monograph, 1998) Part VII. Understanding Community Organizing Lecture 16 – Defining Community Organizing Community Organizing (CO), as commonly used has already joined the â€Å"wagon of over-used† words both in the academic and non-academic circles.Every agency or organization has its own interpretation of things around its own interpretation of things around it and therefore it must be no surprise that CO, like other terms, has different definitions depending on who, where and for what. It is popularly used among development practitioners, social workers, health workers, agriculturists, forest workers, teacher and even students. There are those who use CO to promote en environmental protection while there are those who use environmental protection promotes community organizing.Some say that CO is building organizations, other say it is just one of the aims of C O. some practitioners say that tantamount to doing community development. Community organizing is not just physically gathering and organizing people so that they can collectively participate in solving problems. CO is more a process of community-based decision-making involving the intervention of a change agent particularly regarding the exploitation of community-based resources. As Paulo Freire noted in his participatory approach research, â€Å"Man is being who exist in and with the world.To exist is thus a mode of life which is proper to the being who is capable of producing, of deciding, of creating and communicating himself. † Let us now look at several definitions of community organizing: It is the process of bringing about and maintaining adjustment between the social welfare needs and resources in a geographical area or special field of service. This means that a community needs to be aware that their needs can be responded by what the community’s physical bou ndaries. Adjustment of these needs with the available resources will require: ) Identifying what resources are exploitable; b) Planning on how to tap, use and re-use them; c) Employing environmentally safe appropriate technology; and d) Promoting collective human action in the resource management/maintenance. That is, in the essence, organizing the people for a common purpose/goal. According to the Philippines Business for Social Progress (PBSP), â€Å"CO is a systematic, planned and liberating change process of transforming a complacent, deprived malfunctioning community into conscious, empowered, self-reliant and just humane entity and institution†.This means, the community as a social unit, needs to learn so that they become empowered to address problems confronting them. CO is a process forged along people’s empowerment and the eventual formation of a self-reliant organization that will facilitate development in a sustainable manner. Apart from the above definition s, I would like to re-visit the concern that has been expressed for sometime now on the misuse and abuse of the concept of CO. (Source: ASI CD Monograph, 1998) Lecture 17 – The Concept of Community Organizing 1. Of Means and Ends (Process and Result)As a process, CO is a series of interrelated activities with the aim of unifying the people into an organization process, characterized by people’s participation in all aspect or stages of the organizing process. CO is a complex process that goes beyond the mere setting up of a formal organization. It is a process which ultimately influences the patterns of relationships in the community through the development and maintenance of a normative system. Such norms are expected to affect the values, belief, attitudes and aspiration of the people in the community.As a radical approach in bringing development to the community. Being radical, CO employs coercion, advocacy and even threat to uproot the causes of social injustice in the development of the people. Although CO starts by addressing small and simple issues which the people can immediately act on or solve, its main focus is to dig into the root cause of the problems. As a result of the organizing process, CO refers to the resulting entity, which is the legitimate and real organization of the people.It becomes the real manifestations of the people’s collective wills to be able to participate, voice out and be heard and also to act and decide as unified body (group). The resulting organization mirrors the people’s interests, sentiments and aspiration. Does the end always justify the means? There is, without a flaw, the perennial question about the ethical considerations of the irreverent attitude and the unconventional methods that effective COs have employed in their practice. But Alinsky resorted thus:Conscience is the virtue of observations and not of agent of action; in action, one does not always enjoy the luxury of a decision that is consistent both with one’s individual conscience and good of mankind; action is for mass salvation and not for individual’s personal salvation – particularly in the midst of society’s innate hypocrisy, its contradictions and apparent failure of almost every facet of our social and political life. 2. Of Power By giving power to the people we bring about â€Å"the future secured in the people’s hands†.Power is the basic element in the community organizing process. People’s power in CO is not based on material wealth in status in society. A powerful people’s organization (PO) is, therefore, an important means to find redress for their grievances and act against those conditions that appear and dehumanize them. People’s empowerment is making the people more assertive and advocative to face and fight human rights violations and exploitations. It is a process involving the recognizing and building upon innate capacity.It is not a program or activity but a process of enabling people, especially the weak, the poor, the unorganized, the illiterate, the oppressed to learn to surmount their powerlessness and to try to develop their God-given capacity to reach their in-born potential. Becoming vocal, they may be guaranteed basic freedom, opportunities and self-governance at the grassroots level. 3. Of Conflict (And Controversy) In CO, dissatisfaction or discontent (discontentment) is viewed as a positive ingredient that nourishes the enlightenment and development of a community.This is because it motivates people to come together and discuss and determined to solve problems affecting them. CO sees confrontation as a necessary and useful tool in solving social injustice. Change is part of human life and conflict (or friction) indispensable in social change. To live is to change. Change and conflict are fraternal twins in societal change. One functional aspect of conflict is that it leads to a search for solu tions. It is an instrumental for innovative change.It also helps to release the latent socio-psychological frustration. 4. Of Praxis (Theory and Practice/Reflection and Action) By a praxis here, it means that theory and practice o0f community organizing. In the day-to-day community improvement or organizing work, it is difficult to identify or separate the theory from the practice. Theory and practices should be so inter-woven and complementary, each testing and strengthening the other. It also refers to reflection and action. 5. Of Conscientization (Critical Awakening)Conscientization refers to the process in which men (humans) are not recipients, but as knowing subjects, achieve deepening awareness both of the socio-cultural reality which shapes their lives and their capacity to transform that reality (Paulo Freire; 1972). Conscientization involves reflection and action occurring simultaneously in the process of organizing wherein critical reflection becomes form of action. Featur es of Conscientization: 1. It is people’s organized response because the system it contends (struggles with) is organized. . It mirrors and unmasks the different aspects (realities) of the system so that the people see them for what they are. 3. It changes attempts by elites to petrify (solidify) the culture of poverty and galvanize (electrifies) within people the spirit of critical awareness and mass protest. At the same time, it promotes the spirit of cooperation, unity and sincerity among the people to fight against the individualistic, competitive, exploitation and selfish characteristics of the elites. (Source: ASI CD Monograph, 1998)Lecture 18 – Goals of Community Organizing Community organizing aims at achieving the following broad goals: 1. People’s Empowerment CO helps the community to become better equipped with appropriate skills, ethics to assert and advocate for their rights, towards social equity, fairness and human dignity. 2. Building Organizatio n The organizing process brings into being relatively permanent structures that can better serve the needs and aspirations of the community. A viable, self- reliant and grassroots-managed organization (PO) is one of the aims of CO. hrough formal or non-formal set-ups or structures, the community acquires the skills of community management. 3. Building Alliances Community organizing aims to give the people, skills in intra and inter organizational management and processes through group linkages and networking among the various groups in the community. 4. Popular Democracy Popular democracy entails such attributes as consensus-building in decision-making, planning and participation in community projects. It gives rise to â€Å"one man one vote† system, freedom of speech and freedom of religion, among others. . Social Transformation CO seeks to change the life of a community and the whole society into a democratic, nationalistic, self-reliant and self-governing entity. An entity to address the needs of individual members as well as community-based concerns such as environmental degradation. 6. Development of Local Leaders It aims to identify local leaders and equip them with the necessary skills to better serve their people. (Source: ASI CD Monograph, 1998) Lecture 19 – The Guiding Principles of Community OrganizingCO like other concepts, has set of principles to guide the practice. It is people’s organized response because the system it contends (struggles with) is organized: Go to the people. Live among them. Learn from them. Plan with them. Work with them. Start with what they know. Build on what they have. Teach by showing. Learn by doing. Not by showcase, but a pattern. Not odds and ends, but a system. Not piecemeal, but an integrated approach. Not to conform, but to transform. Not relief, but release. Go to the people and live among the people.Learn the culture of the people and try to integrate into the culture. Learn, plan and work wi th the people. The people are highly knowledgeable about the local situation so the community organizer must avail of this opportunity. Start from where the people are in their development. There must be a proportionate blend between top-down and bottom-up technologies in order to tap the indigenous resources in the community. Teach by learning first from the people. The community organizer must realize that local or indigenous knowledge is not inferior to Western or scientific knowledge.Respecting the people’s knowledge will encourage them to learn other skills to complement what they already know. Integrative and holistic approach. The community organizing must focus on the interdependency and the interrelatedness of the factors needed to transform the situation of the people for the better. Cumulative and continuous. CO is not one time great even but grows gradually without break until specific problems are addressed and phased-out. (Source: ASI CD Monograph, 1998)

Critical Analysis of Two Primary Schools Essay

A critical analysis of the All Saints Primary School and Liverpool College Prep School websites. All Saints homepage immediately stresses the importance of learning together and demonstrates the emphasis that is placed upon religion within in the school. Their mission statement is presented as being â€Å"All Saints is a community where God’s light in each individual is nurtured and loved, allowing his spirit to shine in each one of us within our Catholic environment†. This is in contrast with Liverpool College which instead chooses to focus upon academic attainment on its homepage, stating: â€Å"High academic achievement is our primary aim and our results in national tests show that our standards are some of the best in the city and far above average in mathematics and English†. Both websites are extremely informative to the browser and offer detailed information on issues such as admission and behavioral policies. There is also a message from both headmasters outlining their visions for the schools. The schools contrast however in their ethos, religion appears to play an integral role within all aspects of All Saints whereas there is no mention of it within the Liverpool College website. Although both schools place a great importance upon producing an environment in which every child matters and feels secure. Liverpool College Prep School also displays information concerning tuition fees, whereas All Saints website being a voluntary aided school is free of cost to prospective pupils. Both schools however do demonstrate the significance they place upon extra-curricular activities by dedicating pages on their websites to the opportunities that are available to pupils within their school. The websites of both schools also outline the curriculum the school adheres to as well display their anti-bullying policies so they are accessible to all. The two schools display information for parents and offer advice and support in how they can effectively support their child through primary education. On the All Saints website this page is accompanied by a behavioural policy which the children are expected to comply with. Liverpool College asks parents to contact the school if they would like to receive a copy of the behavioural policy.

Chechnya A War That Can

Chechenia: A War That Can # 8217 ; t Be Essay, Research Paper Chechenia: A War that can t be won. History of the independent Chechnya continues on as a bloodsheding struggle that merely can t look to stop. In the summer of 1991, the universe learned that some slackly defined portion of the Checheno-Ingushetia had seceded from RSFSR and the USSR and proclaimed itself an independent province called the Chechen Republic. During the following 10 following old ages the state of affairs in the democracy remained complicated and tense. A 1994-96 war between Russia and Chechnya proved to be lay waste toing to the democracies societal, economical and political construction. Though basking it s de facto independency the democracy was overrun by warlords and their packs that divided the land in between themselves and fought with each other for power. A snatch trade proved to be honoring as many members of human-centered organisations and other aliens were abducted for ransom. The authorities of Aslan Maskhadov, the freshly elected president, was either involved in the condemnable activities itself or was unable to make anything about it. In August 1999, Chechen combatants led by outstanding field commanding officers Shamil Basayev and Jordanian born Khattab crossed into neighbouring Dagestan in order to make an a Muslim province. Repelled by the Russian Armed Forces, the Rebels retreated back in to Chechnya and waited for a Russian invasion that shortly followed. The Russian Federation sent in military personnels in order to penalize the Chechens for a dare assault and besides to destruct the bases of international terrorists that turned the district of Chechnya into safe oasis for felons and kidnapers. The run was labeled as counter terrorist operation and had the support of the bulk of the Russian populace. It was besides a political move by a freshly appointed president, Vladimir Putin, to derive support for his presidential run. With it s military high quality, Russia captured most of Chechnya once more, puting up pro-Moscow authoritiess in local towns and small towns, but the Rebels continue their battle with lo w strength conflicts and riddance s of Chechen functionaries that are loyal to Moscow s government. Today, the brigands are utilizing the tactics of corruption warfare, puting ambuscades on the paths of military convoys and utilizing mines and other explosive devices. The Rebels have a wealth of experience in such operations, because foreign specializers and teachers have trained them. There were two developing cantonments in Chechnya: in Serzhen Yurt and Urus Martan. Fifteen dozenss of explosives were prepared at that place, and five dozenss of this sum was used. Chechnya is non merely a hot topographic point on the map of Russia ; it is an epicentre of international terrorist act and Islamic extremism in the state. It should be remembered that the Chechen war is financed from different including foreign, beginnings, which supply the Rebels non merely with money, but besides with arms and soldier of fortunes. The money is used for enrolling new members, for infiltrating power constructions, and for a elaborate survey and analysis of the military-geographic, socio-political and eco nomical state of affairss in the CIS states with the intent of be aftering subsequent enlargement, including military. The terrorists are besides utilizing internal resources for keeping their combat ability. Known foreign aid comes from the states of Middle East, Baltic States, Poland and Britain. In current winter conditions, despite the snow, the base on ballss are still negotiable and the combatants continue efforts to make the Russo-Georgian boundary line across the Chechen stretch. The debut of the visa government in dealingss with Geor Armed Islamic Group is assisting stabilise the state of affairs on the boundary line of the two states. A peaceable life in war-worn democracy can non be full filled without the aid of local occupants, who have grown sick of eternal wars. The society of Chechnya is split into two cantonments, kins that want peace are largely in the Beloi and Alleroi small towns, which prohibited it s immature people to fall in the illegal armed formations, and soldier of fortunes and local so called warlords to whom war means net income. For illustration, if non for the aid of local well-respected seniors, the federal forces would hold non entered Achkhoi-Martan, northern districts and Chechnyan s 2nd biggest metropolis Gudermes, without a individual shooting. In 1996, the Chechen Rebels answered Russian efforts to sideline them in the mountains with blitz foraies against metropoliss in neighbouring Dagestan and Russia itself. The guerilla subsequently managed to take back parts of their capital Grozny, and Moscow, recognizing the high political and economic costs of keeping on to Chechnya, merely withdrew. To avoid the repetition of those unfortunate 1996 events, federal forces will hold to guard against Chechen motion through the democracy a effort impossible without inhibitory actions against all civilian population. Russian soldiers invariably detain Chechen work forces of contending age into so called filtration cantonments, which are said to be known for awful life conditions, anguish and executings during 1994-96 war. Moscow plans to permanently station 15,000 military personnels in the democracy after the war ends. Currently Russia has approximately 90,000 military personnels in the part, harmonizing to Kremlin s spokesman, Sergei Yastrezembski. Prosecuting the Chechen combatants in the mountains could turn out every bit hard. The terrain makes the usage of heavy weapon and armour about impossible, taking the chief advantage Russia has against a skilled guerilla force of lightly armed Rebels. If the Russian military wants to prosecute the Rebels on pes, it will hold to perpetrate a significant figure of forces and be prepared to digest high casualties. In the nineteenth century, Russian run against modern-day North Caucasus Rebel Imam Shamil some 500,000 military personnels were needed to set down a twenty-year rebellion. The technological progress the Russians enjoy over the Rebels today removes the demand for so many military personnels, but some of the advantages will be lost in the mountains. In an indicant that the armed forces may direct a force into the mountains, Moscow is directing a 3,500 paratrooper elect regiment trained in close combat and endurance accomplishments to the cragged part. Besides trade name new sop histicated assault choppers KA-50 Black Shark, and KA-52 Alligator are to see action against the combatants, but as NATO learned in Kosovo, even the most sophisticated engineerings are comparatively impotent against a skilled enemy. Whether Moscow likes or non, merely a political understanding between the two sides will convey this current struggle to an terminal. Russia argues that all the field commanding officers must give up and confront the charges of mutiny, engagement in illegal armed formations and war offenses against their people before it will get down any sort of dialogues. But ironically, they say that there is no 1 in Chechnya that hasn Ts covered themselves in blood whom they can keep negotiations with and with that determination Moscow is in for a long period of low strength combat. With the casualties lifting every twenty-four hours, it s a affair of clip before the public sentiment and the female parents of dead military mans will coerce the current leading of the Kremlin to come to a some sort of political understanding with the rebellious democracies leading.

International Marketing and Branding for Hotels Literature review

International Marketing and Branding for Hotels - Literature review Example From this discussion it is clear that  the Handbook of Hospitality Marketing Management edited by Haemoon Oh and Abraham Pizam also talks of the increasing market share of branded hotels. The share of total room supply by branded hotels in the US increased from 61% in 1990 to over 70% in 2000. The handbook also points out that a majority of business and leisure travellers prefer to stay at branded hotels rather than ‘unflagged’ operations. Hotel guests perceive relatively lower risk in choosing a branded hotel as compared to choosing an independent hotel.As the paper highlights  Prof. Chekitan Dev of the Cornell University writes that the hotel industry has become a complex, fragmented, global and competitive brand business with over 300 international brands operating in the market. The brand structure in the hotel industry varies from owner operators, to managed properties and franchisees. Managed and franchised hotel properties often change brands. Prof. Dev writes that there is an urgent need to fill many gaps in our understanding of brand management in relation to the hotel industry.  The American Hotel & Lodging Association (AHLA) reports that in 2013, 41% of their customers travelled for business and 50% travelled for leisure. The profile of the typical business traveller is male (64%), age 35 – 54 (52%), employed in a professional or managerial position (61%), with an average household income of $ 127,000.

Business Report Essay Example | Topics and Well Written Essays - 750 words

Business Report - Essay Example at the inspection exercise is successful, and assists the organization to offer superior products and services which will effectively and efficiently meet the needs of the customers. The rapidly growing population of people in Mount Union University, and surrounding areas, has lead to the increased demand of food services. Even though the demand for the food services is high, stakeholders of Mount Union University have a common agreement that the quality should never be compromised. These stakeholders include; the local authority, the universities administration, ministry in charge of public health and nutrition, local residents association, and the students body. Therefore, there is need to expand the capacity of major food services provider in the region like the AVI Food Systems Inc. There is also need to ensure that the food services providers meet the expected health, safety and quality standards. Meeting these standards will lead to customer satisfaction, in addition to health and nutritional benefits. The purpose of site inspection at AVI Food Systems Inc entails six main areas. Firstly, the capacity of the facility to expand should be described. This will ensure that the facilities accommodate more customers in future. Secondly, the health standards of the site should be enhanced further. This entails putting in place superior waste management facilities and practices. High standards of cleanliness should further be maintained. This will ensure adherence to proper public health requirements. Thirdly, the increased customer number calls for enhanced safety within the premises of AVI Food Systems Inc. This entails provision of safety equipment and programs. Fourth, the quality of food should be improved, to ensure satisfaction of the swelling customer numbers. Fifth, an effective Restaurant information System should be installed to ensure effective communication between customers and the facility’s staffs. Lastly, the staffs of AVI Food System Inc should

Analysis highlighting the relationship of marketing theory to Essay

Analysis highlighting the relationship of marketing theory to marketing practice - Essay Example ding, with universities offering courses on "Entrepreneurship" and "Small Business Management" in their curriculum, so as to inculcate the desire and the interest of the students to start their own ventures when they graduate, and associations supporting entrepreneurs springing up, to help in funding and other networking contacts needed to do business. (Mpofu, 2007) Entrepreneurship is the concept of initiative taking by a person, with the acceptance of all the risks and rewards, by capitalizing on an opportunity which was unseen by the rest. The idea is great, since it brings together the uniqueness of thoughts as well as the creativity of the common man to the front end, and helps in the start up of business, where the man is his own boss, and with no one to regulate the decision making process, or the ultimate decisions taken. (Gundry, 2007) Marketing is also one of the oldest and the most creative disciplines in the field of business. Marketing is about making such a lucrative offer to the customer that they cannot help but buy the product you are selling. The marketing done by an entrepreneur is slightly different from the marketing done by any large, established business. But that is what the theory says. Let us examine the relationship between the marketing theory and marketing practice of an entrepreneurs marketing. (Kerin, 2004) The entrepreneur chosen for this report is Mr. Boston Rift, who has opened an entrepreneurial venture by the name of "Book your Books". He has booked small stalls, or shops within the premises of four renowned business universities of the city. And his business is to supply the students with the books that they need for each semester, freeing them up of the hassle to go to this faraway wholesale book market and buy it. Every academic year in each university has two semesters, Spring and Fall. And every semester, on an average, a student has 6 courses that he has to study. Every teacher prescribes a book to be bought for the

Debate the influence of welfare state regimes on health inequalities Assignment

Debate the influence of welfare state regimes on health inequalities - Assignment Example studies of research reveal that in the South European countries the family oriented welfare systems are found to be not addressing properly ill health concerns of the disadvantaged groups. But in Scandinavian countries there has been a greater distribution of welfare regime helping the disadvantaged but proper educational directives; relative deprivation as well as class patterned health behaviors has widened the health inequalities in these countries (Eikemo et al, 2008, pp.578-579). Thus it can be concluded that the welfare regimes are not appropriate in their services to the population in a fruitful manner and the developed continent like Europe are also entrapped with provision of rampant health inequalities. This calls for a rigid counteractive measure (proper education, awareness, strict policies and so on) and scrutinizing the loopholes as compromising health is compromising national treasure. Eikemo et al, (2008), Health inequalities according to educational level in different welfare regimes: a comparison of 23 European countries, Vol. 30 No. 4, pp. 565–582, Sociology of Health &

Business Plans and Analysis Essay Example | Topics and Well Written Essays - 1500 words - 1

Business Plans and Analysis - Essay Example As such, the operability, initial investment figures, marketing scope, time to implementation, existence of external investment, effects that technological change will have on the plans, as well as an analysis of likely consumer response will all be weighed as a function of the likelihood that each plan has towards implementation and overall success. Likewise, it is worth mention that neither one of these business plans are intended to be seen as an example of either a good or a bad business plan; instead, they are to be viewed as vehicles towards understanding positive and negative components of each. Business Plan 1: http://www.businessplans.org/Momentex/Moment00.html The first business plan that this analysis will weigh relates to Momentex LLC and their proposed line of Gulp N Go products. Momentex would like to target the untapped market of vending services that are located within toll booths throughout the United States. The plan exhibits multiple strengths. Firstly, regardless of what one thinks of the business plan, it is undeniable that the proximity of the product to the customer is perfectly positioned. The second strength ties in alongside this proximity and evoke the strength of suggestion while the customer is already in the process of making a financial transaction – all of which further encourage him/her to make an impulse buy while at the toll booth. Lastly, for this proximity and these powers of suggestion during a financial transaction, the firm has very few costs associated with marketing as the product is positioned 24/7 and practically free marking takes place at the point of sale on a daily basis. With respect to the weaknesses exhibited in this plan, the first of these regards the legal impacts of commercialization of the toll booths and what this may portend with respect to state, local, cross-jurisdictional, and tax laws. In effect, a public good (roads) will now be turned into a way of further generating funding for private busi nesses. This fact in and of itself has a host of both legal and ethical dilemmas associated with it. Secondly, and perhaps most importantly, there is the issue of traffic flow. Toll booth areas are already high traffic areas that usually only exist in major metropolitan cities. As such, having tens of thousands of people each and every day pausing as to what particular snack or drink they would like to choose while others wait in the queue behind them is a recipe for compounding already tense traffic problems. Lastly, the issue of payment will need to be hashed out. With a non-uniform system of payment already existing at most toll booths, how the customer will pay for the goods becomes a primary question (Lawther, 2000). If with cash revenues will be noticeably lower as fewer and fewer people carry cash. If with the credit card will the same credit card be used to pay the toll? If with a pay-pass for high-frequency travelers will the beverages and food by debited from the same fund s that the customer has loaded on the card or will they need to be paid separately? This particular business plan could be improved by measuring the indirect effect that the sale of these goods will have on traffic patterns and wait times for other customers. If a thorough analysis is performed and it is found to adversely affect the commute in a measurable way – it is fairly obvious that the business plan should be abandoned as the negative press and aggravation it will cause will doubtless render the plan futile.

Literary Analysis of Frankenstein by Mary Shelley Essay

Literary Analysis of Frankenstein by Mary Shelley - Essay Example me time, Victor Frankenstein, the human doctor who created the monster, is easily accepted into society because of his humanness and his social status as a member of a respected family. However, he shuns society in his attempt to circumvent the ‘normal’ course of things and then proves himself monstrous in character as he sends his creation into the world defenseless and without the necessary tools for survival. Dr. Frankenstein receives warnings regarding the unnatural teachings of his early scientific teachers yet continues forward with his experiments until he progresses beyond the point of no return. The monster he creates is given little chance at goodness as he is first rejected by his creator and then refused companionship by this same creator. This comparison begs the question what is monstrous in which the author provides no definitive answer. Victor Frankenstein, the main protagonist in the novel, takes the concept of new technology to its ultimate limit. His main goal in life is to find a way to re-animate lifeless matter, taking on the role of creator. While he was creating his creature, Frankenstein could only envision something beautiful and wonderful despite the fact that his instructors had warned him of the unnatural teachings of the ‘pseudo-scientists’ he had admired in his earlier years. â€Å"The ancient teachers of this science,’ said he [Frankenstein’s first professor], ‘promised impossibilities, and performed nothing. The modern masters promise very little; they know that metals cannot be transmuted, and that the elixir of life is a chimera† (40). Frankenstein purposefully and intentionally turned his back on the natural world as a means of concentrating on discovering the secret of bringing life to inanimate material, a process in which he was â€Å"forced to spend d ays and night in vaults and charnel-houses. My attention was fixed upon every object the most insupportable to the delicacy of the human feelings† (45)

Evaluate leadership as practiced in the life of Jesus Christ in the Essay

Evaluate leadership as practiced in the life of Jesus Christ in the light of 21st century context - Essay Example The paper will touch on Jesus’ ministry and its application in modern church leadership. The analysis will draw its facts mainly from the Gospels. From the start of his ministry, Jesus set out to mentor leaders that would lead the early church. He selected twelve disciples with different skills, talents, passions and personalities and mentored them to become a team. He taught them to use their varied strengths in order to support each other in the ministry. Christ shaped a leadership structure with a leader who had others supporting him. By the time he ascended to Heaven, he had built a leadership structure comprising Peter as the Head and the other disciples supporting him in a united team that worked together. This team of early church leaders had a unity of purpose to spread the Gospel to all nations. They went out preaching and in their deeds complimented each other’s works. From this early structure, the modern church can draw lessons on how to structure its leadership to attain better results in ministering the Gospel. Traditionally, the church used the hierarchy model of leadership. However, with the growth of the church, there have been changes that have necessitated a shift to an empowered team model of leadership. Many leaders have found they overwhelmed and overworked under the hierarchy model. With the empowered team model, the problem is solved as the leaders work with others in a team. This model emphasizes mentorship of new leaders and the development of a team spirit among the leaders to enhance good working relations to boost delivery of the vision of the church. Empowerment means that leaders drop bureaucratic structures so that people develop a sense of ownership and belonging in the leadership process. It enables them put into use their skills, experiences, energies and ambitions. Active participation by the different members of the team will make them accept the responsibilities that come with the leadership (Maxwell, 2005, p.

Diwali Essay Example for Free

Diwali Essay Deepavali or Diwali, popularly known as the festival of lights, is a five-day Hindu festival[3] which starts on Dhanteras, celebrated on the thirteenth lunar day of Krishna paksha (dark fortnight) of the Hindu calendar month Ashwin and ends on Bhaubeej, celebrated on second lunar day of Shukla paksha of the Hindu calendar month Kartik. Dhanteras usually falls eighteen days after Dussehra. In the Gregorian calendar, Diwali falls between mid-October and mid-November. Diwali is an official holiday in India,[4] Nepal, Sri Lanka, Myanmar, Mauritius, Guyana, Trinidad Tobago, Suriname, Malaysia, Singapore and Fiji. For Hindus, Diwali is one of the most important festivals of the year and is celebrated in families by performing traditional activities together in their homes. For Jains, Diwali marks the attainment of moksha or nirvana by Mahavira in 527 BC.[5][6] Arya Samajists, celebrate this day as Death Anniversary of Swami Dayanand Saraswati. They also celebrate this day as Shardiya Nav-Shasyeshti. The name Diwali or Divali is a contraction of deepavali which translates into row of lamps.[7] Diwali involves the lighting of small clay lamps filled with oil to signify the triumph of good over evil.[8] These lamps are kept on during the night and ones house is cleaned, both done in order to make the goddess Lakshmi feel welcome.[9] Firecrackers are burst because it is believed that it drives away evil spirits.[10][11][12] During Diwali, all the celebrants wear new clothes and share sweets and snacks with family members and friends. The festival starts with Dhanteras on which most Indian business communities begin their financial year. The second day of the festival is called the Naraka Chaturdasi. Amavasya, the third day of Diwali, marks the worship of Lakshmi, the goddess of wealth. The fourth day of Diwali is known as Kartika Shudda Padyami. The fifth day is referred to as Yama Dvitiya, and on this day sisters invite their brothers to their homes. Deepavali or Diwali, popularly known as the festival of lights, is a five-day Hindu festival[3] which starts on Dhanteras, celebrated on the thirteenth lunar day of Krishna  paksha (dark fortnight) of the Hindu calendar month Ashwin and ends on Bhaubeej, celebrated on second lunar day of Shukla paksha of the Hindu calendar month Kartik. Dhanteras usually falls eighteen days after Dussehra. In the Gregorian calendar, Diwali falls between mid-October and mid-November. Diwali is an official holiday in India,[4] Nepal, Sri Lanka, Myanmar, Mauritius, Guyana, Trinidad Tobago, Suriname, Malaysia, Singapore and Fiji. For Hindus, Diwali is one of the most important festivals of the year and is celebrated in families by performing traditional activities together in their homes. For Jains, Diwali marks the attainment of moksha or nirvana by Mahavira in 527 BC.[5][6] Arya Samajists, celebrate this day as Death Anniversary of Swami Dayanand Saraswati. They also celebrate this day as Shardiya Nav-Shasyeshti. The name Diwali or Divali is a contraction of deepavali which translates into row of lamps.[7] Diwali involves the lighting of small clay lamps filled with oil to signify the triumph of good over evil.[8] These lamps are kept on during the night and ones house is cleaned, both done in order to make the goddess Lakshmi feel welcome.[9] Firecrackers are burst because it is believed that it drives away evil spirits.[10][11][12] During Diwali, all the celebrants wear new clothes and share sweets and snacks with family members and friends. The festival starts with Dhanteras on which most Indian business communities begin their financial year. The second day of the festival is called the Naraka Chaturdasi. Amavasya, the third day of Diwali, marks the worship of Lakshmi, the goddess of wealth. The fourth day of Diwali is known as Kartika Shudda Padyami. The fifth day is referred to as Yama Dvitiya, and on this day sisters invite their brothers to their homes. It begins in late Ashvin (between September and October) and ends in early Kartika (between October and November). The days in Ashvin are in the Krishna Paksha (dark fortnight) of that month, while the days in Kartik are in its Shukla Paksha (bright fortnight). The first day is Dhan Teras. The last day is Yama  Dvitiya, which signifies the second day of the light half of Kartika. Each day of Diwali marks one celebration of the six principal stories associated with the festival. Hindus have several significant events associated with Diwali: The return of Rama after 14 years of Vanvas (exile). To welcome his return, diyas (ghee lamps) are lit in total of 14. The killing of Narakasura: Celebrated as Naraka Chaturdashi, one day before Diwali, it commemorates the killing of the evil demon Narakasura, who wreaked havoc. In different versions, either Krishna or Krishnas wife Satyabhama killed Narakasura during the Dwapara yuga. Other events associated with Diwali include: Return of Pandavas after 12 years of Vanvas and one year of agyatavas (living incognito). Diwali being the festival of lights, across India people celebrate it via symbolic diyas or kandils (colourful paper lanterns) as an integral part of Diwali decorations. Diwali celebrations are spread over five days, from Dhanteras to Bhaiduj. In some places like Maharashtra it starts with Vasu Baras. All the days except Diwali are named according to their designation in the Hindu calendar. The days are: 1.Govatsa Dwadashi or Vasu Baras (27 Ashvin or 12 Krishna Paksha Ashvin): Go means cow and vatsa means calf. Dwadashi or Baras means the 12th day. On this day the cow and calf are worshiped. The story associated with this day is that of King Prithu, son of the tyrant King Vena. Due to the ill rule of Vena, there was a terrible famine and earth stopped being fruitful. Prithu chased the earth, who is usually represented as cow, and ‘milked’ her, meaning that he brought prosperity to the land. 2.Dhanatrayodashi or Dhan teras or Dhanwantari Triodasi (28 Ashvin or 13 Krishna Paksha Ashvin): Dhana means wealth and Trayodashi means 13th day. This day falls on the 13th day of the second half of the lunar month. It is considered an auspicious day for buying utensils and gold, hence the name ‘Dhana’. This day is regarded as the Jayanti (Birth Anniversary) of God Dhanvantari, the Physician of Gods, who came out during Samudra manthan, the churning of the great ocean by the gods and the demons. 3.Naraka Chaturdashi (29 Ashvin or 14 Krishna Paksha Ashvin): Chaturdashi is the 14th day This was the day on which the demon Narakasura was killed by Krishna – an incarnation of Vishnu. It signifies the victory of good over evil and light over darkness (Gujarati: Kali Chaudas, Rajasthan : Roop Chaudas). In southern India, this is the actual day of festivities. Hindus wake up before dawn, have a fragrant oil bath and dress in new clothes. They light small lamps all around the house and draw elaborate kolams /rangolis outside their homes. They perform a special puja with offerings to Krishna or Vishnu, as he liberated the world from the demon Narakasura on this day. It is believed that taking a bath before sunrise, when the stars are still visible in the sky is equivalent to taking a bath in the holy Ganges. After the puja, children burst firecrackers heralding the defeat of the demon. As this is a day of rejoicing, many will have very elaborate breakfasts and lunches and meet family and friends. 4.Lakshmi Puja (30 Ashvin or 15 Krishna Paksha Ashvin): Lakshmi Puja marks the most important day of Diwali celebrations in North India. Hindu homes worship Lakshmi, the goddess of wealth, and Ganesh, the God of auspicious beginnings also known as the remover of obastacles, and then light deeyas (little clay pots) in the streets and homes to welcome prosperity and well-being. 5.Bali Pratipada and Govardhan Puja (1 Kartika or 1 Shukla Paksha Kartika) : In North India, this day is celebrated as Govardhan Puja, also called Annakoot, and is celebrated as the day Krishna – an incarnation of god Vishnu – defeated Indra and by the lifting of Govardhana hill to save his kinsmen and cattle from rain and floods. For Annakoot, large quantities of food are decorated symbolising the Govardhan hill lifted by Krishna. In Maharashtra, Tamil Nadu and Karnataka, it is celebrated as Bali-Pratipada or Bali Padyami. The day commemorates the victory of Vishnu in his dwarf form Vamana over the demon-king Bali, who was pushed into the patala. In Maharashtra, it is called Padava or Nava Diwas (new day). Men present gifts to thei r wives on this day. It is celebrated as the first day of the Vikram Samvat calendar, in Gujarat. 6.Yama Dwitiya or Bhaiduj (also Bhayyaduj, Bhaubeej or Bhayitika) (2 Kartika or 2 Shukla Paksha Kartika): on this day, brothers and sisters meet to express love and affection for each other (Gujarati: Bhai Bij, Bengali: Bhai Phota). It is based on a story when Yama, lord of Death, visited his sister Yami (the river Yamuna). Yami welcomed Yama with an Aarti  and they had a feast together. Yama gave a gift to Yami while leaving as a token of his appreciation. So, the day is also called YAMA DWITIYA. Brothers visit their sisters’ place on this day and usually have a meal there, and also give gifts to their sisters Goddess Lakshmi Puja[edit source] Main article: Lakshmi Puja Diwali marks the end of the harvest season in most of India. Farmers give thanks for the bounty of the year gone by, and pray for a good harvest for the year to come. Traditionally this marked the closing of accounts for businesses dependent on the agrarian cycle, and is the last major celebration before winter. Lakshmi symbolises wealth and prosperity, and her blessings are invoked for a good year ahead. There are two legends that associate the worship of Lakshmi on this day. According to the first legend, on this day, Lakshmi emerged from Kshira Sagar, the Ocean of Milk, during the great churning of the oceans, Samudra manthan. The second legend (more popular in western India) relates to the Vamana avatar of the big three Vishnu, the incarnation he assumed to kill the king Bali. On this day, Vishnu came back to his abode the Vaikuntha; so those who worship Lakshmi receive the benefit of her benevolent mood, and are blessed with mental, physical and material well-being.[13] As per spiritual references, on this day Lakshmi-panchayatan enters the Universe. Vishnu, Indra, Kubera, Gajendra and Lakshmi are elements of this panchayatan (a group of five). The tasks of these elements are: Lakshmi: Divine Energy (Shakti) which provides energy to all the above activities. Vishnu: Happiness (happiness and satisfaction) Kubera: Wealth (generosity; one who shares wealth) Indra: Opulence (satisfaction due to wealth) Gajendra: Carries the wealth Saraswati: Knowledge Diwali is not only celebrated by Hindus; it is somewhat also a Sikh festival as it marks the Bandi Chhor Divas festival. Spiritual significance[edit source] While Diwali is popularly known as the festival of lights, the most significant spiritual meaning behind it is the awareness of the inner light. Central to Hindu mythology is the belief that there is something beyond the physical body and mind which is pure, infinite, and eternal, called the Atman. The celebration of Diwali as the victory of good over evil, refers to the light of higher knowledge dispelling all ignorance, the ignorance that masks ones true nature, not as the body, but as the unchanging, infinite, immanent and transcendent reality. With this awakening comes compassion and the awareness of the oneness of all things (higher knowledge). This brings anand (joy or peace). Just as we celebrate the birth of our physical being, Diwali is the celebration of this Inner Light. While the story behind Diwali and the manner of celebration varies from region to region (festive fireworks, worship, lights, sharing of sweets), the essence is the same – to rejoice in the Inner Light (Atman) or the underlying Reality of all things (Brahman).

What were British objectives in the Paris Peace talks Essay Example for Free

What were British objectives in the Paris Peace talks Essay In January 1919, having recognised that the signed armistice of November 1918 marked only a temporary ceasefire with the Central Powers, the Allied leaders convened in Paris to negotiate the various peace treaties with their defeated counterparts. The conference which unfolded bore witness to an intense debate revolving around both a clash of interest and ideology and ultimately resulted in a compromise which satisfied none of its creators. Regardless of whether Britain acted either as a mediator between America and France or was the French’s main opponent, Britain certainly entered discussions with overarching concerns for the need for both a durable peace and to accommodate wartime treaty commitments as well as recognising the need to both reorder the world map and to construct a new diplomatic system. To its own ends, however, maintenance of the Empire’s unity, holdings and interests were the principal focus of British concern in the conference. Due to Britain’s position as one of the three leading Allied powers it was able to obtain, in circumstances of divergent national interests, much of what it set out to achieve. It must however be noted that in some quarters, in particular relating to the settlement of Eastern Europe and the Treaty of Versailles, Britain was not entirely satisfied. Throughout the conference, Britain had several objectives which tied into those of both America and France, however for all countries involved there was certainly a desperate need for durable peace and to deal with mattes such as the removal of the Royal Naval blockade of Germany and the issue of the presence of Allied troops in the Rhineland. By the end of the World War One, Britain had been able to maintain its relatively strong position and still stood with an unequalled empire and ranked as the world’s richest power. Yet Joseph Chamberlain’s coined phrase, lamenting Britain’s prospects to no more than a, ‘weary titan staggering under the orb of its own weight’, did bring as much reality with it as it did gloom. The war had resulted in an eleven fold increase in National Debt, a surge in taxation levels and a huge overall reduction in Britain’s GDP. It was therefore certainly apparent that Britain’s own strategic position would be at the forefront of British minds throughout the conference. Ultimately Britain, like the rest of the victorious Allied countries, desired a long-lasting peace which would result in preventing any major future European wars and as such required the outcome of neutering any lingering German threat. The agreement that therefore arose was no more than an imposed peace, or Diktat, and ensured both that Germany would be unable to mount a serious challenge in the coming years whilst at the same time satisfying British and French public opinion which had called for the total destruction of Germany. For Britain itself, it was imperative that Europe stabilised because the fortunes of Britain were essentially placed in the hands of the European economy. The restoration of Germany, Britain’s largest trading partner prior to the war, as an economic power would have had the chain effect of both stabilising Europe and the world’s economy, which was vital for a prosperous Britain. Furthermore, and especially for Lloyd George who was fighting an election battle, it was certainly Britain’s objective to satisfy the general public. With around one million casualties, Britain had practically lost and entire generation whilst at the same time Britain was also in the uncomfortable position of having most to lose from a future war. Indeed with the advent of new military technology, in particular from U-boats, Britain would have been likely to have suffered greatly from another war and as such the need for a lasting peace was colossal from a British perspective. In actuality Britain did achieve much of its desire for a durable peace. Peace settlements with Germany, Austria, Bulgaria, Turkey and Hungary ensured that much of the sanctions that Britain wished to impose were realised whilst at the same time, to some extent at least, the level of stability that Britain desired in Eastern Europe was achieved. Moreover, British public opinion was also largely satisfied by the Treaty of Versailles. The extent to which it did make Germany suffer was widely accepted throughout Britain, with only minor criticism coming from those, such as Keynes, who believed it to be too harsh. Yet, and in particular from hindsight, there were some issues which would almost certainly oppose Britain’s ambition for a lasting peace. Most appreciable there was widespread discontent throughout Germany over the nature of the treaty. Derided as a ‘blank cheque’, the treaty imposed, under Article 231, that Germany accept full responsibility for the war and this lead to much outrage throughout Germany, with much of the population longing for the opportunity for revenge. Moreover throughout the rest of Europe there was also much resentment. Bulgaria, Turkey and Hungary were all left feeling aggrieved by the outcome of their respective treaties whilst in particular the reduction of Austria’s population to eight million and the prevention of a future Anschluss resulted in much bitterness. It was clear that the defeated Central Powers had much to feel aggrieved about and this certainly reduced the prospect of a durable peace. Events boiled to a head in the Chanak crisis and the resulting outcome indicated both that the imposed treaties were neither as strong as intended and also negotiable, for Britain this meant that their ambition for a stable Europe would never be completely realised. Lloyd George certainly reflected this in his Fontainbleu memorandum, in which he stated that if Germany was ‘unjustly treated’ it would ‘find means of exacting retribution’. Moreover, Britain also recognised the need to accommodate wartime treaty commitments and to fulfil promises which had been made to countries, such as Italy, Greece and Romania, throughout the war. These issues extended back to the Treaty of London in 1915 where for example Italy has been persuaded to join the Allies, with the incentive of territorial gains of the Trentino and Tyrol as far as Brenner, Trieste and Istria along with full ownership of Albanian Valona and Britain was eager to ensure that all countries involved within the war would not be left aggrieved with the outcome of the conference. For Britain it was important to ensure that the European economy recovered quickly and as such it was a necessity that there was stability throughout Europe. Moreover for the status quo to be maintained it was vital that Britain sustained its wartime allies. As such Britain’s involvement in the League of Nations and the punitive nature of the Treaty of Versailles did much to maintain its relationship with America and France respectively. Whilst more generally, with the exception of the relationship with Japan which was forgone for the sake of relations with America, Britain maintained its relationship with Australia, New Zealand, Greece, Turkey and Italy and therefore was reasonably successful in its attempts to ensure the relative survival of the status quo and its wartime allies. Linked to Britain’s desire for a durable peace came its ambition to guarantee its security.