Learner Record- School Age Childcare Essay

School-Age Childcare Thematic Working Group (SACTWG) defines School Age Childcare (SAC) as: â€Å"School-Age Childcare / Out-of-school services refer to a range of organized age-appropriate structured programs, clubs and activities for school-age children and young people (4-18) which takes place within supervised environments during the times that they are not in school†. â€Å"School age childcare services are by definition about the care of children when their parents are absent. Caring mean taking responsibility for children’s physical, emotional and developmental well-being. School age childcare services play an important role in the lives of the children who use them. It is essential that they meet children’s needs during the time they are used. This entails providing a setting where children feel they belong and where staff relate to them on an individual level as well as collectively.† These settings include: center-based, school-based, and other formal before- and after-school arrangements for children, as well as summer programming. Elements of School Age Childcare Setting: School age programs have the potential to play a positive and proactive role in developing social, personal and interpersonal skills. The out-of-school setting can nurture academic success, offer opportunities for physical activity, develop creative artistic expression and a wide range of associated skills in a happy and caring environment. The key elements which contribute to the delivery of a quality school age childcare service. These include; The activity program The importance of play The physical environment The regulation of school age childcare Training for the sector Relationships between providers of school age childcare, the client children, their parents and on occasion the schools. Children like to feel they belong. As they grow to understand themselves both as individuals and in relation to others, they look for signs of acceptance and acknowledgement from their peers and the adults around them. Children need to experience a  sense of belonging, and to be aware that their own actions can promote either a sense of belonging or exclusion for others. The school age setting offers endless opportunities to nurture a sense of self-acceptance and belonging for the child. Characteristics of children attending the services: Enjoy playing games. Like to make and keep friends. Enjoys learning new things. Great intellectual curiosity, wanting to know everything about everything — objects, ideas, situations, or events. Learn quickly and with less practice and repetition. Concerned about fairness and injustice — very aware of rights and wrongs. Read rapidly and widely, after learning to read. Absorb information rapidly – often described as being like sponges. Can use materials, words or ideas in new ways. Need time and space to explore ideas, develop interests. Can concentrate for long periods of time on activities that interest them. More eager to learn, more curious, more enthusiastic, and imaginative. They need routine and consistency from adults in their lives. Discovering things and inventing are favorite kinds of activities. Have lots of energy. Like physical challenges. Need to feel that adults are in control. Need good emotional support. Their parents are still the most important persons in their lives. How School Age Childcare Setting can cater: A School Age Childcare setting requires a warm, welcoming and challenging environment where the child can feel comfortable, accepted and at home and, most importantly, can exercise choice in the daily routine. The needs of Children which include free play, team tasks or peers bonding are very important when considering the services curriculum. Provide activities that are flexible and based on the children’s choices and interests. Introduce variety in the program of activity, with a range of options and differences each day. Ensure the availability of free play and time for children to be on their own Casual play with and without equipment and team games with  rules encourage children to learn to negotiate with each other. The service must be culturally and socially inclusive to all children attending. The service should support a healthy-eating and healthy-lifestyle policy. Children should be encouraged to assess risk and identify safety issues themselves, where appropriate. Allow children to assist in curriculum preparation, social, emotional and development learning and academic learning if applicable. It should have a range of rooms or areas to facilitate more than one activity by a child or group of children at a time. It should provide adequate open internal space to facilitate more physical activities including sports and drama, where appropriate. It should provide a quiet area for reading, table based activities and homework. Encourage choice and self-confidence. The school age childcare service should plan and provide a range of play opportunities and activities to support children’s social, physical, intellectual, creative and emotional capabilities. While adopting a positive attitude to Irish language and culture, the School Age Childcare Service must also commit to meet the needs of children coming from different language and cultural backgrounds and of children with special needs and differing abilities.

Opinions of the plans for Cuckmere Haven

The Cuckmere haven restoration project has received a lot of mixed opinions; some believe it is a great idea and will be sustainable in years to come, others disagree and believe it is a bad decision and will jeopardise the surrounding environment and some aren't bothered about what happens as it will not effect them. The majority of the people who disagree with the project are locals in the area and are concerned about the possible risk of flooding, damage to the vast wildlife in the area and also the beautiful estuary becoming an eyesore. It is understandable that the local residents are worried as the future management of the estuary will affect them, however, on the day we visited Cuckmere haven, only 8 of 34 people travelled less than 5miles to get there, from this I can see why many other people aren't concerned about the Cuckmere haven's future as they won't be affected by the changes being made, which was made clear on our questionnaire results, as shown below How will the scheme affect you? However, not all the local residents are against the plan as Grace Francis confirms stating, â€Å"We deserve to be fully protected – no-one warned us when we bought the house this would happen. I don't know how long we will be able to stay in this property.† Grace wishes for her home to be protected and believes the restoration project will ensure that her property remains safe and will not be affected by rising sea levels and flooding. Colin King – another local resident, believes that by carrying out the restoration project, the beauty of the estuary will be ruined. He claimed, â€Å"Nearly half a million people visit the Cuckmere valley each year. They marvel at the meandering river and will be disappointed to see mudflats.† People who feel strongly about protecting the environment are more likely to be against the scheme, as they believe it could be potentially dangerous for certain wildlife. Others, such as the Sussex Downs Conservation board, believe that the plan is a good option for protecting certain species as it involves connecting the cut-off meander back with the channel. They explained that, â€Å"the meanders do not function naturally and are gradually filling up with silt. In the summer of 2003, the hot weather resulted in the death of large numbers of flatfish, flounder and plaice because the shallow water heated up reducing the oxygen available for the fish to breathe in.† From our questionnaire results, I can see that majority of the people asked visited Cuckmere haven for the beautiful views and scenery, which will be dramatically changed by carrying out the restoration project. David Pearce, local retired resident, supports this argument, stating that, â€Å"this is an iconic place, an essential part of Sussex's identity. I oppose this proposal†. Overall there are a variety of opinions on whether or not the plan will be a success; the environment agency did consider these points and due to mass dispute, the plan was delayed in 2003.

International human resource management Essay Example | Topics and Well Written Essays - 2500 words

International human resource management - Essay Example The questions about how people are managed , are the substance of "human resource management" and key to organizational success. Management theorists have long argued that there is a 'right' way of managing people that can be implemented by management consultants throughout the world. The development of HRM theories in the US tended to reply on the examples of a small number of large private sector firms was based on a culturally typical US typical US independent , individualistic ,suffered from a poorly thought out approach to rigorous theory, failed to link theory to general practise and relied heavily on selected aspects of what was thought to be "Japanese" practice. Because of the hedgemony of the USA in management thinking ,their visions of HRM have tended to be the touchstone for HRM in other countries. However ,the US theories with their implications of virtually autonomous organizations , sit uncomfortably with the European reality. So,is the American vision of HRM a universal one that will apply anywhere in the world or is it a US-bounded one Organisational behaviour is influenced by social processes beyond the organisation's boundaries. Thus firms are located in settings not only of legislation but also of culture and social norms to which they have to react. Culture provides meaning and purpose , rules and norms. Each nation constitutes a unique institutional setting that skews firm behaviour in particular ways. American notions of HRM may have limited relevance to nations which do not possess identical or similar cultures. And there are clear differences , in Europe , HRM is less dependent , companies have less autonomy and freedom of action , trade unionism is more important , the social partners have more influence ,legal regulations are more important and there is a stronger tradition of employee involvement.Are European firms moving towards a North American HRM approach to managing their personnel Or is it that owing to the ongoing economic and political integration of European Union countries , a convergence towards a distinctly European practise is underway For this, w e have the convergence and divergence arguments. There are two distinct versions of the convergence thesis , the free market US model and the institutional European model. There is an underlying similarity to these theses. They all view firms' latitude in regard to selecting and developing personnel management strategies as being shaped , governed and given impetus by a mix of factors which may be broadly defined as either technological ,economic or institutional. The Market Force or US Convergence Model: This theory argues that the differences in management systems

Comparison in Sound Velocity Variability over Neap and Spring Cycle in Essay

Comparison in Sound Velocity Variability over Neap and Spring Cycle in Dart and Tamar Estuaries, UK and Its Impacts on Sonar Performances - Essay Example Studies of the variables of sound transmission aid those who need to know how well their equipment will function given different environments. This project entails the planning and execution of an oceanographic survey to determine the differences in sound velocity variables over the neap and spring tide cycles in the Dart and Tamar estuaries, and their impact on sonar-related performances. This study is largely based on research provided by Desiree Batton in conjunction with the Hydrographic Society, The Dart Observatory at the Britannia Royal Naval College and Graham Tattersall of the CEFAS Lowestoft Laboratory, as well as additional research. The tide cycles at the mouths of these two estuaries differ in some factors that influence the movement of sound. This paper plans to show what those factors are and how they affect sonar usage. The report will present data that was ascertained by using the current appropriate techniques and tools. It will analyze the variability of sound velocity, present the results and make determinations based on those analyses and calculations. Several determinations will be necessary to conclude this paper, such as the variations in bottom sound velocity as opposed to the variations in surface sound velocity. For instance the calculations for bottom sound velocity will take the higher level of mixing into account, while the calculations for surface sound velocity will need to look at temperature variables more, especially spring tide. Differing types of measuring equipment will be needed to gain the information required. In addition, time of day and the varying points of tidal activity are considerations that will add into the data. This project is designed to correlate with other projects that focus on sound speed or sound velocity. The need to understand how sound travels through tidal waters, in particular the Dart and Tamar estuaries, is of great significance to ongoing research. The research of A. D. Priestley

Country (China) Research Paper Example | Topics and Well Written Essays - 1250 words

Country (China) - Research Paper Example As a function of seeking to understand and find the current economic situation that China faces today, the following analysis will not only provide a brief historical glimpse into the determinant factors which it helps to define China within the way it can currently be understood, the analysis will also be contingent upon discussing the outlook and ramifications of economic policies that are currently engaged within the People’s Republic of China. Through such a unit of analysis, it is the hope of this author that the reader will gain a more informed understanding with respect to the determinants of Chinese economic policy as well as the threats and potential weaknesses that the nation faces within the immediate and distant future. Firstly, in seeking to answer the question of whether or not the People’s Republic of China can be considered as a triad nation, the reader must understand that triad nations are defined as those nations that only represent 8% of the world's total population – but account for 50% of its gross domestic product. Due to the fact that the Chinese population is currently in excess of 1.3 6 billion individuals, it cannot be assumed or understood that China is in any way indicative of a triad nation. Whereas it is true that the GDP of China is massive, the population differential that is thus far been discussed ultimately convinces the reader that China cannot be considered as such. Currently, China exhibits an unbelievably low unemployment rate of around 4.1%. Before discussing or analyzing this statistic to a further degree, it must be understood and appreciated that many of the statistics that come out the People’s Republic of China are ultimately suspect. Without casting further aspersions upon the way in which the People’s Republic of China is administered, it must be understood that the Communist Party is ultimately the sole power that directs the fiscal and economic policy within the People’s Republic of China. As such, the level and extent to which this entity can be relied upon for verifiable truth and reasonable statistics may well be quite limited. However, notwithstanding this fact, the rate of unemployment that is exhibited within the People’s Republic of China is astoundingly low. By means of comparison, the gross domestic product of the People’s Republic of China is currently in excess of $8.20 trillion dollars. Somewhat surprisingly, the GDP per capita, measured within the same 2012 time period, only stands at $6090. As can relatively be noted, the GDP per capita as compared to the total gross domestic product of the entire nation is quite low; blending a level of understanding with regards to why she labor is so abundantly available within China and helping the reader to come to an understanding of why the People’s Republic of China continues to the a producer of so many consumer goods that require simple and complex levels of application. Many economists and businessmen alike have termed China’s rapid growth as an economic miracle. Part of the reason for this is the fact that the GDP growth rate between the period of 1990 and 2010 averaged approximately 12%. Although the GDP growth rate currently stands at a lower level due to the 2007/2008 economic slowdown,

Visual technology Assignment Example | Topics and Well Written Essays - 250 words

Visual technology - Assignment Example The artist creates this dimension. Therefore, art becomes unique as it comes to be the product of the artist’s imagination. Literally, reproduction of arts means to recreate art, a camera mimicking the way eye sees the object is an example of it. By introducing the term â€Å"politics† Benjamin referred to the manipulation of art for personal gains. It is similar to discovering nuclear energy but if it was going to be used to destroy Hiroshima and Nagasaki it was certainly not the intention of the scientist that discovered it in the first place. The politics of arts allows the images to be reused and modified with the use of text and sound and soft fares to produce the desired results. It is hard to come to a conclusive perception when I look at this painting. To me, this artwork is by far the most elegant and extraordinary work by Picasso. The simplicity in the play of color is exquisite. It should look unbalanced and smudgy with this unusual play of colors yet it is extremely balanced and has a serene effect on the emotional state of mind. Physically, I feel alive and liberated when I look at this artwork. The immediate impact on the physical state is the acknowledgement that this ‘renegade’ dimension exists and speaks directly to me. Intellectually, this painting does not fall into the conventional realm because it seems off-the-cuff or a deviation from the monotonous lifestyle. To me, it is the difference between listening to the symphonies of Mozart and hip-hop music. I instantly think about my childhood when I look at this artwork. Without a doubt, this painting triggers nostalgia in me. I start relating how I always wanted to be different, the way this painting seems different from the others. If Picasso could paint this today it would be a messy room of a teenager who plays guitar and loves football. The newness of this image is the comfort in knowing that something exists with which

Evolution of Mass Communication Essay Example | Topics and Well Written Essays - 500 words

Evolution of Mass Communication - Essay Example There had been past references to the power of mass media to influence its audience in a large measure, but it was in the 1920s and 1930s, through the growing influence of radio and newspapers, that theories were formulated. One of the earliest theories on mass media is called Magic Bullet. This concept is anchored on the early thinking that messages were like magic bullets that struck the audience equally, creating uniform effects in terms of perception. It is postulated on the belief that everyone is passive and equally susceptible to media messages. A classic application of the Magic Bullet Theory happened on October 30, 1938, when on the eve of Halloween, regular radio program was interrupted for the first time with a "news bulletin" that Martians had begun an invasion of Earth in Gover's Mill, New Jersey. About 12 million people in the United States heard the broadcast, with at least one million actually believing that a serious alien invasion was happening, creating a wave of hysteria that triggered traffic jams and clogged communication lines. The aftermath of the broadcast suggested that media could manipulate a passive and gullible public, leading media theorists to believe the power of mass media. Not everyone believed in

On the Front Lines Research Paper Example | Topics and Well Written Essays - 1500 words

On the Front Lines - Research Paper Example This leads to area of research that had been conducted by this study, concerning the major developments of Christianity in India. This conduct will explain the nature of Christianity, and later on will depict the primitive and contemporary settings of India in the light of Christianity. 2. Christianity Christianity is delved in from the belief of the sole savior Jesus Christ. It has influenced the universe since 6BC--the birth of Jesus Christ up to date. The story of Christianity commences in the birth, life and death of God the Son. He is Jesus Christ, the one who was raised in Nazareth. 2 However, the death and resurrection of Jesus is more significant than His birth. This suggests that the notion of celebration of Christmas was held 400 years before it took over.3 From then, the next 200 years had opened the notion of Christmas that was developed through the veneration of Mary and the three wise men.4 The latter is being explained in this context because Christianity focuses on th ese significant happenings of the life of Jesus Christ. The life of Jesus is the salient factor that can view as the foundation of belief of Christians. Through His life, many significant notions can be cherished and be emulated for a greater purpose in life. Furthermore, over the years, Christianity has faced many challenges, including some creeds, such as Hindus and Muslims, 5 and the challengers Martin Luther, Ulrich Zwingli, and John Galvin. 6 The Bible had been questioned and its vernacular locus became a centric issue. Most significantly, the emergence of doctrines concerning the relationship of God and humanity also had created ambiguity of belief for other Christians. 7 As the result, the Western nations devalue the prominence of religion because they perceive that religion is no longer significant. This is the result of the proliferating number of creeds, which creates ambiguities in the perception of the public. As the world takes the pace of growth each day, Christianity has been delving favorable feedback to the encounters and responses of emerging community concerns and challenges made by some established beliefs, such as communism, materialism, and atheism. However risky the challenges are, Christianity has still able to combat with a decline in Western nations and is incremental in Africa, Asia, and Latin America.8 Moreover, there was a prediction that Christianity would vanish in the years to come. Such theory has been upheld by erstwhile Beatle John Lennon when he delineated in 1966 that â€Å"Christianity will go.† 9 As the world progresses, many pundits have come to support the notion of Lennon. Despite the detrimental number of Christian populace in the modern setting, it must be precise that such prediction is unfounded. As what Blainey delineates: â€Å"Christianity has repeatedly been reinvented. Every religious revival is a reflection of a previous state of decline; but no revival and perhaps no decline is permanent.† 10 3 . The Indian Setting Primitive. Christianity was finally named in India when in the 14th century Syrian traders went through the course of Kerala.11 The transition was assisted by foreign contract, which comprised Christian traders. 12 From then on, another clusters in the shadow of the Europeans arrived in

Centered Approach Essay Example for Free

Centered Approach Essay Family-Centered Approach ECE 313 Collaboration with Parents Community Kathleen Thomas October 10, 2011 Instructor Cindy Hopper The economy has hit an all time low and has caused two parent households and single parent households into the workforce. As a result of this the parents are looking for childcare centers for their children. The main concern of these parents is will the centers help with the behavior and development of their children. These parents are looking for a place that is going to help with the development of their children’s self-help skills, empowerment, pro-social skills, self-esteem and attachment. These are behaviors that are not easily controlled and because the children spend the majority of their time in the centers the parents are hoping that together they can help develop desired behavior. That is why they are looking for a center that uses the family-centered approach. As the educator you have to develop a relationship with the children and their parents, the parents have to feel that they are going to be involved in everything that goes on in the center and that concerns their child. The educator has to sit down and learn about the child from the parent so that the educator will know what the parent expects from the educator and the center. The educator has to spend time with the child so that they can start to form a relationship. Family-centered has been defined as: Focus on the children within their families. The program includes the family as an integral, inseparable, part of the children’s education and socialization. Families along with their children are the program. (Gonzalez-Mena) p. . It is very important to acknowledge the children within their families because this way, you remember that you can not do anything without involving both of them. It is important that the educators know what the parents expectations are, Teaching children desired behavior may not be easy even when the educator and the parent are using the same methods. Potty training may require the educator and the parent using the same procedure which might be putting the child on the potty several times a day. If either of them changes the procedure this might cause the child to become confused and it may take longer to train her. To encourage desired behavior from children, parents and teachers need to have a strong relationship with the children. A warm affectionate bond and a positive emotional tone in the home and center will convince the children that their teachers and parents are on the same team and promote a spirit of cooperation and understanding. (Neifert, Marianne, MD) Helping a child develop self-esteem takes a lot of work because you can not do it by saying things that are not realistic. You can not say you are the prettiest girl in the world and think that this will help her self-esteem, as a parent you have to promote self assurances, self-help, competence and being â€Å"special. † Self-esteem rises if the individual is proud to perceive herself as being in possession of these traits. (Gonzalez-Mena) p. 205. Self-esteem has four dimensions: significance, competence, power and virtue. Teaching a child about self-esteem would be difficult because hopefully the child would feel loved and cared for by her parents and she would need to feel that you loved and cared for her too. However, if the child did not feel that she was important this is not something that you can make happen. You can try by showing her that you do care about her and that she is important. You could compliment her when she has achieved a goal that was set for her but you should not over praise her. To promote self-esteem you should never have a critical attitude, label a child or use name calling. Use encouragement instead of always praising them. When they have done something better than the last time make a comparison about how much better it was this time. Never compare your child’s performance to another child’s. Children will fail at some of the things that they try to do but this will be an experience for them. Have realistic expectations; be certain that your expectations for the children’s behavior match their age and developmental abilities. You have to be prepared to show them what it is that you want them to do. Practice the skills with them so that they will be able to do them alone. It is not impossible for a two year old to put on their coats but this two year old might not be ready, you will have to practice this over and over until the child is able to do it themselves. Competence, power and virtue are a part of self-esteem and these things might be easier to teach, being competent means that you have skills that you are very good at. If you were doing these skills on a daily basis you would someday be extremely good at that skill. Power is believing that you are in charge of something other than the paper clips and that you have control over the things that happen in your life. Virtue is being a good person and knowing right from wrong. Educators can take these four dimensions and use them to help a child learn how to feel good about themselves. Teaching pro-social skills you can model the children yourself, you have to set limits and tell them why you are setting the limits. The reason is because you don’t want them to get hurt. Have children work and play together so that they will cooperate better. When children are involved in a conflict it is your responsibility to resolve it with a solving approach. Always avoid punishment as a way of discipline. There are other things that you can do when trying to teach pro-social skills; as an educator you should sincerely acknowledge children’s pro-social behavior by recognizing when they are doing things together (ex: two children have started cleaning up the art area) your response could be â€Å"that is real cooperation†. You should explain reasons for rules and help the children understand the effects of their behavior on others. This type of inductive discipline seems to encourage child to be kind and helpful. (Berman, K. L. , M. M. Torres, C. E. Domitrovich, J. A. An educator can encourage good behavior by using a reward system. Choose a behavior you would like to change. There might be a child in your classroom who will not sit still in his seat; you can tell him that if he sits still that you will reward him for staying in his seat. You can tell him that he has to earn five tokens by staying in his seat when you are teaching the class and that five tokens will get him ice cream at lunchtime. It does not have to be tokens; you might have a chart with everyone’s name on it and at the end of the week if they have receive a star for everyday they will receive extra cookies at snack time. Share your reward system with the parents and see if that helps them out with behavior problems at home.

Transforming Leadership Analysis Essay Example for Free

Transforming Leadership Analysis Essay Introduction â€Å"The strategic environment, national guidance, and operational requirements demand that todays US Army forces conduct operations of a type, tempo, and duration that differ significantly from those of the past. The late 20th century required a force able to execute a fixed number of deliberate war plans and prepared to provide small forces for infrequent contingencies. The 21st century requires a force able to conduct sustained operations against several ongoing contingencies while remaining prepared to execute a number of deliberate war plans. Sustained operations and readiness to meet both old and new threats will be normal for the foreseeable future.   This situation requires changes in both structure and mindset. The Army is rapidly transforming itself to meet both requirements. The War on Terrorism has given the Army a strategic opportunity to reshape itself. It is leveraging its wartime focus to build campaign quality Army forces with joint and expeditionary capabilities. It is shedding inefficient processes and procedures designed for peacetime and re-examining institutional assumptions, organizational structures, paradigms, policies, and procedures. (Kane Tremble 1994) This ongoing transformation is producing a better balance of capabilities. When complete. Army forces will be able to deploy more promptly and sustain operations longer to exercise decisive land power across the range of military operations. The Armys goal is to transform itself into a more responsive, effective expeditionary force capable of sustained campaigning any where in the world. Meanwhile, it continues to sustain operational support to combatant commanders and maintain the quality of the all-volunteer force†. (Our Army at War Relevant and Ready) Within the last century, the scale of war has made necessary a different type of leader. We no longer fight for our farms, villages, and hunting lands. Our interests have shifted from straits and mountain passes. In our current world, as a result of technological revolutions and ever growing political instability, we live in the threat of a global war. Actions have the potential to resonate in many continents subsequently influencing the economies, policies, and war strategies of nations worldwide. For these reasons, leaders must study the past and integrate historys lessons learned with the new challenges of leading within a heightened threat. Military leaders must maintain their grasp and focus on the technical mastery of war fighting, personal courage, and the ability to inspire men to fight for a common cause. Victory will lend itself to the commander who can master the terrain and find new or creative ways to employ his weapons and men. Leaders must be technically proficient with the arms they use to wage war. In a broad example, the Spartans studied the natural tendency of phalanx formations to shift right and employed special tactics to break off part of their formation and bring it upon the flank of their enemy. Even here with similar weapons and tactics, the Spartans pursued the mastery of their war fighting system and stood victorious on the field of battle. (Bass 1990) For a more detailed analysis, in 480 BC, during the Greco-Persian wars, a Spartan leader named Leonidas used terrain to his advantage to inflict incredible damage upon his Persian enemy. The Persian army numbering between 200,000 and 250,000 men marched towards the northwest pass into Greece. Leonidas moved his forces to block the vital passage at Thermopylae, a narrow passage with high walls. Though he reinforced his army along the way, Leonidas could muster only 7,000 men. He immediately began building a wall between the pass to further narrow it and channel his enemy. Overwhelmed, the Spartans lost the pass but managed to kill 20,000 Persians to their 1,000 lost. Several centuries later in the US civil war, General Lee used his mastery of terrain at the Maryes Heights during the battle of Fredericksburg, Maryland. Mid-November in 1862, union forces under General Burnside began to occupy positions outside Falmouth near Fredericksburg to meet Lee. In response, Lee entrenched his forces at Maryes Heights, a higher ground outside the town. In addition, the armies were now separated by the Rappahannock River. In December Burnside began his assault. Lee allowed the union forces to cross the river and then instructed his entire army to open fire, which pinned Burnside between the Heights and the Rappahannock River. Lee managed to inflict 3 to 1 casualties upon the northern armies during several futile, uphill charges and Burnside is forced to call off his offensive. He would try again in January 1863, but would be repulsed by Lees army in their superior position. (Kane Tremble 1994) Army Transformation â€Å"Transformation describes the process by which the current force is becoming the future force. It occurs as the Army incorporates new capabilities into its force structure and trains soldiers to use them. The future force is what the Army continuously seeks to become. It will be strategically responsive and joint interdependent. It will be capable of precision maneuver and able to dominate adversaries and situations across the range of military operations envisioned in the future security environment. The future force will be lighter, more lethal and agile, and optimized for versatility. It will be capable of seamlessly transitioning among the different types of military operations. Army transformation is more than materiel solutions. Adaptive and determined leadership, innovative concept development and experimentation, and lessons learned from recent operations produce corresponding changes to doctrine, organizations, training, materiel, leadership and education, personnel, and facilities (DOTMLPF). DOTMLPF is a problem-solving construct for assessing current capabilities and managing change. Change is achieved through a continuous cycle of adaptive innovation, experimentation, and experience. Change deliberately executed across DOTMLPF elements enables the Army to improve its capabilities to provide dominant land power to the joint force. Authoritative basis that sets into action the Armys transformation strategies, It provides specific objectives, assigns responsibilities for execution, and synchronizes resources. It directs the planning, preparation, and execution of Army operations and Army transformation within the context of the nations ongoing strategic commitments. These commitments and resource availability dictate the synchronization and pace of change. The Army Campaign Plan also sustains operational support to combatant commanders and maintains the quality of the all-volunteer force†. (FM 1) In contrast, when in history a leader has demonstrated cowardice, it has stripped them men of their warrior spirit, unity, and willingness to fight. When Antony fled the battle at Actium, his unit became disorganized and confused and subsequently lost the battle. The same result occurred when Napoleon abandoned his army at Waterloo. (Kane Tremble 1994) These characteristics of valor and moral courage are illustrated in the battles of General Washington. He sat with the remnants of the Continental Army at Valley Forge starving, inadequately sheltered, and with their only clothing rotting off their backs. Though he had been successful earlier on, Washington now found his army suffering through one of the worst American winters and troubled by low morale and desertion. In response to his pleas for additional funds and supplies the American congress suggested he quarter his troops in the nearby towns. Quartering was an acceptable practice and certainly expected given his circumstances, but Washington feared the impression his troops would have upon the American public and how it would affect the support for the war and the resulting government. After much moral deliberation, he gathered his troops and spoke to them. His decision to stay in the blistering cold and suffer the winter was unpopular at first, but his men began to understand his reasons and responded to his exemplary leadership. Washingtons personal actions and moral courage renewed his mens faith, convinced them to stay the course, and above all to do the right thing. In the combat action of the Revolutionary war Washington had a dozen mounts shot out beneath him, and was once missed by a round that struck through his overcoat and he narrowly escaped injury. His morality was accompanied by his physical courage in battle inspiring his men to fight on despite their hardships. (Tremble 1992) Literature Review Nearly a century later, the moral courage and personal character of its commanding general held together an undersupplied, undermanned, yet confident Confederate army. In the final battle of the Civil War, Lee demonstrated his dedication to his men and willingness to sacrifice himself over his command. The opposing armies were prepared for battle in a field near the town of Appomattox. Near the beginning of the assault Lees lines began to give way forcing him into a moral dilemma that affected the overall course of the war. In this moment Lee replaced his personal drive for victory with the sobering realization of defeat. Understanding the futility of further efforts against his enemy, Lee sent a flag of truce to his counterpart, despite the war cries and urging of his men to return to battle. He sacrificed personal pride and commitment to victory for his duty and loyalty to his men. General Lees character and obligation to do the right thing tied together and motivated the armies of the south and his soldiers understood that Lee acted for the benefit of the Confederacy and not for personal gain. In WWII, 80 yrs after Lees surrender, the US was at the height of submarine patrols against Japan in WWII, and Commander Howard Gilmore set a course from Brisbane, Australia into Japanese waters to interrupt their shipping lanes in the USS Growler. While surfaced to charge the submarines batteries, Gilmore was engaged and rammed by a Japanese ship. Attacking the crippled and idle Growler, enemy gunners quickly sprayed the bridge of the submarine killing the Assistant Officer of the Deck, lookout, and wounding Gilmore. The submarine remained under still heavy fire from the enemy machine gunners. Aware that the Growler would be sunk in the time needed for him to crawl below decks, Gilmore made the supreme sacrifice for his shipmates. Commander Gilmore put his command before himself and through his selfless and courageous act saved his crew at the cost of his own life. His ordered his crew to, Take her down! and then perished at sea. Perhaps the most decisive aspect of moral leadership is the ability to inspire a fire within people to fight for a common goal or unit objective. Moral courage and technical expertise and skill are the enabling devices for which a leader may instill confidence and trust among his troops, but it is the ability to produce a common objective that will inspire men to fight. A free and voluntary army requires an indisputable cause. (Tremble 1992) For example, General Washington was able to contain the rivaling factions of the American Revolution and then unite and direct them towards a common purpose. Unable to agree amongst them as to an appropriate course of action, it was Washingtons decisive and assertive leadership that unified their purpose. Despite their conflicting ideas, the Americans believed unanimously in the ability of Washington. In much the same way, Robert E. Lee fused and gave purpose to the Confederate states in the Civil War and Winston Churchill unified the rivaling factions of the British government during WWII. One of the better examples of inspirational leadership is from recent history. Al-Qaeda forces draw their strength and morally rationalize their terrorist attacks through their fanatical belief in the justness of their cause. The terrorist leaders harness the energy created by this fanaticism in their culture and focus it towards a common goal. This leadership style establishes a purpose and allows for a transition into active fighting spirit. These leadership traits are fundamental and remain at the foundation of successful military leadership. They remain a leadership challenge for all fighting men in the worlds militaries and occur at all levels within the military force. Those who master and arm themselves with these concepts are positioned to succeed while those who ignore them are destined to fail. Transformational Leadership and Subordinate Outcomes on Army a Case Study Basss (1985a, 1985b) ideas have enthused Ð ° substantial amount of study. The mass of this study has investigated the foundation line or Ð ° circuitous effect of transformational behaviors on Ð ° leader or unit recital and effectiveness. Research on the hypothesized straight effects of ordinate outcomes: admiration, respect, and Ð ° trust of the leader, motivation and commitment to Ð ° shared goals and visions; innovative and creative approaches; and growth reflecting the unique needs and desires of Ð ° individual followers. According to Bass, Ð ° follower outcomes promoted by transformational behaviors result in Ð ° levels of organizational attempt and recital over and further than what are possible by Ð ° transactional behavior. These effects of Ð ° transformational leadership on Ð ° subordinate outcomes defines the augmentation hypothesis, which has Ð °, guided empirical testing of Basss ideas about transformational leadership.   Basss (1985a, 1985b) ideas are particularly striking to organizations, like todays military, in which Ð ° success depends on the participation and Ð ° active participation of all organizational members. U.S. Army doctrine, for instance, mentions leadership as the most essential component of combat power or the ability to fight and win. This doctrine more envisions that leaders add to effectual unit recital by inspiring Ð ° purpose, direction, and Ð ° will to win. Basss ideas for the expansion of successful army leaders have been so striking that the U.S. military in recent times published Ð ° volume discussing issues and insinuations raised by the distinction among transformational and transactional behaviors (Bass, 1996). Study in U.S. Army units has Ð ° supported these doctrinal views relating to the significance of the interactions between leadership, soldier circumstances, and unit performance. Siebold (1994), for instance, measured the work enthusiasm of soldiers 2 to 4 weeks earlier to their units contribution in replicated battle exercises. Strong, optimistic correlations were obtained among pre-exercise modes of soldier enthusiasm and rated success of units throughout the exercises. In adding, the motivation-unit-performance association was moderated by leader efficiency. So as to, when units were grouped by discernments of leader efficiency, strong, optimistic correlations were obtained for units with the uppermost leadership ratings but not for units with Ð ° lowest ratings. Savell, Teague, and Tremble tested the connection among leader-follower characteristics. They reported that Ð ° positive association existed among the enthusiasm levels of leaders and followers and that the force of that association augmented as followers reports of Ð ° Leader’s overall ability also increased. (Tremble 1992) Organizational Level and Transformational Behaviors Bass (1990) argued that the principles of Ð ° transformational leadership apply to all organizational levels. Consistent with Ð ° argument, transformational research has Ð ° examined samples ranging from cadets at military institutes to executives and Ð ° world leaders. Potentially inconsistent with Basss (1985b) quarrel, though, is the deviation in results obtained across organizational settings. For example, Spangler and Braiotta (1990) reported that transactional scope was slightly more strongly correlated with audit committee efficiency than were transformational features. In this framework, monitoring mistakes and satisfying accuracy may have been essential for leader recital. As such, lively management by omission and dependent reward predicted recital as powerfully as did transformational actions. Spangler and Braiotta as well found that active, management by omission was as powerfully connected with the transformational scales as those scales were connected between one another. In difference, Howell and Avolio reported that active management by omission was unconstructively connected with unit recital and transformational leadership in monetary institutions.   (Bass 1986) How to report for these unreliable effects is not overall clear. Relationships among leaders and followers vary crosswise organizations. As leaders move on in organizations, they grow carefulness and authority, use less time intimately supervising followers, and take on broadened responsibilities. Crossways levels, followers frequently vary in status, carefulness, independence, and promise. In adding, the progressive understanding and training conventional by organizational personnel might generate diverse expectations between junior leaders, more senior leaders, and followers about actions that comprise suitable leadership actions. Therefore, the unreliable effects obtained for transformational and transactional behaviors could reproduce a number of issues, together with the suitability of a single-form device, for instance the MLQ, for recitation variations across levels in leadership roles, in function relationships, or in contexts. (Bass 1986) Though the connotation of leader actions and of follower prospect concerning that behavior might modify crosswise organizational levels, the regularity of precise types of behavior might also vary. Kuhnert and Lewis explained that adults are extra liable to connect in transformational behaviors after they have attained advanced stages of ethical growth. Behind this outlook, increased transformational behavior (but not essentially transactional behavior) was originated for other senior Army leaders (Bass et al., 1987b). On the contrary, transactional behavior was originated to typify victorious cadets all through their pre-commissioning preparation and learning at a state military college. Contrary proof was obtainable by Lowe et al. (1996), who completed in their meta-analysis that transformational leadership did not considerably vary as a purpose of organizational level. (Bass 1996) Our current National Security Strategy (NSS), National Military Strategy (NMS) and existing Army force structure were ill conceived for the future of the Army. As a result of the Bottom-Up Review (BUR), the Army was right sized and structured to meet the requirements to fight and win two major theater wars (MTWs). However, this force structure was never intended to support current deployment levels for military operations other than war (MOOTW). In fact, the BUR warned that, Protracted commitments to peace operations could lower the overall readiness of US active duty forces over time, and in turn, reduce our ability to fulfill our strategy to be able to win two nearly simultaneous major regional conflicts. Increased MOOTW deployments such as Somalia, Haiti and Bosnia have driven the Armys operational tempo (OPTEMPO) to historically high levels. As prophesied by the BUR, the Armys overall readiness is declining. Moreover, given our current NSS, a turbulent international community ripe with MOOTW opportunities and continuing fiscal pressures, it is unlikely the Army can expect a reduction to OPTEMPO in the near future. In short, the Army is faced with a strategy and force structure mismatch. To compound this mismatch, the Army faces another pressing problem in its responsibilities to support joint war fighting. As joint war fighting doctrine continues to evolve and improve, deficiencies concerning critical missions such as rear area protection of the joint logistics and sustain base and the need for a war-termination force have surfaced (US Department of Defense, 1995, pp.1-9). These unique Army missions pose a difficult challenge. How can the Army correct these joint war fighting deficiencies in an environment that already overtaxes its capabilities and resources? Late in the Cold War, the Armys strategy for using its Reserve Component (RC) forces was totally different from todays. Born of the joint vision of General Creighton Abrams and Secretary of Defense Melvin Laird, the Total Force concept was embraced by an Army all too aware of the problems created by not using significant RC forces in either the Korean or Vietnam Wars. The Armys overall readiness is declining. Moreover, given our current National Security Strategy, a turbulent international community ripe with opportunities for military operations other than war and continuing fiscal pressures, it is unlikely the Army can expect a reduction to OPTEMPO in the near future. In short, the Army is faced with a strategy and force structure mismatch (1993). It is time to abandon the conflict between the active Army and Army National Guard (ARNG) over Guard readiness and look at ARNG maneuver unit utility from a new perspective. The search for a new paradigm properly begins by considering the connection between readiness and risks. Reserve Component (RC) units cannot attain the readiness levels of equivalent Active Component (AC) units in 39 days of yearly pre-mobilization training. Therefore, some degree of risk will always be associated with early deployment of RC units. The key question is: how much risk is acceptable? If the risk of deploying ARNG maneuver units early is within acceptable limits, the Army could benefit greatly. (Bass 1996) The decision to deploy these units meant that the Army was accepting some degree of tactical risk that units could not perform some of the missions for which they were organized. Even during the defense build-up in the mid-80s, the Army maintained its strategy of early deployment of RC maneuver forces. In a security environment of high threat and increasing resources, the Army was willing to accept the tactical risks associated with deploying these RC units (Noyes, 1995, pp.8-9). Today, the Army faces no peer competitor such as the massive Soviet Army, just a small group of ill-trained, ill-equipped regional armies. Army and joint capabilities for precision deep attack of enemy forces have revolutionized the ground combat concept of battle space. No longer must the enemy be reduced in a desperate fight by maneuver elements along the forward line of troops (FLOT). Deadly surface and air joint operational fires, many miles away, can now reduce enemy maneuver units from the FLOT. Although resource constraints have reduced the active Armys relative maneuver combat power by nearly half since the RC units cannot attain the readiness levels of comparable AC units in 39 days of yearly pre-mobilization training. Therefore, some degree of risk will always be associated with early deployment of RC units. The key question is: how much risk is acceptable? If the risk of deploying ARNG maneuver units early is within acceptable limits, the Army could benefit greatly. (Waldman et al 2001) In November 1999, US Army Chief of Staff Eric K. Shinseki directed the US Army Training and Doctrine Command (TRADOC) to undertake a comprehensive review of the Army force structure. In response, the TRADOC commander, General John Abrams, began developing a brigade-sized force capable of rapid deployment, yet with the staying power of the current heavy force (1993). This force would have to be able to respond to the growing number of peacekeeping and small-scale conflicts, as well as, facing the problems of nontraditional threats and the likely hood of terrorist threats. The Army today is built on a heavy force and a light force. The heavy force has the necessary firepower and sustainability but require too much time to deploy. The light force can deploy quickly, but lack the power and sustainability to remain for extended periods of time. (Waldman et al 2001) Under this new transformational plan, there would be a combat force comprised of elements of the active Army heavy and light forces, along with, elements of the Army National Guard and Army Reserve forces. This would provide a mix of forces that could deploy fast, pack the necessary combat power, and be able to sustain contact for an extended period of time without direct support. It would also provide our part-time soldiers with the necessary additional training to sustain their combat readiness and confidence. This will bring the armed forces to the realization of an Army of one. As we can see from the events of today, that the conventional Army of the past is no longer the Army of the future. The forces have to be ready to react to any possible action or conflict that may arise. Terrorism is an entity that has a broad hand. The multitude of the armed forces has had to come together to provide the necessary force to not only fight abroad, but to secure to home front from attack. The part-time soldier has stepped up in this new transformational Army to take to job of homeland protectors while the specialized forces have taken on the challenge of rooting out the evil. Did the US Army Chief of Staff Eric K. Shinseki have a premonition of the events that unfolded over the last few months? He may or may not, but the fact is that he new that the Army of old could not fight the battles of the future. Transformation was inevitable, and he was the man to see the emerging trend of modern day warfare. Present The observations illustrated above show how far the Army has come in the past 15 years concerning civilians in the Total Army. The new FM 22-100 is the latest indicator that the Total Army must depend on all its components in performing todays missions.   The Army is smaller today than at any time since before World War II and it continues to downsize. In less than a decade, the Army reduced its ranks by more than 630,000 people, closed more than 700 installations and changed from Ð ° forward-deployed force to a Continental United States-based, power-projection force. The number of deployments in that same period increased by 300 percent accordingly, missions were realigned and force structures changed. The bottom line is that DACs have assumed responsibilities in the Total Army that were not even envisioned a couple of decades ago. The Army simply cannot mobilize, deploy or sustain itself without its civilian component. The old ways of doing business do not work anymore. The outdated paradigms that endure about DACs should be revisited. DACs roles, responsibilities and leader challenges are in constant flux. Emphasizing the need to develop civilian leaders for positions of greater responsibility, Reimer stated, We cannot leave the development of our civilian leaders to chance. The development of civilian leaders starts with the accession and training of interns. We must hire the best and train them to meet the challenge,; of the 21st century . It is important that we continue the emphasis on professional development for all civilians through the executive level. (Waldman et al 2001) It was only a little more than a decade ago that the Army began providing progressive and sequential competency-based leadership training for civilians through the Center for Army Leadership (CAL), Fort Leavenworth, Kansas, and the Army Management Staff College, Fort Belvoir, Virginia. Before the mid-1980s, a career track comparable to those for officers and noncommissioned officers (NCOs) did not exist for DACs. Historically, the career program functional chiefs for about 25 percent of DACs who were in career programs determined their technical requirements. Supervisors determined the appropriate training for those not in career programs. Not enough attention was given to identifying civilians with potential for advancement or systematically determining the skills needed to prepare high-caliber individuals for progressively more responsible leadership roles. In essence, leader development for DACs was not a consideration. (Tremble et al 1997) The difficulty of creating a civilian training program was compounded by the fact that civilians enter the federal work force at various levels based on their qualifications for specific jobs, rather than at a single point as officers and enlisted personnel do at the start of their careers. An individual is hired with a presumption of having the training needed for the position he is to occupy. Additional training is provided only after finding that the person needs to enhance the skills required by the job. Bringing such a person to a high-performing level in a reasonable amount of time is a tremendous challenge for any commander or leader. Historically civilian training does not compete with military training for resources. The Army has made considerable progress in the past 15 years in modernizing civilian personnel management. Programs such as the Army Civilian Training, Education and Development System (ACTEDS) and the Total Army Performance Evaluation System (TAPES) have eliminated many of the earlier systems complexities, resulting in some civilian developmental programs more closely resembling those for officers and enlisted personnel. ACTEDS provides a career progression road map for developing and training civilians from entry to senior level. The development of civilian leaders, like that of their uniformed colleagues, is a blend of institutional training, operational assignments and self-development. The Civilian Leader Development Action Plan provides similar frames of reference as plans developed for officers, warrant officers and NCOs. ACTEDS specifies training in two areas: professional technical career training and leadership and training. There are some underlying concepts that are common to all three courses. The content in each course is embedded in the Armys leadership doctrine and values. Participants experience leadership in its purest formexperience being the operative word. Experiential learning permeates the course from the moment class begins and continues until the participants depart. CLTD courses are the only ones the Army offers that employ experiential learning. Adults learn better if they experience a situation rather than simply hearing about it from others. In experiential learning, everyone in a situation has his own personal experience. Human nature being what it is, no two experiences are exactly the same because of individual backgrounds, prior experiences, biases, values, beliefs and attitudes. Once the common experience is complete, participants examine the varied perspectives in the group and look at why those different views exist. Through discussion, participants begin to discover the factors that came together to create the behaviors others saw. They consider the lessons they can take away from the experience and then examine possible new courses of action. Through this process, greater and deeper understanding develops, trust grows and teams build. (Kane Tremble 1994) The focus is on how people work together, as contrasted to what they may be working on. Participants examine how the group made decisions and how those decisions affected members commitment to the final product, how conflicts were resolved, how people communicated with one another and how groups dealt with common issues or problems. In doing this, the participants learn more about themselves and others. Many opportunities arise throughout each course for participants to discover how influential they can be with other members. They live the Armys values and come away with a real understanding of those valuesnot merely slogans that are little more than bumper stickers. They polish influential communication skills and gain a better understanding of their individual strengths and the areas where they may want to change. Opportunities abound for those who desire to practice new behaviors and receive feedback from others in the group. They also examine the choices they have in their lives, which often yield surprises. If individuals see that they are empowered to influence their own behavior, then they can do a better job of influencing and motivating others. Leaders also learn how to diagnose the culture in their organizations, develop visions for their organizations and lead change. Class participants learn what works for them personally and do not simply take home cookie-cutter recipes for leadership. Condition: Peace and War The previous debate was concerned mainly with serving leaders comprehend how the leadership equation develop as Ð ° leader moves from strategic leadership to superior levels. As Ð ° general rule, the wartime mission is more serious and Ð ° result of breakdown takes on Ð ° potentially disastrous consequences. Therefore, the arrow under the assignment column is considerably bigger than the other arrows. A unit that breakdowns to convene its peacetime tasking might ruined an operational readiness inspection (ORI) or acquire a commander fired. Over time of Ð ° war, the mental state of followers takes on superior meaning since terror complicates their aptitude to execute. Leaders have to take this aspect into reflection when transitioning from tranquility to war. To recompense for fear and the superior significance of mission achievement, leaders might understandably turn out to be more demanding.   In case we deduce too much from the above case, we would propose that a demanding style is not Ð ° routine response to a battle environment. Under usual conditions, a leaders style wont transform simply as the bullets are flying. It depends on the circumstances and the leader. If one has never individually practiced combat, one cannot recognize in what the difficulties continuously mentioned actually consist, nor why a commander should need any brilliancy and outstanding skill. . . . Everything in war is straightforward, but the simplest thing is not easy. The difficulties build up and end by producing Ð ° kind of resistance that is unthinkable if one has experienced war, Ð ° last war versus peace related issue should be addressed at the present. As we change to a more follower-oriented, empowering leadership model in peace for example TQM, there are possible pitfalls for us when busy in battle operations. The basic principle of essential training over the years has been to smash down the individuals civilian mind-set that is obviously opposed to subsequent potentially life-threatening battleground orders. In place of the inhabitant mind-set, we replacement military discipline throughout fundamental training, an automatic compliance to Ð ° strict leadership style. The objective of Ð ° QAF is just the contradictory. It seeks to move authority from the leader to subordinates and to Ð ° solicit ideas and insights from followers in a very friendly, benign atmosphere. How will the methodically indoctrinated and empowered QAF follower react if the units control takes on a more despotic style during battle? This is a matter that prospect leaders, mainly at the unit level, need to address. (Spangler Braiotta 2000) Condition: Combined Leadership One more difference in the leadership equation that will turn out to be more and more significant in todays atmosphere involves the mixture of friendly forces. A single-service process is comparatively simple to organize since like-minded persons are concerned in accomplishing the task. Their communication is facilitated by an ordinary dictionary and a ordinary orientation to their exacting way of combating. One time we comprise members of an additional service, though, additional considerations and sensitivities require to be addressed. Differences in service doctrine and operational methods not merely aggravate working jointly but can have a harmful, even deadly consequence on operations. Additionally, inter service rivalries have intricate and will carry on to confuse mission achievement. The rivalry between Gen Douglas MacArthur and a admirals Ernest J. King/Chester W. Nimitz in the World War II Pacific Theater led to a less than best harmonization of operations. Alternatively, Army general Omar Bradley and an Air Force general Elwood R. Quesada worked fine jointly. The circumstances become especially multifaceted when allies are drawn in. Additionally to doctrinal and service mismatching, cultural and chronological differences complex efforts to organize joint operations. In an Airpower Journal article The Staff Experience and Leadership Development, Gen John Shaud noted that a likelihood of your contribution in a joint alliance staff in this post-cold war world has augmented by an order of magnitude. He served as a chief of staff for the Supreme Allied Commander, Europe (SACEUR) until lately and as of that skill made the following observation: On the alliance staff, as is the case with some new management position . . . my main assignment was to organize the activities of the workforce. . . . Additionally to what you might usually wait for that to entail, I originate that I also had to be a negotiator, diplomat, taskmaster, and cheerleader. I learned also that on the SHAPE staff (as well as on most coalition staffs), some of the most significant factors to be measured were appreciating intrinsic differences in culture and speech and possessing a solid intellect of history. Future Operating Environment Challenges and Recommendations â€Å"The Army is preparing today to meet the four types of challenges: Traditional, Irregular, Catastrophic, and Disruptive. To address traditional challenges, the Army is extending its mastery of major combat operations. It is maintaining the ability to counter todays conventional threats while preparing for tomorrows anti-access environments. The ability to prevail in major combat operations is a crucial responsibility and primary driver of capabilities development. Many capabilities required for major combat operations apply across the range of military operations. Those capabilities include: Strategic and operational mobility; Advanced information systems to support command, control, intelligence, surveillance, and reconnaissance; Precision weaponry; Force protection: and Sustain. The Army is broadening and deepening its ability to counter irregular challenges. However, because the Nation cannot afford two armies, the Army is meeting this requirement by increasing the versatility and agility of the same forces that conduct conventional operations. In many situations, the combination of traditional and irregular threats presents the most demanding challenges to military effectiveness. This combination requires soldiers and units able to transition between the operations required to counter conventional and irregular threats. Preempting catastrophic threats includes deterring the use of, or destroying weapons of mass destruction. It is increasing its ability to rapidly project forces and decisively maneuver them over both global and theatre distances. It is seeking minimal reliance on predictable, vulnerable deployment transition points (intermediate staging bases) or ports of entry. To prepare for disruptive challenges, the Army is maintaining and improving a range of capabilities, minimizing the potential for single point strategic surprise and failure. It is also developing intellectual capital to power a culture of innovation and adaptability, the Armys most potent response to disruptive threats. While preparing for irregular, disruptive, and catastrophic challenges, the Army is retaining its ability to dominate land operations in traditional conflicts. American land forces clearly occupy a commanding position in the world with respect to defeating traditional military challenges. The Army must retain a superior position, particularly in the face of modernizing armies that might challenge US partners and interests. Failure to maintain a qualitative edge over these traditional threats would promote instability and create vulnerabilities that adversaries might attempt to exploit. While technology will be crucial to achieving greater operational agility and precision lethality, the human dimension will continue to be the critical element of war. The soldier will remain the centerpiece of Army organizations. As the complexity of operations increases, well-trained, innovative, and disciplined soldiers and leaders will become more important than ever. Recruiting, training, educating, and retaining of soldiers is vital to maintaining land power dominance in all forms of conflict†.   (FM 1) Conclusion The research of Bà  ss, Burns, Kà ®uzà ¥s and Pà ®snà ¥ had one major preliminary task, then, was to assemble a list of behaviors that seemed to be critical. That list would be used in surveys and discussions with the study participants. While this study focused on division commanders, the requisite behaviors were typically relevant to any level of the organization, and discussions with participants, who ranged in grade from captain to lieutenant general, went beyond the exclusive behavior of division commanders. (As one indicator of the relative universal applicability of basic leader behaviors, an Army Research Institute study a few years ago on leader effectiveness in light infantry platoons showed many critical behaviors at that level were similar to those seen important for division commanders.) An interesting but not surprising finding from that exploration of previous studies was that certain behaviors kept surfacing as crucial to good leadership. There is no doubt that Army officers over the years have had a solid feel for what good looks like. While there are some differences of opinion on the relative importance among behaviors, there is remarkable agreement across grades and branches on which set of behaviors really make a difference. It is also important to note that in distinguishing good leaders from others, the distinction did not fall between leaders on one side, who focused on mission, and leaders on the other, who focused on people. Rather, it was how leaders approached mission and people that accounted for the perceived differences in the quality of their leadership. The team that created the study also recognized that operations in Iraq present an environment that epitomizes two fundamental challenges for leaders of all organizations: the need to attain immediate tactical success while maintaining the long-term health of the force; and establish the necessary centralized control to ensure integration of operating systems while encouraging and supporting the required initiative at subordinate levels. The study team eventually isolated 29 behaviors, derived from current leadership doctrine and the synthesis of prior studies. That preliminary list was further reviewed by a number of active duty and retired officers who had extensive leadership experience. An Army War College class and some scientists familiar with Army leadership principles and methods also helped to refine the list. The final list became one of the survey instruments used in the study. These 29 behaviors were seen as relevant and comprehensive by the 77 officers from the four divisions, who eventually participated in the study at their home stations within a few weeks of returning from OIF. To gain an external view of division mission accomplishment, two corps commanders and a deputy corps commander were queried about the combat performance of the divisions and the styles of the division commanders (individual or unit data was not specified in the report; subordinate participants provided survey input anonymously). In each division, the division commander, the assistant division commanders (when available), the chief of staff, eight members of the division staff, and from six to ten subordinate commanders completed survey instruments and participated in lengthy and wide-ranged discussions with study team members. These participants had observed the division commander during most or all of the divisions deployment to OIF. (Waldman et al 2001) The study report provided a number of conclusions and recommendations. The study concluded that we have a lot of impressive people in todays very busy Army! The study further concluded that we still have some development and selection work to do. In particular, we must have the interpersonal skills to gain trust and build the essential horizontal and vertical teams needed to take full advantage of the high level of tactical and technical competence that typically exists in our Army. Twelve behaviors, validated by officers returning from a combat theater, were selected as the most important factors in creating a command climate that supports operational excellence and motivating competent people to continue their military service. These behaviors, referred to in the study as the Big 12, also best differentiate between good and poor leaders. Note that the criterion included both short- and long-term mission requirements: tactical success today; a strong Army tomorrow. Army doctrine should explicitly acknowledge that being a good manager is not the same as being a good leader. FM 22-100 and related publications ought to provide all officers and NCOs with textual resources to clearly articulate the differences between supervising, administering and creating leadership within their units, and they should suggest ways in which the skills and aptitudes that contribute to each of these complementary, but distinct, competencies can be independently trained and appraised. The Officer Evaluation Report and Noncommissioned Officer Evaluation Report and their governing regulations must also be modified to reflect leadership-management distinctions and provide means to separately evaluate performances in each of these areas. To determine pure leadership competency, in particular, serious thought should be given to incorporating nontraditional forms of assessment such as 360-degree evaluations into the rating process. Here, the observations of peers and subordinates are factored into the rated soldiers performance review. When properly interpreted, such data can be useful in matching the right person to the right job, as well as helping to focus leaders attention on truly serving their teams and organization, rather than just pleasing their boss. Impressive gains in performance and productivity are being reported by civilian companies such as Frito Lay and Intel, which have successfully merged 360-degree and similar assessment methods into their human resource systems (Champy). Armed with such tools and an expanded accent upon critical self-evaluation, those in command or other positions of responsibility can then more accurately identify strengths and weaknesses in their own personal inventory of people skills, as well as in the collective inventory of their staff, and make appropriate adjustments. Finally, the importance of participative, emotionally engaged followers in the leadership process can hardly be overstated. Because all military leaders are also followers in some context, leadership doctrine must explicitly consider the characteristics of effective followers and instruct leaders how best to forge and encourage them at all levelsfrom the fire team on up. Creating wide parameters within which followers may exercise judgment and make decisions, exploring/aligning the personal goals and values of soldiers with those of the organization and providing meaningful, responsive incentives to excel must be stressed as critical leadership tasks. When effectively executed, these musts will combine to create teams with genuinely shared vision and commitment, operating via an influence connection between leaders and followers that transcends the tacitly coercive nature of military relationships. In this way, authentic leadership will underpin effective command in our Army, attracting and retaining the high-quality soldiers so vital to future operations. (Waldman et al 2001) References Bass, B. M. (1985a). Leadership and performance beyond expectations: New York: Free Press. Bass, B. M. (1985b). Leadership: Good, better, best Organizational Dynamics, 3(3), 26-40. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. Bass, B. M. (1996). A new paradigm of leadership: An inquiry into transformational leadership. Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. FM 1 http://www.army.mil/fm1/chapter4.html Accessed, May 22, 2007 Kane, T. D., Tremble, T. R., Jr. (1994) the impact of leader competence and platoon conditions on platoon performance in simulated combat exercises (Tech. Rep. No. 1001). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Our Army at War Relevant and Ready http://www.army.mil/thewayahead/intro.html Accessed, May 22, 2007 Spangler, W. D., Braiotta, L., Jr. (2000) Leadership and corporate audit committee effectiveness: Group and Organization Studies, 15, 134-157. Tremble, T. R., Jr. (1992) Relationships of leadership competence with leader and unit performance effectiveness (Res. Rep. No. 1625). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social: Sciences. Tremble, T. R., Jr., Kane, T. D., Stewart, S. R. (1997). A note on organizational leadership as problem solving (Res. Note No. 97-03) Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences. Waldman, D. A., Bass, B. M., Yammarino, F. J. (2001). Adding to contingent reward behavior: The augmenting effect of charismatic leadership: Group and Organization Studies, 15, 381-394.

Research Analysis: Acceptance of Non-Abstinence Goals

Research Analysis: Acceptance of Non-Abstinence Goals Aaron Glogowski Dr. Michael E. Dunn Davis, A. K., Rosenberg H. (2013). Acceptance of Non-Abstinence Goals by Addiction Professionals in the United States. Psychology of Addictive Behaviors, 27(4), 1102-1109. doi: 10.1037/a0030563 Alan K. Davis and Harold Rosenberg have observed some formerly unexpected results from the use of drugs and alcohol recreationally. While the effects of excessive drug and alcohol use have been monitored and proven to be unsafe and unhealthy, recent studies have shown that a controlled use of them, otherwise referred to as non-abstinence, may bring several health benefits. Addiction professionals specializing in substance use disorders (SUD) are beginning to open their eyes to new alternatives of drug therapy for their patients. While many of these views are controversial among the professional world, many clinicians and doctors are starting to turn to the idea of non-abstinence in an attempt to help their patients more in the long term, by giving them short term goals that are easier for them to achieve. In this article, Davis and Rosenberg have catalogued their findings from a study that they conducted on the changing attitudes and ideals of professionals in many different clinical fields, in regards to the practice and implementation of non-abstinence. Davis and Rosenberg conducted their study based on previous surveys that they found that had been created to determine people’s opinions on the idea of non-abstinence. They asked the participants about how acceptable they thought it would be to administer a suggestion of non-abstinence to patients in eight different categories. They divided these categories based on the type of substance use disorder, as well as the severity of the problem and the intended final result from the practice. All of the survey respondents were then asked (using the eight categories from the previous question) to give a proportion of patients whom they had prescribed a non-abstinence procedure to. They gave proportions in increments of 25%, from none to 100%. After this, the participants were asked to rate its acceptability in different clinical settings. The survey was concluded with questions about the personal history of the respondents, such as their work environment, and whether or not they had any past history with substance abuse. The survey respondents were mostly Caucasian members of the National Association of Alcoholism and Drug Addiction Counselors, and over half of them had previous experience with a substance use disorder. The results appeared to be in favor of non-abstinence being used as a mid-term goal on the way to giving up drug abuse, however, only 32% of respondents said it was acceptable to use non-abstinence as an end-goal. When the issue came to alcohol abuse however, 51% agreed that non-abstinence was an acceptable end-goal. On the other hand, when it came to drug or alcohol dependence, far fewer participants agreed with non-abstinence as a procedure. The participants ranked non-abstinence acceptability for drug dependence as 27% for an intermediate procedure, and 15% for an end-goal. They found very similar results with alcohol dependence, at 28% and 16% respectively. No matter what type of drug or severity of the problem, Davis and Rosenberg’s participants seemed to disagree with non-abstinence more often than agree with it. At least half said that they would not consider non-abstinence as a procedure in any case, regardless of the situation. Most of the respondents who were against non-abstinence thought it was ineffective, or it did not agree with the treatment philosophy that they had laid out for themselves. Some other reasons why participants disagreed with non-abstinence included things such as a fear for a medical condition that a patient could have, or worries over the legality of the substance that was being used, or the context in which the patient would be using it (such as underage drinking, or drug use in a stressful work environment). Another key player in the determination of the acceptability of non-abstinence procedures was the environment in which professionals would be recommending the procedure. In both rehab and detoxification programs, the majority of survey participants found it to be a completely unacceptable treatment, with unacceptability ratings at 74% and 68% respectively. However, outpatient programs, DUI/DWI education programs, and independent practices saw significantly better results in terms of acceptability, with unacceptability ratings at 57%, 45%, and 28% respectively. Davis and Rosenberg also observed various characteristics of their respondents to determine whether there was any correlation between those factors and their acceptance of non-abstinence programs. They found that participants who had history with alcohol or drug related issues tended to disagree with non-abstinence programs more than those who had no history with drugs and alcohol, however, the variation was so small that it was deemed insignificant. In observing the results of their study, Davis and Rosenberg noticed some outside circumstances in relation to their topic of discussion. They realized in conducting the surveys that there was a possibility of bias, especially in regards to whether or not the addiction professional was willing to work with the client. They found that some professionals were simply unwilling to work with clients who were attempting to continue taking drugs or alcohol in moderation. These professionals were less likely to accept the possibility of non-abstinence treatments. These same professionals also accepted the fact that some of their clients may resort to non-abstinence procedures anyway, even if they didn’t prescribe or condone the procedure. Davis and Rosenberg’s study, when compared with previous studies on the subject, found that American addiction professionals had become more accepting of non-abstinence in terms of drinking than they had been 20 years prior. The amount of participants who rated non-abstinence as an acceptable mid-goal for alcohol abusers is twice as many as 20 years before their survey. Davis and Rosenberg claim that the increase in acceptance could be due to several factors, including an understanding of non-abstinence as a potential method for reducing long-term harm, and a reduction of total abstinence, or the 12-step program. Other regions still appear to be more accepting of non-abstinence in general, whether it is for a mid-goal or an end-goal. From previous studies, Rosenberg found that the United Kingdom had over an 80% acceptance rate of non-abstinence for alcohol abusers, and a 68% mid-goal as well as a 50% end-goal for alcohol dependence. Overall, even though America is slowly becoming more accepting of non-abstinence, they still have a long way to go before they reach the United Kingdom’s acceptance level. Davis and Rosenberg realize that their study may be skewed by outside factors, such as the study being a web-based study, or an inherent bias with the way that questions were asked. With regard to the outliers, Davis and Rosenberg conclude their study with notice for those practicing non-abstinence as it is becoming more common, especially in outpatient or independent practices. Everyday Use, Alice Walker | Symbolism And Characters: Everyday Use, Alice Walker | Symbolism And Characters: In the story Everyday Use, Alice Walker uses a detailed description to help describe the symbolism of the unique and highly valued quilts, as well as, contrasting the characters throughout the story. The quilts stand as a specific symbol and as more than just a creative piece of artwork throughout the story. According to an article written by Sam Whitsitt, the quilt, itself, represents the history and tradition that binds the African culture to the past and the past to the present (Whitsitt, 445). The quilts helps portray the theme of African American heritage throughout the story and binds Mamas ancestors and her heritage altogether. The quilts signify the bond between each generation and the impact they have on each main character in the story, which include Mama, Dee and Maggie. Walkers usage of the quilts throughout the story also helps demonstrate the differences between each of the characters. The quilts are the main focus in the story that brings out the characters true person alities and shows the differences in those personalities. Throughout the story Everyday Use by Alice Walker, the quilts help portray the unique cultural symbolism of the African culture and the way they view quilting, as well as, illustrating the differences of the main characters in the story. In the story, quilting is used as a symbol to signify the African American past. The quilts are a primary symbol that stands for the ties of heritage and the distinctive culture of Mamas family. According to an article written by Claudia Tate, Barbara T. Christian, the person who showcases the corpus of Walkers works and the traditions of African-American literature, explains that Walker articulates the metaphor of quilting to represent the creative legacy that African Americans have inherited from their maternal ancestors (Tate, 308). Quilting is part of the African American past and travels from generation to generation. According to an article written by David Cowart, the quilt that Dee, or Wangero Leewanika Kemanjo, fights over links her generation to previous generations and, therefore, the quilt is shown to represent the African American past (Cowart, 171). There are many types of unique patterns in the quilts that Mama and Dee are disputing over. According to Whitsitts article , many African American quilters employ large, often abstract designs, the use of these different designs shows the uniqueness of the quilt (Whitsitt, 454). The patterns in the quilts represent the African American past and Mamas heritage. In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago. Bits and pieces of Grandpa Jattells Paisley shirts. And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezras uniform that he wore in the Civil War (Walker, 113). The use of these different types of patterns in the quilts symbolizes the history of Mamas family and the creativeness they had. The precious materials used in making the quilts represent the culture and the high value they each contain. The fabric that is used in the making of the quilts shows Mamas unique culture and the love her family has for their culture. The work Mama, Grandma Dee, and Big Dee put into the quilts show their strong African American herit age and background. In the African American culture many quilts travel from generation to generation to show ones familys culture and where they came from (Cowart, 171). The quilts Dee and Mama are fighting over are to be traveled from generation to generation, also, to help keep the culture alive. The quilts play a major role in the family because of the prestigious heritage they each contain. They help show the distinctive African heritage and special cultural symbolism. The quilt ties everything, heritage included, together. As the quilts are passed down the familys history and culture is past down, also, which makes the quilts play a special role in the African American culture. The quilts made by Mama, Grandma Dee and Big Dee are not only used as a symbol throughout the story but are shown as objects that the African American culture keeps in reserve because of the value the they contain (Whitsitt, 455). The quilts contain a historic value because of the creativeness that was put into making them. As Patricia Mainardi notes in Whitsitts article, many inhabitants of the African culture who make the quilts sign them and date them to show the high value they contain and also put a list in their will of who should inherit the quilts they make once they pass away (Whitsitt, 455). The quilts have a specific value and are treated with much care because of the strong culture they uphold. Throughout the story Mama and Maggie distinguish the quilts as more than just a piece of artwork, instead they see them as something to treasure in remembrance of loved ones. According to Whitsitts article, the quilt represents those values of things which do not circulate, do not wander, do not gel traded or sold but, rather, stay at home (Whitsitt, 454). They value them because the quilts remind them of their beloved relatives, such as Grandma Dee and Big Dee. The quilts portray a high value throughout the story and because of this high value Mama promises the quilt to Maggie for when she marries (Whitsitt, 455). Mama wants to give Maggie the quilts because of the history they each contain and because Mama wants the quilts to be utilized in everyday use. If the quilts were to be hung on the wall, like Dee wanted to do to preserve the African American heritage, then the true culture wouldnt be shown. On the other hand, if the quilt was put to everyday use, like Maggie would do with the quilt, then the African heritage would be shown and kept alive because it was being put to use. Mama wants to give Maggie the quilts for that reason. Mama knows Maggie will preserve the quilts and put them to everyday use to remember her ancestors and their families history and culture. Throughout the story the quilt not only shows symbolism and value but also helps in contrasting each character. According to the article by Susan Farrell, Dee is seen throughout the story as shallow, condescending, and manipulative, as well as, overly concerned with style, fashion, and aesthetics, and thus as lacking a true understanding of her heritage (Farrell, 179). Mama remembers Dee as a fearless girl who, unlike herself, would always look anyone in the eyes. Hesitation was not part of her nature (Farrell, 181). Dee is seen throughout the story as very different then Mama and Maggie because she is very selfish and demanding (Farrell, 181). Maggie, on the other hand, was the complete opposite of her sister. Maggie, throughout the story, was seen as the quiet and timid child with no characteristics that related to her sister. In Farrells article, she states that most readers see Mama and Maggie as having a true sense of heritage as opposed to Dees false or shallow understanding of the past (Farrell, 183). Mama and Maggie are seen throughout the story as wanting to cherish their heritage by keeping the quilts to use, as well as, to remember loved ones. Dee, on the other hand, sees the quilts as something that should be kept in reserve and to hang on the wall as a unique piece of artwork. Maggies moderation in the story contrasts with Dees courage (Farrell, 183). When Dee says that Maggie would ruin the quilts by putting them to everyday use, and that hanging the quilts would be the only way to preserve them, Maggie, like somebody used to never winning anything, or having anything reserved for her, meekly replies: She can have them, Mama, I can member Grandma Dee without the quilts(Farrell, 183-184). Once this occurs, Mama acts in a different manner than she has before. She sees Maggie standing with her hands hidden in her skirt and says: When I looked at her like that something hit me in the top of my head and ran down to the soles of my feet. Just like when Im in church and the spirit of God touches me and I get happy and shout (Farrell, 184). This powerful feeling causes Mama to do something she never had done before; she snatched the quilts out of Dees hands and dumped them into Maggies lap(Farrell, 184). This scene in the story is the only part where Mama acts differently than before. Instead of acting like the patient Maggie, Mama begins to act more like Dee, with her refusal to back down and her motivation to stand up for herself (Farrell, 184). The quilt in the story acts as a way to contrast the characters and show their different personalities. Throughout the story, the quilts symbolize and show the value of the African American culture, as well as, acting in a way to show the differences between the main characters in Everyday Use. The quilts play a major role in Everyday Use and are mentioned throughout the entire story. The quilts have an impact on each character throughout the story, and they help in contrasting each character and showing symbolism of the African American culture. The mentioning of the quilts display the importance of the African American heritage and the true value it has on Mama, Maggie, and Dee. Dee is shown wanting the quilts to just hang on the wall and show their unique culture from afar. In actuality, the quilt is shown as a symbol of the African American heritage and importance of remembering loved ones. The remembrance of Mamas ancestors will also be preserved forever with the use of the quilt in everyday life. The values of the quilts are shown as a way to remember the loved ones who helped in the making of them and also of Mamas ancestors. The quilts portray the unique cultural bond between Mamas ancestors and her heritage. The quilt binds Mamas ancestors and the value of her heritage together and shows the impact the quilt has on her, Maggie and Dee. The quilt brings out the diverse personalities of Mama, Maggie and Dee throughout the story and the different views they have on their heritage, as well as, the actions they each take. With the usage of the quilts, the distinction between each character is shown, as well as, the unique cultural symbolism throughout the entire story.

A Problem-Based Approach to Teaching about Pollution Essay example --

A Problem-Based Approach to Teaching about Pollution Science is a very important subject for students to study in middle school. It is â€Å"More than a body of knowledge or a set of answers, science is a way of thinking about the world† (Beamon 20). Science forces students to think critically about ethical issues, such as pollution. This is often difficult for students because they must make the jump from the narrow parameters of their own lives to the issues that affect many people living on this planet. In studying pollution, students must come to realize that even throwing garbage on the ground and not recycling will in some way affect many of the living things in the ecosystem. The feeling commonly described by students by the words â€Å"I hate science† is often the result of science frustrating them. One reason why students might feel this way is that there are two types of sciences. One is â€Å"school science†, which has in many cases become a listing of facts and definitions, and the other is â€Å"real science†, which is what scientists practice. Maybe the students spend too much time on â€Å"school science† and do not make the connection between what is learned in science class and the world around them. The teacher’s job is not only to make the science material manageable for the students to learn, but it is also to show the students how science applies to everyone and everything. Using the problem-based learning approach is a great way for a teacher to combine these two sciences (Uyeda et al. 24). It is the key that a teacher uses to open the door to the minds of students who need to know how what they are learning applies to the real world. Problem-based learning as an instructional model is associated with the new... ... Works Cited Beamon, Glenda W. â€Å"Guiding the Inquiry of Young Adolescent Minds.† Middle School Journal. 33.3 (Jan. 2002): 19-27. Goodnough, Karen Ph.D. â€Å"Preparing pre-service science teachers: Can problem-based learning help?† 22 April 2003. EBSCOHOST. The College of New Jersey Lib. 05 Feb. 2005. Kim, Younghoon, et al. â€Å"Science teachers’ perspectives of web-enhanced problem-based learning environment: A qualitative inquiry.† 23 April 2003. EBSCOHOST. The College of New Jersey Lib. 05 Feb. 2005. Problem-Based Learning. 04 March 2003. Center for Educational Technologies at Wheeling Jesuit University. 05 Feb. 2005. . Uyeda, Steve, et al. â€Å"Solving Authentic Science Problems: Problem based learning connects science to the world beyond school.† Science Teacher. 69.1 (Jan. 2002): 24-29.