Why I Want To Be A Leader, Free Essay Sample

Why I want to be a Leader A leader is an individual who has an influence on a certain group of people to their success. A leader leads by example and inspires others to follow his or her steps. Being a leader calls for deep commitments to the objectives that one wants to achieve (Osborne, 2015). Leadership means that one has the capability of transforming vision into reality. However, leadership cannot be achieved without the help of other people and thus to be a leader, you have to have followers who own your trust. It is a leaders objective to develop trustworthy aspects, set direction and also inspire others. Also, good leaders are capable of creating stimulating results and also solely turn failing businesses into fortune associations. However, according to a research, good leadership skills, a leader is required to develop significant inner resources like self-mastery as well as self-awareness (Osborne, 2015). Applying extra efforts to ones leadership assists in developing practical outcomes beyond the p eoples expectations. Therefore, in this paper, I will explain why I want to be a leader. Characteristics of a Good Leader The society requires great leaders with effective skills and practices. The point of being a good leader is to give services that are fair, practical and proficient. Solid leadership is the foundation of development. However, I believe, that I should make the vision, bolster the systems, and the medium for building up the individual seat quality to propel my group. According to my assessment, I believe that I have the effective skills that can make me a good leader. These skills include the ability to inspire people, self-assertiveness, and cautious. I also have good communication skills, self-directed and the ability to delegate (Novis, 2011). Inspiring People Inspiring means being innovative, selfless and creative and also means doing extraordinary things that lead people to do better things. Leadership requires distinctive aptitudes (Owen, 2017). However, I understand being inspirational to others, I can facilitate self-growth to people under my leadership by organizing the authority practices and practices that will positively affect people under my leadership. At the point that I am hoping to build up my initiative group, this is a viable apparatus which gives me direction as well as empowering me to enhance and refine my skills and practices (Owen, 2017). Moreover, I learned that I am typically enthusiastic and I also tune people around me. At some points, being a motivational leader I have to be excessively effusive, therefore experiencing difficulty and remaining focused. Therefore, I want to be a leader to motivate others to their success. Self-assertive Self-assertive refers to being self-reliant without being an antagonist. Being assertive presumes fulfillment of everyones needs through cooperation. However, few definitions can be useful to help me to understand assertiveness, like being frank about my needs and yet considering the rights and needs of others (Kurucz, 2013). Moreover, to associate with my crowd, I will comprehend why my point is imperative to them. What do they hope to gain from my leadership? As a leader, I need to understand that the people I serve are not like me. They may have social or geographic predispositions and the more I comprehend them, the better I can convey the essential service without making mistakes. It is likewise imperative to know the level of erudition they have about my point, so I can give them the right tone to keep individuals intrigued and locked in. furthermore, assertiveness will help me in problem-solving (Kurucz, 2013). Cautious Being cautious means meticulous, and conscientious. I think scientifically and deliberately and settle on choices carefully by making a lot of research and data to back up my decisions (Kurucz, 2013). The C aspect has exclusive expectations to myself as well as other people. Cautions help me to concentrate on the points of interest (Kurucz, 2013). As a leader, I will, therefore, be more task situated as well as more reserved in order to lead carefully. I will lead from the side ensuring that everybody is moving along with my leadership, in agreement, and following similar systems. When something is proposed, I will thoroughly consider everything regarding how they function and the procedure I should take. As well, I will make reasonable gauges and voice the issues that people see with the arrangement or effectively existing framework. I am also supposed to complete the task I focus on and be exceptionally comprehensive. As well, I will take extraordinary effort in order to do my work . Communication Skills Being a leader it calls for one to have verbal and nonverbal communication skills (Owen, 2017). Also, a leader is required to adapt skills based on the people he or she is communicating with. I, therefore, believe that I have the capacities to pay attention, read the non-verbal communication, make inquiries, give input, and produce viable two-way connection fabricates trust and can avoid execution issues along the way. Also, I have the ability to serenely utilize a variety of communication styles keeping in mind the end goal to expressive objectives and targets effective for my leadership (Owen, 2017). Self-Direction Self-direction refers to the ability to lead and monitoring yourself in a powerful and effective way. A good leader knows how to organize tasks, make things done as well as avoid procrastination (Owen, 2017). The main factor is motivating yourself and push self-inflicted limits and that spirit focuses on discovering the passion in you. Moreover, a self-directed leader is required to have the effort of carrying out objectives to an end (Owen, 2017). Following this explanations, as a leader, I believe I can generate energy for my projects, make effective decisions when necessary and also consider the opinions of the people under my leadership. Ability to Delegate Delegation means allocating authority and responsibility to someone so that he or she can complete an agreed task although you retain the final accountability for its success (Novis, 2011). The delegation includes an effective leadership that empowers team members. Furthermore, leadership cannot be effective without the help of other, therefore, I believe having the ability to delegate as a leader I will improve the efficiency of my teammates and also have time to plan my next move. As a leader, I possess the significant skills that I pass to people under me. Therefore, delegating will help me to encourage my team to develop themselves as I also develop more mentoring skills (Novis, 2011). Conclusion Association, for example, requires compelling directors and representatives to accomplish their targets. Associations cannot prevail without their workforce skills and commitment. Being a leader calls for deep commitments to the objectives that one wants to achieve. However, leadership means that one has the capability of transforming vision into reality. I, therefore, want to be a leader because I believe I have the favorable qualities required to lead people such as being cautious, inspiring people, being self-directed, being self-assertive, having the ability to delegate and also having good communication skills. References Kurucz, E. C., Colbert, B. A., Wheeler, D. (2013). Reconstructing value: Leadership skills for a sustainable world. Toronto: University of Toronto Press, Novis, G. (2011). Leadership skills. Johannesburg: Freeman Productions. Osborne, C. (2015). Leadership. London: DK. Owen, J. (2017). The leadership skills handbook: 90 essential skills you need to be a leader. London, United Kingdom; New York, NY: Kogan Page Limited

Russia As One Of The World s Superpowers - 1545 Words

Russia stands as one of the world’s superpowers. The same ideals and strength of a people that spawned the Russian Revolution continue to persist nearly a hundred years later and have served in turning the once underdog into a world leader as the second half of the 21st century approached. Revolution: The start of Russia as we know it begins with the fall of the Romanovs. Russia entered the 20th century under the rule of Nicholas II, the last of the Romanovs. Eventually, his incompetency as a leader caught up to him as a series of massive blunders, including the likes of and the Russo-Japanese War. Russia’s poor performance in this conflict, along with general public unrest, led to Bloody Sunday which marks the beginning of the 1905†¦show more content†¦Marxism and communism became commonplace amongst the people of Russia and the once marginalized Bolsheviks and Mensheviks rose to power and prominence. The Bolsheviks and Mensheviks were two Marxist political parties that arose from a split in the Russian Social-Democratic Worker’s Party. The two, despite their differences pushed for many of the sentiments that fueled the Revolution. However, while they began holding large scale conferences as early as 1903 they remained largely uninvolved in the prompting of the 1905 Revolution as they were so estranged they that they had to have their conferences outside of the country. It was the switch from imperialism that started the fire that would soon manifest itself as the February Revolution. The revolution, as much as it was a manifestation of nearly 20 years of tension, above all was jump-started by an overall massive failure in World War I. Russia joined the war after Austria declared war on its ally, Serbia. Food and fuel shortages followed all the while inflation and casualties rose. This ws the straw that broke the camel’s back, so to speak. The first strikes on St. Petersburg hit in 1917 and eventually prompted the February Revolution. The longstanding Romanov dynasty ended when Nicholas II was forced to resign. No time was wasted in seizing up control of the country. The Petrograd Soviet promptly issued Order No.1 claiming control of the armed forces. The order stated that the Soviet had to approve

Dubliners By James Joyce Essay Example For Students

Dubliners By James Joyce Essay A collection of short stories published in 1907, Dubliners, by James Joyce, revolves around the everyday lives of ordinary citizens in Dublin, Ireland (Freidrich 166). According to Joyce himself, his intention was to write a chapter of the moral history of country and chose Dublin for the scene because the city seemed to e the centre of paralysis (Friedrich 166). True to his goal, each of the fifteen stories are tales of disappointment, darkness, captivity, frustration, and flaw. The book is divided into four sections: childhood, adolescence, maturity, and public life (Levin 159). The structure of the book shows that gradually, citizens become trapped in Dublin society (Stone 140). The stories portray Joyces feeling that Dublin is the epitome of paralysis and all of the citizens are victims (Levin 159). Although each story from Dubliners is a unique and separate depiction, they all have similarities with each other. In addition, because the first three stories The Sisters, An Encounter, and Araby parallel each other in many ways, they can be seen as a set in and of themselves. The purpose of this essay is to explore one particular similarity in order to prove that the childhood stories can be seen as specific section of Dubliners. By examining the characters of Father Flynn in The Sisters, Father Butler in An Encounter, and Mangans sister in Araby, I will demonstrate that the idea of being held captive by religion is felt by the protagonist of each story. In this paper, I argue that because religion played such a significant role in the lives of the middle class, it was something that many citizens felt was suffocating and from which it was impossible to get away. Each of the three childhood stories uses religion to keep the protagonist captive. In The Sisters, Father Flynn plays an important role in making the narrator feel like a prisoner. Mr. Cotters comment that a young lad run about and play with young lads of his own age suggests that the narrator has spent a great deal of time with the priest. Even in death, the boy can not free himself from the presence of Father Flynn (Stone 169) as is illustrated in the following passage: But the grey face still followed me. It murmured; and I understood that it desired to confess something. I felt my soul receding into some pleasant and vicious region; and there again I found it waiting for me. The boy feels the need to get away from the priest, but this proves to be impossible. When he ran away into his pleasant and vicious region, the priest was still therehaunting him. In fact, even before the narrator is thoroughly convinced that the priest is dead, he is worried that Father Flynn will haunt him (Stone 169): In the dark of my room I imagined that I saw again the heavy grey face of the paralytic. I drew the blankets over my head and tried to think of Christmas. These passages convey the idea that the boy was afraid of the priest and felt somewhat freed by his death. This is further proven when the boy, after having seen the card announcing the death of the priest, thinks it strange that neither nor the day seemed in a mourning mood and even felt annoyed at discovering in self a sensation of freedom as if had been freed from something by death. This feeling of freedom suggests that the boy understood that he was a captive of Father Flynn, and thereby, also a captive of the church. With the Fathers death, perhaps the death of his captivity came as well. The idea of religious bondage can be seen in An Encounter by examining the relationship between the boys and Father Butler. When Leo Dillion is caught reading The Apache Chief in class, everyones heart palpitated as Father Butler frowns and looks over the pages. Shortly thereafter, the narrator claims that his rebukepaled much of the glory of the Wild WestBut when the restraining influence of school was at a distance began to hunger again for wild sensations. .u1ed9c99106067b7c6e10c51e37a47cc7 , .u1ed9c99106067b7c6e10c51e37a47cc7 .postImageUrl , .u1ed9c99106067b7c6e10c51e37a47cc7 .centered-text-area { min-height: 80px; position: relative; } .u1ed9c99106067b7c6e10c51e37a47cc7 , .u1ed9c99106067b7c6e10c51e37a47cc7:hover , .u1ed9c99106067b7c6e10c51e37a47cc7:visited , .u1ed9c99106067b7c6e10c51e37a47cc7:active { border:0!important; } .u1ed9c99106067b7c6e10c51e37a47cc7 .clearfix:after { content: ""; display: table; clear: both; } .u1ed9c99106067b7c6e10c51e37a47cc7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ed9c99106067b7c6e10c51e37a47cc7:active , .u1ed9c99106067b7c6e10c51e37a47cc7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ed9c99106067b7c6e10c51e37a47cc7 .centered-text-area { width: 100%; position: relative ; } .u1ed9c99106067b7c6e10c51e37a47cc7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ed9c99106067b7c6e10c51e37a47cc7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ed9c99106067b7c6e10c51e37a47cc7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ed9c99106067b7c6e10c51e37a47cc7:hover .ctaButton { background-color: #34495E!important; } .u1ed9c99106067b7c6e10c51e37a47cc7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ed9c99106067b7c6e10c51e37a47cc7 .u1ed9c99106067b7c6e10c51e37a47cc7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ed9c99106067b7c6e10c51e37a47cc7:after { content: ""; display: block; clear: both; } READ: Acid Rain (1317 words) Essay This passage demonstrates the control the church has over the opinions and thoughts of the narrator. In addition, if Father Butler is considered a symbol of the church, the fear felt by the students at the prospect of his disapproval and the freedom they feel when the restraining influence of the church was at a distance prove the suffocating nature of religion. It is from this stifling existence that the narrator yearns to escape. This is further illustrated when Leo Dillion doesnt appear for the ditch day because he worries that they might meet Father Butler or someone out of the college. Even though Father Butlers influence on the boys thoughts dwindles when school lets out, he is always in their minds. His presence in their thoughts, especially at time when they are planning an activity for which they could be punished, is a parallel to the feeling of a sinner who worries what Gods punishment will be. These passages prove captivity because the purpose of ditching class was to escape the rigid and stifling world and to find excitement in the unknown. However, even in the midst of the possibility of freedom, the boys cant help but think of what would happen if Father Butler found them. In Araby, although there is no clergyman, the theme of religious captivity is still present in Mangans sister, who is a symbol of the Virgin Mary. Just as a statue of the Madonna is lit from behind, on a pedestal, and defined in shadow, Mangans sister is lit from a lamp behind a half-opened door, while she waits on the steps for her brother to come inside, in the shadows of dusk. Just like the Virgin Mary, Mangans sister is worshiped by the narrator and therein lies the prison. Her image accompanied me even in places the most hostile to romance. The protagonist in Araby is obsessed with Mangans sister and can not escape seeing her image everywhere he goes. This is further illustrated in the following passage: I chafed against the work of school. At night in my bedroom and by day in the classroom her image came between me and the page I strove to read. In addition the religious imagery conjured by Mangans sister, the bazaar itself is also a religious symbol. This is shown in the following excerpt from Harry Stones explanation of symbolism in Araby: The interior of the building is like a church. The great central hall, circled at half its height by a gallery, contains dark stalls, dim lights, and curtained, jar-flanked sanctuaries. Joyce wants us to regard this temple as a place of worship (Stone 175). In fact, even the narrator proves to understand the religious symbolism when he says I recognized a silence like that which pervades a church after a service. The narrators trip to the bazaar is journey, but even here he can not escape the images of religion. Even here he can not escape the image of the Virgin Mary. He sees a young saleslady standing at a door of one of the stalls, flirting with two men. This is paralleled by the image of Mangans sister standing in her doorway flirting with the narrator. When he realizes the parallelism, he experiences an epiphany. His worshiped angel is only a girl, just like the ordinary girl who stands before him now (Stone 175). When he realizes how he has been deceiving himself, his eyes burned with anguish and anger. When the boy realizes the hold the church has had on him, he feels enraged and disgusted. Religious imagery and the use of religion as a captor from which the protagonists yearn to escape can be seen in each of the first three stories of Dubliners. Just as Father Flynn haunts the boy in The Sisters, and the boys in An Encounter can not escape the presence of Father Butler, the protagonist of Araby is obsessed with Mangans sister and can not escape seeing her image everywhere he goes. All three characters are haunted and all three desire freedom. In The Sisters, this feeling is articulated in the protagonists feeling of freedom that came with the death of Father Flynn. .u776969439811bfdf45805409bfd5f061 , .u776969439811bfdf45805409bfd5f061 .postImageUrl , .u776969439811bfdf45805409bfd5f061 .centered-text-area { min-height: 80px; position: relative; } .u776969439811bfdf45805409bfd5f061 , .u776969439811bfdf45805409bfd5f061:hover , .u776969439811bfdf45805409bfd5f061:visited , .u776969439811bfdf45805409bfd5f061:active { border:0!important; } .u776969439811bfdf45805409bfd5f061 .clearfix:after { content: ""; display: table; clear: both; } .u776969439811bfdf45805409bfd5f061 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u776969439811bfdf45805409bfd5f061:active , .u776969439811bfdf45805409bfd5f061:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u776969439811bfdf45805409bfd5f061 .centered-text-area { width: 100%; position: relative ; } .u776969439811bfdf45805409bfd5f061 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u776969439811bfdf45805409bfd5f061 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u776969439811bfdf45805409bfd5f061 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u776969439811bfdf45805409bfd5f061:hover .ctaButton { background-color: #34495E!important; } .u776969439811bfdf45805409bfd5f061 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u776969439811bfdf45805409bfd5f061 .u776969439811bfdf45805409bfd5f061-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u776969439811bfdf45805409bfd5f061:after { content: ""; display: block; clear: both; } READ: Pitch perception Essay In An Encounter, it is expressed with his desire to break out of the weariness of school-life for one day at least. In Araby, this craving for freedom is not realized until the narrators epiphany when he finally understands the hold the church has had on him. Because the three stories use religion as a prison, they can be seen as a set. Works Cited Friedrich, Gerhard. The Perspective of Joyces Dubliners. Twentieth-Century Literary Criticism: Volume 35. Ed. Paula Kepos. Detroit: Gale Research Inc., 1990. 166-169. Levin, Harry. James Joyce: A Critical Introduction. Twentieth-Century Literary Criticism: Volume 35. Ed. Paula Kepos. Detroit: Gale Research Inc., 1990. 159-164. Stone, Harry. Araby and the Writings of James Joyce. Twentieth-Century Literary Criticism: Volume 35. Ed. Paula Kepos. Detroit: Gale Research Inc., 1990. 171-177.