Sympathy In Wrights Native Son Essay Example For Students

Sympathy In Wrights Native Son Essay Word Count: 894In Native Son, Richard Wright introduces Bigger Thomas, a liar and athief. Wright evokes sympathy for this man despite the fact that hecommits two murders. Through the reactions of others to his actions andthrough his own reactions to what he has done, the author createscompassion in the reader towards Bigger to help convey the desperatestate of Black Americans in the 1930s. The simplest method Wright uses to produce sympathy is the portrayal ofthe hatred and intolerance shown toward Thomas as a black criminal. This first occurs when Bigger is immediately suspected as being involvedin Mary Daltons disappearance. Mr. Britten suspects that Bigger isguilty and only ceases his attacks when Bigger casts enough suspicion onJan to convince Mr. Dalton. Britten explains, To me, a niggers anigger (Wright, Richard. Native Son. New York: Harper and Row, 1940. 154). Because of Biggers blackness, it is immediately assumed that heis responsible in some capacity. This assumption causes the reader tosympathize with Bigger. While only a kidnapping or possible murder arebeing investigated, once Bigger is fingered as the culprit, thenewspapers say the incident is possibly a sex crime (228). Elevenpages later, Wright depicts bold black headlines proclaiming a rapist(239) on the loose. Wright evokes compassion for Bigger, knowing thathe is this time unjustly accused.The reade r is greatly moved whenChicagos citizens direct all their racial hatred directly at Bigger. The shouts Kill him! Lynch him! That black sonofabitch! Kill thatblack ape! (253) immediately after his capture encourage a concern forBiggers well-being. Wright intends for the reader to extend this fearfor the safety of Bigger toward the entire black community. Thereaders sympathy is further encouraged when the reader remembers thatall this hatred has been spurred by an accident. We will write a custom essay on Sympathy In Wrights Native Son specifically for you for only $16.38 $13.9/page Order now While Bigger Thomas does many evil things, the immorality of his rolein Mary Daltons death is questionable. His hasty decision to put thepillow over Marys face is the climax of a night in which nothing hasgone right for Bigger.We feel sympathy because Bigger has been forcedinto uncomfortable positions all night. With good intentions, Jan andMary place Bigger in situations that make him feel a cold, dumb, andinarticulate hate (68) for them. Wright hopes the reader will shareBiggers uneasiness. The reader struggles with Biggers task of gettingMary into her bed and is relieved when he has safely accomplished hismission. With the revelation of Marys death, Wright emphasizesBiggers future, turning Mary into the white woman (86) that Biggerwill be prosecuted for killing. Wright focuses full attention on thebewildered Bigger, forcing the reader to see the situation throughBiggers eyes. He uses Biggers bewilderment to represent theconfusion and desperation of Black America. The author stress es thatBigger Thomas is a mere victim of desperation, not a perpetrator ofmalicious violence. Desperation is the characteristic Wright uses throughout the novel todraw sympathy for Bigger. A killer with a calculated plan for evadingpunishment would be viewed more negatively than Bigger, a confused youngman desperately seeking a means of escape. His first poor decisionafter Marys death is to burn her in the Dalton furnace. The vile andoutrageous course of action taken by Bigger impresses upon the readerthe complete disarray of his thoughts. Readers observe the absence ofcareful thought as Bigger jumps out the Daltons window, urinating onhimself, and as he frantically rushes from building to building,searching for shelter. However, Wright also includes actions that seemirreproachable despite Biggers state of mind. His brutal murder ofBessie, the only character willing to help him, angers the reader. Itis at that point that Bigger seems most immoral, but Wright again showsBiggers helpl essness. Wright contrasts the insistent and demanding(219) desire that encourages Bigger to force intercourse with Bessiewith the desperation that causes him to kill her. Even in the mostimmoral of acts, Wright finds a way to accentuate the difference betweenactions borne of depravity and those borne of desperation.. Theultimate desperation and hopeless nature of Biggers future as the bookcloses and the death sentence is imposed leaves the reader with a senseof sympathy at Biggers plight. Biggers state at the end of the novel parallels the desperation of Black Americas present and the uncertaintyof its future. .ua7026155ee9644d7fbc96d3c9f21ec6d , .ua7026155ee9644d7fbc96d3c9f21ec6d .postImageUrl , .ua7026155ee9644d7fbc96d3c9f21ec6d .centered-text-area { min-height: 80px; position: relative; } .ua7026155ee9644d7fbc96d3c9f21ec6d , .ua7026155ee9644d7fbc96d3c9f21ec6d:hover , .ua7026155ee9644d7fbc96d3c9f21ec6d:visited , .ua7026155ee9644d7fbc96d3c9f21ec6d:active { border:0!important; } .ua7026155ee9644d7fbc96d3c9f21ec6d .clearfix:after { content: ""; display: table; clear: both; } .ua7026155ee9644d7fbc96d3c9f21ec6d { 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; } .ua7026155ee9644d7fbc96d3c9f21ec6d:active , .ua7026155ee9644d7fbc96d3c9f21ec6d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua7026155ee9644d7fbc96d3c9f21ec6d .centered-text-area { width: 100%; position: relative ; } .ua7026155ee9644d7fbc96d3c9f21ec6d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua7026155ee9644d7fbc96d3c9f21ec6d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua7026155ee9644d7fbc96d3c9f21ec6d .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; } .ua7026155ee9644d7fbc96d3c9f21ec6d:hover .ctaButton { background-color: #34495E!important; } .ua7026155ee9644d7fbc96d3c9f21ec6d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua7026155ee9644d7fbc96d3c9f21ec6d .ua7026155ee9644d7fbc96d3c9f21ec6d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua7026155ee9644d7fbc96d3c9f21ec6d:after { content: ""; display: block; clear: both; } READ: Teaching and Education PhilosophyBlack Americans in the 1930s faced seemingly insurmountablechallenges. Latent racism and poverty made them desperate forsolutions. Wright proves this through the life of Bigger Thomas. Hehopes that White America will realize that a only a desperate actioncould be expected under these desperate conditions. Wright says ofBigger: Never again did he want to feel anything like hope (315). The author suggests that all Blacks felt this way when he writes of themany families who were being persecuted during the search for Bigger. This novel is a call to the nation urging recognition of the desperateplight of Black America. Wright poignantly tells the story of theimmoral Bigger Thomas but is able to draw sympathy for what many whiteAmericans see as the typical black miscreant by clearly defining hiscommon human emotions. Biggers desperation to protect his own life inspite of the obstacles around him makes him a brilliant representativefor Blacks in America. Wright wonders and asks the question heattributes to Bigger in the novel. Why did he and his folks have tolive like this? (100)

Biological Weapon Effects on B essays

Biological Weapon Effects on B essays Biological Weapon Effects on Biological Diversity The cost of developing small-scale but nonetheless sophisticated bioweapons facilities and arsenals is in the range of $10,000 to $100,000 (Dudley 590). Natural viruses are readily and inexpensively available and have just as much capability as other viruses to disrupt the biological diversity. Biological weapons can have serious ramifications on the biological diversity as a whole, and not just to the ones in which the biological weapons are created for. Will a biological weapon effect only a certain population of organisms, or will the ramifications be greater? No elaborate delivery technologies or methods are necessary for clandestine, economically targeted bioweapons attacks on agricultural crops or livestock (Dudley 584). In 1887, an epidemic outbreak of the Rinderpest virus killed nearly 95% of wildebeest, cattle and African buffalo. (Dudley 586) For more than a century, the African buffalo has not been able to make a strong come back, and therefore remain in small populations. The Indigenous African people fell upon economic hardship and hunger, while two-thirds of the Nilotic pastoral people starved to death. The findings provide evidence that the virus is even more catastrophic to habitats, then just a select population of species. The virus of choice to use in a biological weapon would be one that is exigent and at times impossible to eliminate. Reoccurrences of viruses such as anthrax, bovine tuberculosis and rinderpest, have made it difficult for species to regain a healthy population size again. Biological weapons can cause great problems for immediate and far futures. The immediate future will be the species that are susceptible to the virus and will deplete as a result. The far future will be the species dependent upon the depleted species in which they will have to find new means of surviving in order to survive, thus causing a shake-up in ...

Parenting and emerging adulthood Research Paper

Parenting and emerging adulthood - Research Paper Example The classification of data obtained was done in the basis of the parents’ readiness to let go. Those parents who showed the readiness of letting go were classified as â€Å"letting go†, while those who were reluctant to let go were classified into â€Å"reluctant to let go† category. There are those however, who were â€Å"not ready to let go† of their children altogether (Kloep and Hendry 826). Results from the study revealed that although most parents were happy watching their children grow up, they were not very happy watching them leave them. Others were happy and relieved to watch their children grow into maturity and become independent. Different characteristics of these parents showed their readiness to let go of their children. Some had in depth attachment with the children, such that they found it hard to watch them leave. From the results, it was evident that the level of parents’ love and openness with their children affected their willingness of letting go. According to Kloep and Hendry (829), parents who were happy to let go of their children were either working or living away from their children, or their children were university students and thus spent little time toge. Parents who were reluctant to let go were found to have spent a lot of time with their children and thus felt the impact them of the separation. Those who held on to their children loved them so much that they felt lonely by letting them go. Power fights between the parents and the children was a result of the parents who felt that their children were not mature enough to live on their own or make concrete decisions (Kloep and Hendry 830). A number of conclusions were drawn from the study. The researchers found out that the parents had some difficulty in letting their children go regardless of the relationship they had. Parents have an

What is a strategic control system what role does accounting play in a Essay

What is a strategic control system what role does accounting play in a strategic control system are the strategic management accounting in Caterpillar effecti - Essay Example The process can be considered as a fundamental due to the fact that it involves even the strategic management accounting as one of the essential aspects. Basically SMA is one of the specializing areas in strategic control systems due to the fact that it deals primarily on management accounting issues specifically by using data and information related to finances and accounting (SMA Supplementary Notes 2-3). The strategic control management then can be considered essential in the operation of the whole system and in the specific aspects of the operation as well. In relation to management accounting, the said process can be considered to be involved in the study of the different groups involved in the market along with the market’s behaviour, the determination of most effective solutions and implementation of the said strategies (SMA Supplementary Notes 3). The main role of strategic control system in accounting is evident in the dimensions covered by the SMA. Specifically, it is the planning of possible projects and implementations of different plans related to financial issues. Due to the characteristic of being strategic, there are different alternatives and contingencies that are presented to ensure the success of the operation. It is important to consider though that management accounting is not the sole field wherein strategic control system is involve. Although majority of the companies concentrate on the strategies to improve and achieve profits for the company, the coverage of the system is extensive due to the involvement in different aspects and departments of the company or organization. Based on the study by Ittner & Larcker, the main processes included in the strategic control system are the strategic implementation process, the internal and the external monitoring (3). The said processes are applied

Glaxo Dual Pricing case Essay Example | Topics and Well Written Essays - 1000 words

Glaxo Dual Pricing case - Essay Example The legislation determining the price was used to identify the price of the drug. The law in Spain allowed for drug sale at prices determined by Glaxo. Hence, Glaxo sold drugs in Spain at low prices while it raised the prices if the drug was to be resold in a country that would buy at a higher price. In 2001 the Commission made a decision which regarded article 81 was applicable to the medicines that were to be sold and thus, they did not warrant exclusion. Glaxo’s position was that the precise factors that were ongoing at that time in the pharmaceutical trade were supposed to lead to various evaluation of competition in the industry. The precise factors as determined by Glaxo were the impact of parallel trade on medicine consumers, the effect of parallel trade on drug shortages, the effect of price control by European Union member states and the effect of parallel trade on research and development. The attorney general rejected these points of view by Glaxo. They were also nullified by the European Court of Justice. It was stated that the pharmaceutical business was not exempt from the criterion of Competition Law as all industries were under it. Articles 81(1) and 81(3) were of importance to the case. Glaxo noted the importance of price regulation by countries. The fina l judgements of the case were applicable to all undertakings in spite of their sectors (Rey and Venit, 2009). The European Commission has protected and encouraged parallel trade for prescription medicines under its administrative wing. Also, the jurisprudence of the European Court of Justice in relation to competition laws and free trade of goods has resulted in existence of parallel trade for prescription medicines. The pharmaceutical industry depends on its own profits to finance its objectives, hence a reason of encouragement to partake in parallel trade. According to Rey and Venit (2009), variations exist in European Union member countries in terms of their

Self Efficacy Education in Military Leaders

Self Efficacy Education in Military Leaders Integration of self efficacy education in development and training of South African military leaders. Introduction Twenty first century military leaders across the world face unusual challenges as organizations put in great effort to adapt to the ever accelerating rates of change internally and to the external environment within which they operate. Such rapid evolution in modern challenges does not only require equally evolved and revolutionary knowledge, skills and abilities of leaders, but more importantly it requires the self-conceptualizations of their leadership capabilities and psychological resources to meet the ever increasing demands of their functions. Given such complex challenges, it would be hard to imagine anyone following or being positively influenced by a leader who does not welcome or accept such challenges. Yet, there is not much being done in developing and educating current and future leaders within the South African National Defence Force (SANDF) about such leadership efficacy. Leadership efficacy is a specific form of efficacy associated with the level of confidence in the knowledge, skills, and abilities associated with leading others. It can thus be clearly differentiated from confidence in the knowledge, skills, and abilities one holds in relation to their function in the organisation. In this essay, it is argued that self efficacy education is paramount in training and development of modern and future leaders as the current conditions require leaders to continually rise to the occasion so as to meet complex challenges as well as have the necessary social and psychological aptitude to positively influence their foll owers and the organizations culture, climate, and performance. In order to be able to mobilize groups toward collective performance, leaders need the capability to exercise high levels of personal agency and create similar levels of agency in those individuals they are leading by proxy[1]. For the purpose of this essay, agency refers to acts done intentionally. Bandura[2] also states that central to leadership and its development, efficacy is the most pervasive among the mechanisms of agency and provides a foundation for all other facets of agency to operate. Efficacys relevant and comprehensive nature in meeting todays leadership challenges is captured by Lester et al in a statement that efficacy beliefs affect whether an individual will think in a self-enhancing or self-debilitating way, how well they motivate themselves and persevere in the face of difficulties, the quality of their well-being and their vulnerability to stress and depression, and the choices they make at important decision points[3]. There is a differentiation that can be made between leading behaviours of individual leaders and the leadership effects, which the essay explains as the resultant positive influences displayed in a group which the leader is a part of. The essay suggest that there is potentially great value in building a more comprehensive understanding of the contribution of leader efficacy in building collective leadership efficacy within a group. By pursuing this linkage, the essay intends to connect the literature on leader efficacy with the larger body of research on organizational behaviour to facilitate the discussion on the collective efficacy formed through the interactions between leaders and subordinates. Beyond this the essay will motivate that the strategy for developing South African military leadership should consider leaders efficacies for taking on the challenges of development and performance. Thus the motivation for integration of self efficacy education in development and training of military leaders and subsequent followers. Why self efficacy education in leadership development Self-efficacy has been the most widely studied form of efficacy and has received considerable attention in the fields of cognitive and social psychology through extensive theory building and research. Bandura2 defines self-efficacy as beliefs in ones abilities to mobilize the motivation, cognitive resources, and courses of action needed to meet situational demands. The believe that one can be the master of ones own destiny, whether as an individual or as an organisation is essential for future leaders in or out of the military environment. Lacking a sense of self efficacy means that people consider themselves subject to anything but their own ability to master the situation. They blame the elements, the environment, fate, foreigners, providence, history, economics or even God. The culture of dependency that has developed out of this is also a culture of intellectual poverty and lack of self esteem which leads people to seek and expect handouts, direct self explanatory orders and inst ruction from higher authority at every situation or task. The leader who brings a sense of efficacy to a situation is the one who restores people to a belief that they themselves control their own destiny and takes responsibility for their actions. Borne along by this conviction, the leader imparts it in words and deeds, inspiring followers to work together to achieve a new transformed reality. The leader draws inspiration from the meditation on the plight of the followers; they respond by endorsing and confirming the essential rightness of the mission, it is what subordinates desire the most. The finest exemplars of military leadership efficacy can be seen in General Collin Powell, Admiral Elmo Zumwalt, Major General Archer Lejeune to name a but few. Efficacy transforms a situation and this means more than effectiveness. Efficacy changes the whole picture to the point of even breaking the frame. To be effective is to be the cause of the result, but this is within given circumstances, it is not transformative. Lester et al3 proposed that positive psychological states such as efficacy directly promote effective leader engagement, flexibility and adaptability across the varying challenges characterizing complex organizational contexts. This is because higher levels of self efficacy provide the internal guidance and drive to create the agency needed to pursue challenging tasks and opportunities successfully. To this end McCormic et al[4]. concluded that leader self-efficacy, may be one of the most active ingredients in successful leadership, and team performance, and that it clearly contributes to leadership effectiveness. Development of Self-efficacy in leaders How leader efficacy influences a leader may differ depending on whether the efficacy is conceived in the preparatory context during learning and training situations or job performance situations. In his social cognitive theory, Bandura2 suggested that the optimal strength of self efficacy differs between the learning of a skill, which he called preparatory efficacy, and performing in the situations for which development is targeted, or job performance efficacy. Bandura further argued that though there is a positive linear relationship between performance efficacy and performance, the relationship between preparatory efficacy and learning is more complex. Machida and Schaulbroeck[5] explains that preparatory efficacy is different from an individuals beliefs about their general ability to learn, which is termed learning efficacy, the efficacy construct in focus here is ones efficacy for executing and completing a task during preparatory situations. Bandura2 explains that when individuals are highly efficacious in completing tasks and demonstrating skills in the preparatory or learning process, they often have little incentive to invest further effort into learning the skill. Though leaders efficacy about leading others during the actual execution of leadership roles might need to be higher for peak performance, leaders efficacy in leading others during leader development and preparatory phase might need to be lower so as to facilitate greater motivation to persist in learning and practicing the skills. The studies conducted by Machida and Schaulbroeck5 claim that there is a negative relationship between self-efficacy and learning. It seems likely that people who are too confident in their leadership abilities will not seek to invest their time and energy in developing their leadership ability as would individuals who have a more realistic sense of the scope of leadership activities. Machida and Schaulbroeck5 further proposed that the concept of efficacy performance spirals and has self-correcting cycles. According to these authors, an efficacy-performance spiral is a phenomenon in which increases or decreases in one variable of performance causes a similar change in the other variable of self efficacy which ultimately leads to a self-reinforcing trend in performance. Thus by amplifying upward efficacy performance spirals, individuals become complacent as they see their performance and their confidence improve despite lack of exploring alternative task strategies or increasing other preparatory activity such as by experimenting with new behaviours. This perspective supports Banduras argument that there are advantages to possessing lower level of self-efficacy in the context of completing a task during preparation and learning or development of skills2. Bandura argued that self-efficacy is a fluctuating property that changes constantly; however, he has not discussed what would be the ideal or preferred patterns of change in self-efficacy to maximize learning in the preparatory phases, such as leader development activities. Machida and Schaulbroeck5 proposed the concept of efficacy spirals in relation to organizational performance and collective efficacy. For optimal learning, leaders may need to maintain a self-correcting cycle by seeking to adjust their self-efficacy, increasing it or decreasing it in ways toward the objective of motivating investments in preparation. Another implication of efficacy performance spirals is that when leaders are learning to lead, repeated and uninterrupted failure, which will tend to decrease self-efficacy and encourage downward efficacy spirals, should be avoided. Such failure patterns are demoralizing and can even lead to a cycle of learned helplessness wherein the individuals come to believe that they have no control over performance improvement. For developmental tasks to be sufficiently challenging for development to occur, a high probability of failure must be inherent, however, to avoid situation whereby learners engage themselves in downward efficacy spirals, a self-correcting cycle must be encouraged by exposing the learners to possibly less difficult tasks and reminded of their developmental progress. During the development activities, leaders baseline self efficacy must ideally be set at a moderate level. As leaders encounter developmental challenges, their self-efficacy can and should fluctuate from this baseline self-efficacy level in the self-correcting cycle of efficacy change. Based on Banduras arguments concerning preparatory self-efficacy, it is believed that maintaining the motivation for learning during the process of leader development requires that ones baseline leader self-efficacy is not too low or too high. Thus, when individuals are developing their skills as leaders, it is critical that they are aided in maintaining a moderate level of self-efficacy to engage the self-correcting cycle of efficacy changes most effectively. Development of Self-efficacy in South African military leaders Having discussed the distinction between preparatory and performance efficacy, it is important to keep in mind that both preparatory and performance leader efficacy must be viewed in reference to the specific task of leading others in the defence organization. According to Bandura2 learning self-efficacy is not self-efficacy about performing a task during learning nor is it about how the individuals perceive his or her abilities in comparison to their peers rather, it refers to confidence about ones ability to learn a skill and accomplish a task. In his review of numerous studies, Bandura2 stated that the most potent antecedent to developing self-efficacy is mastery experiences based on past performance accomplishments. However, Bandura2 also made clear that prior success alone does not raise self efficacy. Development is influenced by how the individual interprets the success and the context that performance occurred in. This suggests mentoring that helps leaders make meaning of their prior leadership experiences is important in influencing development. Lester et al3 suggested that leaders identity construction occurs through social interaction, through claiming and granting of leadership. Individuals claim leadership through stepping up and attempting to influence others. Others then grant leadership through affirming and supporting that leaders attempts. Through this reciprocal process, individuals begin to see themselves as capable leaders, reinforcing a leader identity. It is therefore suggested that mentorship be incorporated into leadership training to foster leaders identity construction and grant affirming support. As experienced role models, mentors can be powerful sources to provide such external endorsement. The primary role of mentors must be to provide psycho-social support to learners, helping them to diagnose their prior actions, cast those actions in a positive light, and to serve as a source of validation for the learners. Machida and Schaubroek5 proposed that strong manifestation of a leaders identity ultimately requires endorsement from others, including ones mentor, peers, or followers. Furthermore, as mentors increase learners sense of competence, self-esteem, and efficacy, it can be expected that a spiral effect would occur as noted earlier. Specifically, it is expected that the learners would feel more encouraged and safe to explore their leadership than those without a mentor, and thus, increase attempts to claim leadership in th eir groups, thereby increasing leadership claim episodes. Mentorship relationships are expected to be the most effective method as role modelling exhibited by the mentor to the learners will influence development of leader efficacy beliefs by the learners. Mentors will primarily be expected to act as role models who will walk learners through prior or future leadership behaviour and performance, helping them to cognitively replicate and learn aspects of successful performance. Selected mentors should be attractive role models that serve as the prototype upon which learners may identify and base their future development. The mentor must be a role model to the learner such that respective learners begin to believe that they too can develop toward and achieve performance levels similar to their mentor and role model.. According to Bandura1 leader efficacy can also be developed through modelling, whereby learners study and observe competent and relevant role models successfully performing similar tasks, or cognitively model leadership experiences through study and envisioning successful performance by past leaders. The impact that modelling and in-depth observations hold is influenced by the attractiveness of the role model to the learners, the level of similarity between the observed model and the learners characteristics relevant to the task, and how similar the observed tasks are to those tasks the learners may be expected to perform. Bandura1 also notes that social persuasion ,which constitutes a primary role inherent in mentoring is another way of developing self efficacy. In congruence to Bandura, Lester et al3 explains that even when feedback is negative like discussing an incident of poor performance, mentors can provide feedback in a positive manner, highlighting what was learned and how that feedback can then be used to enhance future performance. What is critical in this factor is that mentors must instil in the individual learners the importance of growing and developing from all sorts of feedback, which is expected to influence thelearners efficacy regarding his or her leadership. This approach is also in line with evidence provided by Lester et al3, showing how individualized consideration associated with transformational leadership positively relates to leader development and performance. Another process of developing self-efficacy is according to Bandura1, psychological, physiological, and emotional arousal. In this instance, mentors would be required to serve in the role of inspiring learners to motivate their development. Such stimulation can, according to Machida and Schaubroeck5 be generated through inspirational motivation or creating an idealized vision for the learners as well as through sources of emotional infection, whereby mentors enthusiasm is transferred to learners and stimulates them to advance their development of leader efficacy. Organized mentorship programs are known to be effective in developing various positive outcomes in learners, the essay suggest that mentorship programs targeting the primary sources of efficacy identified by Bandura as discussed above would be particularly effective in raising learners leader efficacy and performance. It is further suggested that these discussed sources of efficacy be made to be innate in the role of any eff ective mentor and mentoring relationship. It is clear by now that this essay proposes that mentoring will increase learners leader efficacy more so than the traditional group based training for leadership development. Based on the research and theory reviewed above, it is suggested that by developing a more individualized   training relationship between the mentor and learners, the promotion of positive trajectories of leader development in the SANDF will be improved. A mentoring program will have a more positive impact on leader efficacy development and performance enhancement than the generalized, ready-made leader training interventions being practiced in the SANDF today because of the degree that the mentors will connect to their individual learners needs, abilities and aspirations. An individualized focus will help target learners specific needs and capabilities, enhancing efficacy development. It seems reasonable to expect that one on one mentoring, on average, will provide more consistent opportunities for the mentor to employ the four methods identified by Bandura1 for developing self-efficacy and to adjust the leader development intervention to the exact needs of the learners, thus enhancing learners efficacy and performance. Conclusion The essay described the multifaceted role of self efficacy in leader development. Furthermore the essay visited self efficacy related concepts proposed in the psychological literature, including preparatory self-efficacy, efficacy spirals and performance self-efficacy and has made suggestions about ways in which these concepts can be integrated into the current context of leader development in the SANDF. Judgments concerning leadership abilities as conveyed by mentors and interpreted by budding leaders as they experience successes and failures are essential for the development of highly effective leaders for the future. It is perhaps a clichà © that leaders are constantly required to learn and develop in this rapidly changing world. Coming to grips with this truism however requires a developmental process that comprehends the distinctions between leaders preparatory situations and their performance situations, identifies the personal and contextual factors that influence efficacy beliefs of leaders, and finally integrates a multifaceted perspective of leader efficacy in a way that promotes continuously positive learning trajectories. It is hoped that the essay will encourage training of practices that more effectively balance the needs for SANDF leaders to perform in the short term with the imperative that they learn and are adaptive in the longer term as well as inspire further res earch in the subject matter. BIBLIOGRAPHY Bandura, A. Self-efficacy: The exercise of control. New York: W. H. Freeman. (1997). Bandura A. Self efficacy in changing societies. New York: Cambridge University press. (2002) Lester PB, Hannah ST, Harms PD, Vogelgesang GR and Avio BJ. Mentoring impact on leader efficacy development: A field experiment. Academy of management learning and education, review 10,no3(2011) Machida M and Schaubroeck J. The role of self efficacy beliefs in leader development. Journal of leadership and organisational studies, review 18, no 459(2011) McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002). [1] Bandura A. Self efficacy in changing societies. New York: Cambridge University press. (2002) [2] Bandura, A. (1997). Self-efficacy: The exercise of control in McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002) [3] Lester PB, Hannah ST, Harms PD, Vogelgesang GR and Avio BJ. Mentoring impact on leader efficacy development: A field experiment. Academy of management learning and education, review 10,no3(2011) [4] McCormic MJ, Tanguma J and Lopez-Forment AS. Extending self efficacy theory to leadership: A review and empirical test. Journal of leadership education, Review 1, no2(2002). [5] Machida M and Schaubroeck J. The role of self efficacy beliefs in leader development. Journal of leadership and organisational studies, review 18, no 459(2011)

Antigone Foils Creon

In the play Antigone we learn about a stubborn character named Creon who is the ruler of Thebes. This ruler goes on many power trips through out the play, which end up leading to his demise. Antigone, sister of the former king Polyneices sees Creon as a man with to much power who is making poor decisions and acting against the Gods. In a face-to-face confrontation, Antigone does not back down from the powerful leader, and tells him that what he is doing is wrong. Creon, who still has too much pride, banishes her into a cave where she would be left to die. Only later does Creon realize that what she was saying was correct. He tries to fix all the mistakes he has made but is too late. Antigone is the foil to Creon because she brings out fear and many character trait flaws in the Kings personality. Creon has a major lapse in judgment when he decides to bury Antigone in a cave to die. She tells him that she does not care because she was honoring her brother. â€Å"Why the delay? There is nothing that you can say that I should wish to hear, as nothing I say can weigh with you†¦.† (Sophocles 500-7) At first, it does not seem that Creon feels bad about doing this. Later he understands that he was wrong and regrets his decisions. Antigone has a big affect on this change of heart from Creon because she truly believed  she was in the right. By believing this she forces Creon to finally notice that he was wrong, and reverses his decisions. Antigone’s suicide effects Creon as a character immensely. It is her suicide that causes Heamon to stab himself. â€Å"Who is dead, and by what hand? Heamon is dead, slain by his own father. His father? His own hand. His father‘s act it was that drove him to it.† (1171-77 Sophocles) This later also leads to Eurydice’s suicide at the end of the play. Through Antigone’s actions, Creon is extremely effected. As a character, these events change the way Creon thinks about what he has done. â€Å"There is no man can bear this guilt but I. It is true, I killed him. Lead me away, away. I live no longer† (1323-29 Sophocles) Antigone convinces Creon that he is not a God, and that going against the Gods is a bad idea. â€Å"Yes. That order did not come from God. Justice, that dwells with the Gods below, knows no such law†¦.†(Sophocles 450-69) Antigone fights with all she has, and finally brings Creon to the realization that what he has done was wrong. When Creon realizes that Polyneices body is unburied, and that he has not given a proper burial to the 5 chieftains, he recognizes that this will upset anger the Gods considerably. She helps him realize his fault by having a reckless attitude, this shows Creon that she will not go down without a fight. She makes one last plea to the Gods by attempting to put a curse on him. I believe this scares Creon later and is one of the main reasons why he tries to reverse the decisions he’s made in the end. Creon gives the harsh penalty of not burying the dead Polyneices which is the ultimate punishment. Antigone’s plea to show Creon that what he has done is wrong is ery evident at this point. â€Å"So to my grave, My bridal-bower, my everlasting prison, I go those many of my kinsmen who dwell in the mansion†¦Ã¢â‚¬  (Sophocles 892-919) Antigone believes that the God, along with her brother would be proud of what she has done. At first, Creon is to stubborn to listen to what she is saying. He later realizes that many of the things she said were right. Antigone’s influence on Creon’s mind ultimately cause a change of heart. Without her this would not have happened. Without Antigone, Creon’s fears and character flaws would not have been exposed. Creon’s stubborn attitude and unwillingness to listen to others is his ultimate downfall. If he would have took Antigone’s advice earlier, there is a chance he would not have lost everything that was important to him.