Classical leadership Essay Example | Topics and Well Written Essays - 1250 words

Classical leadership - Essay Example Leadership is a complex reality, hence, it can constitute a shifting enigma. Tolstoy's bow-wave metaphor suggests that the leaders are mere figureheads who are propelled by events beyond their control. The main issue then is whether the leaders really lead or if they are merely pulled by the events or situation they face everyday.Grint presents a model that encompasses epistemologically and methodologically different perspectives on leadership. It is composed of four perspectives. The trait approach states that the essence of the individual leader is critical but the context is not. The contingency approach states that the essence and the context are both knowable and critical. The situational approach means that certain contexts demand certain kinds of leadership. This situation requires flexibility from the leaders. The constitutive approach, which stems from the constructivist theories in the social sciences suggests that what the situation and the leader actually are is a consequ ence of acts and interpretations. In the constitutive approach, the situation and the leader do not have essences.My personal opinion is that leadership is a key task. People demand from their leaders direction or vision, trustworthiness, and optimism. Like effective parents, good leaders make people hopeful. Warren Bennis (2001) emphasized the four competencies of leadership: technical competence, people skills, conceptual skills, judgment, and character. Bennis believes that effective leadership is primarily the function of one's character. I believe that these four leadership perspectives coincide with John Adair's approach on functional leadership. This approach suggests that leadership skills can be developed but that other qualities such as integrity and humility are essential to the makeup of an effective leader. CLASSICAL LEADERSHIP Classical Leadership was developed by four influential writers: Plato, Sun Tzu, Machiavelli, and Pareto. Plato primarily thought that the concept of a democratic society was problematic and so he developed a critique. He introduced the mob: the majority. He argued that the captain can be trusted because only he has the necessary knowledge. He was convinced that the subordinate groups should not be allowed to challenge the philosopher rulers, to ensure the safety of the 'ship'. The larger issue was not over whether leadership skills could be taught but what they were being taught for. Sun Tzu regarded the principle of one person, one job as crucial to success. His work, "Art of War" is a doctrine that does not glorify war but denounces those who seek it. The way of peace is always sought over violence but, when no option is left open, the violence is executed with the minimum effort and maximum effect. This philosophy generates a hierarchy of strategies which are premised on avoidance as the first strategy and face-to-face violence as the last. He believes that the best way to defeat an enemy is to foil the enemy's plots. He is keen for leaders to avoid being hated; he is aware that 'the goodwill' of the people is significant. Only by forging alliances with other princes and by the use of technology, and by disorganizing the competition, will the prince survive. Elites not 'the people' were a part of human society for Pareto. Pareto argues that human action is irrational and this is due to residues. Residues are prevalent and unchanging across space or time. The forms of elite control, are rooted in two oppositional forms of residues: Class I and Class II. These key writers showed us that leadership perspectives varied across time. Traditional Leadership Traditional leadership constitutes what Barnard identified within a triangle of elements that include the individual leader, the

Abortion, Choice and a Right Research Paper Example | Topics and Well Written Essays - 1250 words

Abortion, Choice and a Right - Research Paper Example The often contentious national discussion concerning legalized abortion is emotional and divisive. Politicians must declare themselves â€Å"pro-choice† or â€Å"pro-life† while campaigning for office. The debate has lasted for several decades and will continue for the foreseeable future. To properly examine the subject, the opposing viewpoints including the legal, medical and moral aspects must be argued with similar determination. Abortion is a multi-faceted subject and both sides of the issue present credible, thought-provoking arguments. It’s up to each person to parse through the scientific and legal aspects of the issue and decide for themselves based on what they deem to be morally acceptable. The enormity and complexity of the issue demand that all voting citizens understand both points of view and attempt to consider the issue with minimal biases to make a decision those best suits their intellect and moral comfort zone as well. This paper presents the p ro-choice and right-to-life view positions, both of which are compelling then concludes that legal abortions should remain legal and safe. It’s an election year meaning the abortion debate is again a main focus of the national dialogue and during this election cycle birth control, an issue widely considered decided two generations ago has found its way into the discussion. Women’s right to make decisions regarding their body versus moral considerations remains a hot topic and is essentially another science versus religion debate. Pro-choice advocates, the civil right and science side of the debate argue that laws which force women to give birth to an unwanted child conflict the principle of liberty defined by the U.S. Constitution. Additionally, such restrictive and intrusive laws are contradictory to any definition of compassion and decency.  

Australian Business Law Essay Example | Topics and Well Written Essays - 4000 words

Australian Business Law - Essay Example Hence, the provisions of the TPA likewise applies to the given problem. Section 53 specifically prohibits the use of false representations about the standard, quality, grade, composition, style, model or history or particular previous use of goods: ACCC v Cadbury Schweppes Pty Ltd (2004) FCA 516. Moreover, Section 58 specifically prohibits the use of false representations about the standard, quality, value or grade of services. Furthermore, the TPA and FTA likewise prohibits the use of false representations about the the sponsorship, approval, performance characteristics, accessories, uses or benefits of goods and services (Pinetrees Lodge Pty Ltd v Atlas International Travel Pty Ltd(1981) ATPR 40-248); the sponsorship, approval or affiliation of the corporation; and the price of goods or services: ACCC v Allens Music Group Pty Ltd (2002) FCA 1552; TPC v Cue Design Pty Ltd (1996) ATPR 41-475); the existence, exclusion or effect of any condition, warranty, guarantee, right or remedy; the place of origin of goods: ACCC V GIA Pty Ltd (2002) FCA 1298; TPC v QDSV Holdings Pty Ltd (1995) ATPR 41-371. Moreover, it violated Sections 54 of TPA and 62 of the FTA for falsely offering gifts or prizes because a corporation should not offer gifts, prizes or other free items to people buying its goods and services if it does not intend to provide them. It is also violated Sections 55A of the TPA and 64 of FTA for engaging in misleading conduct regarding the services it offers by misleading the public as to the nature, the characteristics, the suitability for their purpose or the quantity of any service: Doherty v Traveland Pty Ltd (1982) 4 ATPR 40-323. It also violated Section 56 of TPA and Section 65 of FTA as a corporation under the said Sections are prohibited from engaging in trade or commerce or advertise goods or services at a specified price where it has reasonable grounds to expect that it will not be able to comply with the advertisement. Finally and in addition to that, the corporation violated the prohibition on accepting payment without intention to supply under Sections 58 of TPA and Sections 67 of FTA specifically prohibiting a corporation from accepting payment or other consideration for the goods if at the time of acceptance it intends not to supply the goods or services or to supply goods and services materially different from the goods and services in respect of which the payment is made. It is clear from the facts that the corporation contravened Section 58 reasonable grounds exists to show that it is aware that it would not be able to supply the goods when accepting payment: Dawson v World Travel Headquarters Pty Ltd (1981) ATPR 40-240. These foregoing provisions of the TPA and the FTA as illustrated in the above- mentioned case were clearly violated because first, contrary to what was stated in its brochure, the Happiest Kangaroo was not really located in bushland but was in the centre of Kingscote, the main town on Kangaroo Island. Second, Ariel had a ground floor room which opened on to the main street and was very noisy. Third, there were no live Australian animals in the grounds of the hotel. Fourth, when Ariel complained, the staff directed her to the many cement statues of kangaroos and wallabies in the back garden of the hotel and soft toy kangaroos and koalas used in the decoration of her room.

Thirteen Colonies and New England Essay Example for Free

Thirteen Colonies and New England Essay The Literature of Early America p. 1-5 1. The first Europeans to establish settlements on this continent did not call it America until the 18th century. What did these early settlers call it? The New World 2. The colonies that became the United States were for the most part inhabited by individuals from which European country? England 3. How much is known of the perspectives of the native inhabitants of this continent before the European arrival? Why? With the help of archaeologist, ethnographical, and oral materials much has been learned 4. What was the so-called Columbian Exchange, and what were the results? The passing of biological matter between Native Americans and Europeans. The result is illness and death reduced to less than 10% of the original number 5. Although Leif Ericson first saw North America as early as 1000, and Columbus, of course, arrived in 1492, when did French and English colonization really begin to take hold? Early 1600s 6. After the Native American oral tradition, which writing could probably be considered the first American literature? American Literature 7. What three things set the stage for the seventeenth-century expansion of English colonization that would ultimately lead to the first United States? 1)The Reformation 2)English defeat of the Spanish Armada in 1588 3)emerging capitalist economies 8. Unlike the Spanish explorers who were financially supported by royalty, how were the English settlers supported? How did this affect the future of the colonies? English settlers were supported by banks joint-stock companies. It moved it away from the old hierarchies of church crown 9. What were the three general cultural/economic groups established in these early British colonies? Southern Colonies, Middle Colonies, New England 10. Which area was initially the most difficult to settle and why? Southern Colony-malaria and starvation were rampant in the early 17th century 11. Which crop ultimately proved quite profitable to the southern colony in Virginia? tobacco 12. After the native populations had been decimated by disease and the brutality of enslavement, how did the English settlers respond to the demand for labor? Indentured servants 13. Which of the British settlements was the most ethnically and religiously diverse? Middle Colonies 14. Who were the first group of Europeans in America to denounce slavery? The Quakers 15. Which group established the first permanent colony in New England? What was it called, and when was it established? Pilgrim settlement of Plymouth 1620 16. Which much larger Puritan settlement was established in New England ten years later? Puritan â€Å"Great Migration† 1630 17. What was the name of the first permanent English settlement in North America? Where was it located and when was it established? Est Jamestown, Virginia in 1607 Captain John Smith 18. What is the name of the English sea captain who wrote what is described as the first distinctly American writing in English? Captain John Smith 19. In what way did Smiths descriptions help lure the Pilgrims and the Puritans to this new land? He described as Paradise. His vision of a new abundant world, along with his mapping 20. Smith also created maps of which area? New England Coast 21. Why did literature develop more slowly in the South? Towns were few, farms were separated, urban audience for books and newspaper were scant 22. Which two movements greatly influenced the Pilgrims of Plymouth and the Puritans of Massachusetts Bay? Renaissance and Reformation 23. Why is the Renaissance generally regarded as the beginning of modern civilization? It was the advancement of government, philosophy, and science 24. In what sense did firearms and books break down the social and political hierarchy? Books taught people to think for themselves, guns gave them the power to destroy body armor 25. In what sense does the work of Copernicus reflect the Renaissances break with tradition and authority? It questioned the pagan believes 26. A new spirit of scientific inquiry was inspired by the invention of which two scientific instruments? Gun power and printing press 27. During the Reformation, what aspects of the Church did the religious reformers criticize? The authority of its spiritual leader, the pope and priest 28. How did Protestants earn that name? because of the protest against church doctrines, and the power of priest, and commands of bishops popes ________________________________________ John Smiths Biography p. 41-42 1. Why do you suppose the first permanent English colony was called Jamestown? Because King James I granted a royal charter to plant colonies in England’s North America Territories 2. Why was the settlement at Jamestown, initially, disastrous? Jamestown was swampy, lacked steadfast leaders, didn’t build houses, plant crops, find gold. More than half died the 1st winter 3. What role did Smith assume? A leader, President 4. In Smiths A Description of New England, published in 1616, he mapped the coast of New England. However, his trip to New England in 1614 wasnt for that purpose. Why did he go? To search for jar gold called Jars 5. Which group of settlers purchased Smiths maps of New England? Pilgrims 6. What was the first English book written in America? A True Relation of Occurrences and Accidents in Virginia 7. In Smiths most influential book The General History of Virginia (1624), how did he describe the New World? Riches and wilderness delights, place of freedom, joy, and abundance 8. Who named the area New England? Smith 9. Why do some question Smiths romantic account of his rescue by the Indian princess Pocahontas? Because it was written seven years after Pocahontas’ death. He could have been adopted and not known 10. The Smith/Pocahontas tale is one of the earliest examples of what particular narrative form in early American literature? fable ________________________________________ John Smith from A Description of New England (1616) p. 55-63 1. Although this work was published in 1616, it was based on Smiths return trip to New England in what year? 1614 2. Why was his trip a financial failure? Looking for gold and copper and it wasn’t fish season 3. Why did Smith find it difficult to trade fish and furs in the area? Because Sir Francis Popham traded a lot and he got most of it 4. What characteristics does Smith say one must have to conquer this land and make it thrive? Ability to work 5. What do you think the following quote suggests to those reading his account back in England? only here and there we touched or have seen a little [of] the edges of those large dominions which do stretch themselves into the main[land], God knows how many thousand miles there is a lot more land to discover, don’t limit yourself 6. He describes the coast as being overgrown with [what] and an incredible abundance of [what]? Good timber, most sorts of fish, fowl, and good fruits 7. As he discusses the abundance of fish, what European comparison does he make to elevate this lowly staple to something that can, in fact, build countries? Which group (who settled here later in 1620) might this have appealed to? Hollanders 8. What does Smith use to lure people from England to the New World (see middle paragraph on page 58)? Men can be master of their own fate/no landlords 9. Smith mentions the fertile ground, but he also says that, if need be, one can trade with the natives for goods like corn. What does he say (and what tone does he use) about those savages who may be uncooperative? With 30 or 40 men sufficient to bring in line/disdain 10. Notice the way Smith begins each of the paragraphs on page 60: Of mines of gold Of woods The waters The herbs and fruits Oak Eagles Whales Moose What is he doing to try to lure the English to this new land? Painting a picture of abudance 11. What kind of individuals do you think Smith is targeting when he says, Who can desire more content, that has small means or but only his merit to advance his fortune, than to tread and plant that ground he has purchased by the hazard of his life? The Common Man 12. What do you think of Smiths reference to the holy quest some might take by making the journey to the New World? : If he have any grain of faith or zeal in religion, what can he do less hurtful to any or more agreeable to God than to seek to convert those poor savages to know Christ and humanity? Crusaders 13. What emotions do you think Smith is tapping into when he says the following? : What so truly suits with honor and honesty as the discovering things unknown, erecting towns, peopling countries, informing the ignorant, reforming things unjust, teaching virtue, and gain to our native mother-country a kingdom to attend her, find employment for those that are idle because they know not what to do? 14. On page 62, what does Smith say might be his role in helping these newcomers adjust to this new land? Do you see this as self-serving or sacrificial on Smiths part? If he lied they can fault him/ self-serving 15. Smith has spoken of the rewards that will come from hard work. What does he say about the pleasures to be enjoyed in this new land? Hunting or hawking is great

bloodmac Importance of Blood in Shakespeares Macbeth Essay -- Macbet

Importance of Blood in Macbeth  Ã‚        Ã‚   In Shakespeare's tragic play Macbeth, the symbol of blood is an important device.   The fundamental physical notion of blood is a stark sign of illness or mishap that all humans must share.   Within Macbeth the imagery of blood is used over and over again and it is developed by Shakespeare until it becomes not only a dominating theme but wholly integrated within the plot.    Perhaps the best way to show how the symbol of blood changes throughout the play is to follow the character changes in Macbeth. First he is a brave honored soldier, but as the play progresses acknowledged and trusted by his king, he becomes a treacherous person who has become identified with death and bloodshed, and ends up killing Duncan who put so much trust in him. This is ironic because the previous Thane of Cawdor was executed for treason, which is the first thought that comes into his mind when he is appointed Thane. He knows that the King's trust was misplaced; the fact that he murdered his king plays upon his conscience and shows his guilt in different forms. The situation worsens for him after he murders Banquo, who was one of his most loyal and trusted friends.    A similar idea can also be applied to lady Macbeth, as her character changes dramatically throughout the course of the play. Hers and Macbeth's roles can be seen to swap in a way. When the idea of killing Duncan comes into the minds of Macbeth and Lady Macbeth, Macbeth is uncertain, he seems withdrawn about the whole idea. Lady Macbeth comes across as evil and bloodthirsty, for it is she who ensures that the murder takes place. Towards the end of the play though, although both characters show the immense guilt of what they have done... ... treachery, to guilt then returns to honor once again.   This movement in symbolism is maneuvered by the villain whose actions that allow the change.   The reformation to honor is sanction after the villain is killed.    Works Cited and Consulted: Bradley, A.C. Shakespearean Tragedy. Toronto: Penguin Books Canada Ltd., 1991. Campbell, Lily B. Shakespeare's Tragic Heroes, Slaves of Passion. Gloucester: Peter Smith Publisher Inc., 1973.  Ã‚   Edwards, Terence. Twentieth Century Interpretations of Macbeth. New Jersey: Prentice-Hall Inc., 1977. Hunter, G.K. "Macbeth in the Twentieth Century." Aspects of Macbeth. Ed. Kenneth Muir Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Scott, Mark W. (Editor).   Shakespeare for Students.   Gale Research Inc. Detroit, Michigan. 1992   

Cognitive Psychology False Memory Essay

Theoretical and Applied/Practical Perspective of False Memory The human memory is subject to a multitude of errors, including source misattributions, distortion and creation of false memories. In order to do justice to this paper one must first determine what is â€Å"False memory†? False memory is memory for an event that did not occur or distorted memory of actual events (Gleaves, Smith, Butler, & Spiegel, 2004). This type of memory has been an area of intense research interest for both theoretical and practical reasons and psychologists have long been interested in memory illusions and distortions, as such errors can inform theories of how the memory works (Hunt & Ellis, 2004). From a theoretical perspective, false memories have been the subject of intense debates about the nature of human memory and a focal point for old and new memory theories. Memories are not simply stored and retrieved, information is encoded and memories are reconstructed using previous knowledge to p iece together the situation as one thinks it occurred (Loftus & Ketchan, 1994). Therefore perception and comprehension of ongoing events always brings related information to mind. For example, an individual mentions that he/she had a great trip to the beach over the weekend. In comprehending what the individual is saying; one may imagine their last visit to Miami Beach. Later one remembers that the said individual mentioned his/her visit to Miami Beach when, in fact, the individual said nothing about which beach he/she visited. This example illustrates how frequently one might remember information related to ones ongoing perception and comprehension, even though the events represented by that information never occurred (Hunt & Ellis, 2004). One of the most common ways that false memories have been studied is through the Deese-Roediger-McDermott (DRM) effect. This list learning paradigm provided a traceable means by which false memories can be created and studied in the laboratory. Gallo, McDermott, Percer & Roediger III (2001) explained that the DRM paradigm was a method of using converging semantic associates to induce false memories. It basically referred to the high confidence false recall or recognition of the critical lure. Within the study subjects were given a list of words for immediate free recall. These words were all associated semantically with a critical lure which itself was not presented. For example, if the critical lure was sleep the list would have consisted of fifteen words most highly associated with sleep such as bed to the least highly associated which would be drowsy on free association norms. Even though the critical lure was not on the list, subjects often falsely reported it and on recognition tests, these individuals often â€Å"remember† these words with a high degree of confidence (Surgrue & Hayne, 2006). False memories arising from phonologically associated lists may indeed be enhanced by phonological encoding in comparison with semantic encoding. False memories therefore can be elicited by presenting lists of phonologically related words in both recognition and recall tasks (Chan, McDermott, Watson & Gallo, 2005). According to the fuzzy traced theory (as cited in Howe, 2008), subjects encode both verbatim information about the experience to gist information about the experience. Applied to the DRM paradigm gist information represents the semantic commonalities among lure’s studied associates, which lead the fuzzy trace theory to propose that lure errors are familiarity based (Arndt, 2010). Memory errors to unstudied items arise from how well they match gist traces and that memory errors are limited by the extent to which unstudied items produce retrieval of verbatim traces. Therefore lure errors increase when they match the gists representation of their studied associates but decrease when retrieval is inspired of the verbatim traces of their studied associates (Howe, 2008). Once the gist representation is reasonably strong it can produce an illusory subjective experience of its actual presentation, this is known as phantom recollection (Gallo, McDermott, Percer & Roediger III, 2001). When this phenomenon occurs an individual may confuse the gist trace strength with the psychological experience of recollecting, which is normally mediated by retrieving verbatim traces of studied items. As lure items tend to match very strong gist traces in memory individuals believe they can recollect DRM lures. According to Arndt, (2010), â€Å"this theory proposes that although these errors are often phenomenologically similar to items that were episodically experienced, lures’ recollection phenomenology is representationally distinct from that of study items† (p.67). There is evidence however that false memory can be based largely on automatic processing and is amenable to only limited conscious control. For example, Dodd and MacLeod (2004), showed that mere exposure to DRM lists was sufficient to create a false memory: They presented DRM lists as coloured words in a Stroop test. Naming colours reduced accurate memory for list words as compared to reading coloured words, but false memory remained high for critical words. Furthermore, the elimination of false memory is difficult in that certain â€Å"encoding manipulations may lead to reductions in false memories through metamemorial processes occurring at retrieval† (Gallo, McDermott, Percer & Roediger III, 2001, p.339). For example slowing presentation rate decreases the probability of false remembering, but may not eliminate it (Gallo, McDermott, Percer & Roediger III, 2001). False memories are remarkably persistent. For example, Toglia, Neuschatz and Goodwin (1999) found that false recall rates remained high over a three-week period, whereas recall of studied words revealed the typical decrement. In short, the DRM paradigm allows for the easy and reliable elicitation of false memories in the laboratory. From a practical perspective, false memories are a threat to the validity of eyewitness testimony, a misleading source of autobiographical information in psychotherapy, and a biased representation of lessons taught in educational settings. For this assignment the validity of eyewitness testimony only, will be discussed (Hunt & Ellis, 2004). According to Greene (as cited in Loftus, 1995, p.720), â€Å"memories do not exist in a vacuum. Rather, they continually disrupt each other through a mechanism that we call â€Å"interference†. For instance, memories can be disrupted by things that an individual experienced earlier, this is known as proactive interference or situations that one may experience later, which is known as retroactive interference. Based on the interference theory from a retroactive interference perspective, when new information is received that is mislea ding in some ways individuals make errors when they report what they saw. The reason for this is that new information often becomes incorporated into the recollection, supplementing or altering it in a significant way (Porter, Bellhouse, McDougall, Brinke & Wilson, 2010). Elizabeth Loftus (as cited in Hunt & Ellis, 2004), pioneered laboratory research modeled on eyewitness situation demonstrating the intervening events that occur between witnessing an event and subsequent testimony in court. The paradigm for this research was simple, participants witnesses a simulated violent crime of an automobile accident half of the participants received new misleading information about the event and the other half did not received any misinformation. The participants in this experiment were influenced by presuppositions invoked by the verbs smashed and hit based on the question asked, which was â€Å"About how fast the car was going when they hit, smashed each other †. Smashed presupposes a more violent collision a fact that influences both estimates of speed an d amount of damage. Therefore individuals who stated that there was broken glass saw the word â€Å"smashed†, but no broken glass was actually depicted in the film. The presupposition dramatically, but subtly influenced memory for the actual event (Loftus, 1995). What was being remembered was the integrated memory of the two events, memory for the original film, plus memory for the additional information that was inherent in the question asked later. As the two memories blended over time the end result would be a single blended memory that is a distortion of the original event (Hunt & Ellis, 2004). Higham (1998), showed that the latency between exposure to misinformation and time recall also influenced the misinformation effect, such that recent exposure to recent information was associated with greater recall of false details. Therefore both the response bias and memory change accounts have important implications for how one might regard the reliability of eyewitness testimony. According to Loftus & Pickrell (1995), false memories can be implanted as was demonstrated in the â€Å"Lost-in-a-shopping-mall† study. It suggested that memory of an entire mildly traumatic event can be created and that further questions may be asked, such as, is it possible to implant a memory of abuse. For example one of the most dramatic cases of false memory of abuse ever to be documented was the case of Paul Ingram from Olympia, Washington (Ofshe, 1992; Watters, 1991). This individual was arrested for child abuse in 1988 at the time he was chair of the county Republican committee. From the outset he denied everything, but after five months of interrogation, suggestions from a psychologist and continuing pressure from detectives and advisors, Ingram began to confess to rapes, assaults, child sexual abuse, and participation in a Satan-worshiping cult alleged to have murdered 25 babies (Loftus, 1993). Ofshe (1989) noted that this was not the first time that a vulnerable individual had been made to believe that he had committed a crime for which he originally had no memory and which evidence proved he could not have committed. What is crucial about the Ingram case is that some of the same methods that are used in repressed memory cases were used with Ingram. This case also provides further insights into the malleable nature of memory. They suggest that memories for personally traumatic events can be altered by new experiences. Moreover, they reveal that entire events that never happened can be injected into memory. Therefore false memories range from the relatively trivial (e.g., remembering voting) to the bizarre (e.g., remembering forcing one’s daughter and son to have sex) (Loftus, 1993). These false memories, with more or less detail, of course, do not prove that repressed memories of abuse that return are false. They do demonstrate a mechanism by which false memories can be created, by a small suggestion from a trusted family member, by hearing someone lie, by suggestion from a psychologist, or by incorporation of the experiences of others into one’s own autobiography planted (Loftus, 1993). Although false memories of ones childhood can be implanted, it does not imply that all memories that arise after suggestion are necessarily false, although the experimental work on false memory creation raises doubt about the validity of long buried memories such as repeated trauma, but it in no way disproves them. Even with the most experienced evaluator, it is difficult to differentiate true memories from ones that are suggestively planted (Loftus, 1997). True memories represent events as they really occurred, whereas false memories shade, distort or entirely misrepresent events as they really happened. Research on memory distortion indicates that memory is not at all like a mechanical recording device. The original experience is not stored as some veridical trace of what was out there but, rather, is the result of interpretive processes of perception and comprehension. The intriguing picture of memory that emerges is one of a powerful, adaptively important and usually reliable psychological process that sometimes is completely wrong (Hunt & Ellis, 2004). References Arndt, J. (2010). The role of memory activation in creating false memories of encoding context. Journal of Experimental Psychology, 36(1), 66-79. Chan, C. K. J., McDermott, B. K., Watson, M. J., & Gallo, A. D. ( 2005). The importance of material-processing interactions in inducing false memories. Journal of Memory & Cognition, 33 (3) 389-395. Dodd, M. D., & MacLeod, C. M. (2004). False recognition without intentional learning. Psychonomic Bulletin & Review, 11, 137-142. Gallo, A. D., McDermott, B. K., Percer, M. J., & Roediger, L. H. III. (2001). Modality Effects in False Recall and False Recognition. Journal of Experimental Psychology: Learning, Memory and Cognition, 27 (2) 339-353 Gleaves, D. H., Smith, S. M., Butler, L. D., & Spiegel, D. (2004). False and recovered memories in the laboratory and clinic: A review of experimental and clinic evidence. Clinical Psychology: Science and Practice, 11 3-28. Higham, P. A. (1998). Believing details known to have been suggested. British Journal of Psychology, 89, 920-930. Howe, L. M. (2008). What is false memory development and the development of comment on Brainerd, Reyna and Ceci (2008), Psychological Bullentin, 134 (5), 768-772. Hunt, R. R., & Ellis, C. H. (2004). Fundamentals of Cognitive Psychology (7th Ed). McGraw Hill. Loftus, E., & Ketcham, K. (1994). False memories and allegations of sexual abuse: The myth of repressed memory. New York: St. Martin’s Press. Loftus, E.F. (1997). Creating false memories. Scientific American, 277, 70-75. Loftus, E.F. (1993). The reality of repressed memories. American Psychologist, 48, 518-537. Loftus, E.F., & Pickrell, E. J. (1995). The formation of false memories. Psychiatric Annals , 25, 720-725. Ofshe, R. J. (1992). Inadvertent hypnosis during interrogation: False confession due to dissociative state, misidentified multiple personality and the satanic cult hypothesis. International Journal of Clinical and Experimental Hypnosis, 40, 125-156. Ofshe, R. J. (1989). Coerced confessions: The logic of seemingly irrational action. Cultic Studies Journal, 6, 1-15 Porter, S., Bellhouse, S., McDougall, A., Brinke, T. L., & Wilson, K. (2010). A prospective investigation of the vulnerability of memory for positive and negative emotional scenes to the misinformation effect. Canadian Journal of Behavioural Science, 42 (1) 55-61. Surgrue, K., & Hayne, H. (2006). False Memories produced by children and Adults in the DRM Paradigm. Applied Cognitive Psychology, 20, 625-631. Toglia, M. P., Neuschatz, J. S., & Goodwin, K. (1999). Recall accuracy and illusory memories: When more is less. Memory, 7, 233-256. Watters, E. (1991). The devil in Mr. Ingram. Mother Jones, 65-68.

How Fidel Castro is a Revolutionary Essay

â€Å"Some men are born great, some achieve greatness, and some have greatness thrust upon them†. Those were the words of William Shakespeare in â€Å"Twelfth Night†. Some men are born and die without been sung. Their impact is not felt and they die to be forgotten by men. On the other hand, some leave their prints on the sand of time, their names and memories warm in the hearts of men. Such men are rare and are called legend, their names remembered by generations to come. Fidel Alejandro Castro Ruz is such a man. There comes a time in any nation when history is made. When the government of any given state fails in its responsibility, then there is need for a change. At such times, the people naturally desire a change because their trust and hopes have been drained. The people clamor for a new government, a fresh vision and seek a new hope. The question that raises concern in the minds of the people of such state is who will bear the touch? Who will lead the struggle against oppression? Who is the fearless man that will fight for what he wholly believes in? In South Africa, it was Mandela, in India it was Gandhi, in America, it was Martin Luther and in Cuba it was Fidel Alejandro Castro Ruz. One thing is peculiar of these people – They were all great revolutionary leaders in their countries. Who then is a revolutionary? A revolutionary is a person who promotes or actively engages in a form of revolution. Revolutionaries are often of the idea that a change is needed and that such changes might not come without forcing it out. The use of violence is acceptable once the desired result is achieved. A revolutionary believes and seeks to uphold certain ideals or ideology. If history is to be written, the archives of Cuba will not fail to recognize Fidel Castro. For one thing, he is arguably the most prolific leader that the country has produced. He is not just a leader but he was the one that spearheaded the revolution in the nation of Cuba. His impact on the nation of Cuba can not be overemphasized. Today, one can hardly talk about the nation of Cuba without mentioning the name Fidel Castro. The question is how did this man, born like you and I were, create a niche for himself. How did he become a revolutionary leader? What exploits did he perform that made his name indelible in the annals of history? Lawyer, Cuban Revolutionary, political leader, and the former President of Cuba, Fidel Castro was born on August 13, 1926 on Cuba’s North coast to Don Angel and Linda Castro. His parents were immigrants from Spain who had come to fight the United States during the Spanish- American war of 1898. He was trained under the Jesuit priests who instilled discipline, dedication and assertiveness into him. His interests were in issues that had to do with politics and government. He immersed himself in the polemical climate of Cuban politics, nationalism, anti-imperialism, and socialism. As a student of Havana University, he was elected the president of The Law Student’s Association. He had his degree in law at the University of Havana in 1950. In 1951 he became a leader in the emergent populist political movement led by the Partido del Pueblo Cubano. The group was known in Cuba as Ortodoxos, an anti-Communist nationalist group promising major social, economic and political reforms, and expecting to gain the presidency through electoral politics. He had planned to contest for a position in the congress but his plan was foiled when Fulgencio Batista usurped the constitutional government. When this happened, Castro and some of his folks who had the mind of contesting in the elections before the government was taken started planning a means of overthrowing the government. Later in 1952, Fidel Castro plotted his own quixotic revolt, this he did by leading 130 followers to attack the Moncada army barracks in Santiago on July 26, and 1953. The attack was a poorly planned fiasco in which the rebels tried to bluff their way in. They intended to overpower the 1,000-man garrison, seize some weapons, and then hand them out to crowds of supporters who never rallied to their cause. In 1955, he was granted political amnesty and he later left Cuba for Mexico where he began to train an expeditionary force. He later formed a guerilla force that aimed at a revolution that was filled with promises of land reforms, jobs and equity for all. This made the militants grow by the day. The people of Cuba began to see a new hope and a new dawn. They will give anything they can to stop the dictatorial rule of Fulgencio Batista. In 1956, Castro launched the revolution with the help of the 82 man strong guerrilla. Unfortunately, they were ambushed by the Cuban Army and were almost killed by the invasion. At the end of the day, only Castro and eleven of his men managed to escape from the hands of the Cuban Army. At this point, it was apparent that there was no man power to win this revolution. Therefore, Castro began a massive campaign where he sought to win the peasants to his side. After two years of confrontation, the revolution turned out to be a victory as he has already won most of the peasants to his side. This victory is so significant because Fidel Castro’s Guerrilla will be the first to will a military in Latin America. This proved him to be a great political strategist. On the 1st of January 1959, the Cuban revolution began with him being at the center of it. Many people joined this revolution for different reasons. It was believed that Fidel Castro will return the country to a constitutional rule, and the reaffirmation of civil and political rights. For others, who envisioned a major re-structuring of the society, the issue was social justice. These people placed their future into the arms of Fidel Castro and so it was easy for him to establish himself as the sole leader of the intended government. However, once he got to power, Castro steered his country towards communism and collective ownership of properties. He believed and practiced communism in its possible way. This made the landowners and the American nation furious. Apparently, Batista had previously developed relations with America. This came to an abrupt end at the advent of Castro’s communism. All privately owned businesses, both the ones owned by Cubans and/or the one owned by internationals were taken over by the government. Prior to this time, the America was almost in total control of the industries in Cuba. They made money from the Cubans without fuss. The standard of living of the average Cuban citizen was greatly altered. The major idea of communism is that the working class should be in charge of the government. At this point, privately owned property was regarded as illegal. Castro was of the idea that the money of the country should be distributed equally to all citizens, according to their needs. Also, the government controls the lifestyle of its citizens. Education is also an integral part of the new Cuba’s Communist government. As Castro had hoped for, these changes did have impressive short-term effects for Cuba. Serious illness and economic hardship were almost nonexistent and Cuba had the greatest number of teachers and doctors in that area of the Caribbean. It was a new dawn for Cuba as people seemed to be looking toward a better and more relying future with Castro in charge. However, these benefits did not come without a price. For instance, in order to protect the new forms of communism, Castro eliminated elections and freedom of the press, imprisoned political opponents, and made religion a thing to be ashamed of. Castro then began to act like his counterparts who were leaders of communist countries, doing things such as putting industry under government management, claiming the property of people not born in Cuba, creating communities for agriculture, and establishing laws to help laborers and peasants . Cuba’s new form of government not only affected its people, but also affected its own relationships with other governments around the world. International reactions varied from country to country about the communism in Cuba. Many of Cuba’s newly enforced laws and government created barriers with neighboring Latin American nations and in 1962 Cuba was dismissed from the Organization of American States. Because of the United States’ opposition of Communist governments, they were quickly on bad terms with Castro and Cuba. The United States government was led even further in their decision to end any relation they have with Cuba after the Cuban government seized all land owned by Americans Not all nations were in opposition to Cuba’s change of government. As a matter of fact, Cuba enjoyed a cordial relationship with The Soviet Union. The Soviet government, which was also Communist, assisted Cuba by offering financial aid, trade and the overdue payment of Cuba’s debts. Apart from these, Cuba was also accepted into the Council for Mutual Economic Assistance (COMECON) in an agreement signed in 1972 with the Soviet Union. Through his long rule as the Leader of Cuba, there have been several attempts made by the US to assassinate him. All these efforts have proved abortive as he has tactfully eluded them. In 1961-63 alone, the CIA recorded hundreds of violent sabotage operations, including several assassination attempts that relied on everything from exploding cigars to bacteria-infected handkerchiefs and aerosol sprays laced with LSD. According to Mr. Castro’s security services, the CIA and Cuban exiles in Miami hatched no fewer than 638 plots to kill him. All these plots have proved abortive. Fidel Castro is a legend. He has lived a life of impact and we are learning about him today. Whatever the view might be, one thing is certain; Fidel Alejandro Castro Ruz is a revolutionary – one that will not be forgotten generations to come. Reference: †¢ Buckman, Robert T. World Today Series- Latin America 2000. Harpers Ferry, WV: Stryker-Post Publishers, 2000. †¢ â€Å"Fidel Castro Cuban Leader. † Newsmaker Profiles. Internet. 28 November 2000 †¢ Kolb, Richard K. â€Å"Cold War Along the cactus Curtain. † VFW Magazine Jan 1999. SIRS. 18 October 2000 †¢ â€Å"History of Cuba. † Internet. 14 November 2001 †¢ Horne, Jed. â€Å"Fidel’s Cuba: Revolution Running on Empty. † Times-Picayune Publishing Corporation 14 March 1993. SIRS Knowledge Source. 30 October 2001. †¢ Jervis, Rick. â€Å"Cuba. † Scholastic Update 23 February 1998. EBSCOHost. 14 November 2001. †¢ Fidel Castro. Anti Essays. Retrieved March 26, 2008, from the World Wide Web: http://www. antiessays. com/free-essays/699. html †¢ Fidel Castro. BigNerds. com. Retrieved March 26, 2008, from the World Wide Web: http://www. bignerds. com/show. php? eid=699 †¢ Situation and Prospects in Cuba. (1963, June 14). (Item No. CC03127). Retrieved May 8, 2002, from Digital National Security Archives database. †¢ Chapo, Richard. (2006, October 28). Ten Interesting Tidbits About Cuba. EzineArticles. Retrieved March 25, 2008, from http://ezinearticles. com/? Ten-Interesting-Tidbits-About-Cuba&id=341249 †¢ Intelligence. (2008). In Encyclop? dia Britannica. Retrieved March 25, 2008, from Encyclop? dia Britannica Online: http://www. britannica. com/eb/article-233697 †¢ Rodriguez III, Alejandro. (2008, February 19). Fidel Castro – Cuba’s Leader Steps Down Changes Nothing. EzineArticles. Retrieved March 25, 2008, from http://ezinearticles. com/? Fidel-Castro—Cubas-Leader-Steps-Down-Changes-Nothing&id=996440 †¢ Castro, Raul. (2008). In Encyclop? dia Britannica. Retrieved March 25, 2008, from Encyclop? dia Britannica Online: http://www. britannica. com/eb/article-9439238 †¢ http://www. marxists. org/history/cuba/archive/castro/ †¢ http://www. heritage. org/Research/LatinAmerica/wm1188. cfm †¢ http://www. cnn. com/2008/WORLD/americas/02/24/cuba. nextpresident/