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Legal Right & Duty

Student - VZY
Teacher Name - UTO
Subject - Jurisprudence
Due Date - November 2nd, 2009



“Inter-relationship of four principles shown in each square is not inter-relationship between two squares”


“Inter-relationship of four principles shown in each square is not inter-relationship between two squares.” Explain on your understood.

Rights are of two kinds; legal right and moral right. Legal rights depend upon the readiness of the State to use its force on a citizen’s behalf and moral rights depend on the readiness of the public to express its opinion. Therefore, legal rights and moral rights are different and they may be opposed to one another. However, legal rights are rights which exist clearly under the rules of legal systems.

There are two kinds of duties; legal duty and moral duty. Legal duty is an act recognized by law and it is enforced through the administration of justice. Legal duty is an act the opposite of which is a legal wrong. For example, the schools have duty to protect students from violence in school. Moral duty is not an act recognized by law. Sometimes, duty may be both legal and moral, such as stealing. Some duty may be only moral, such as helping people. Other times, legal duty and moral duty are opposed to one another.

According to Sir John Salmond, every legal right has five essential elements:
(1) There must be a person who is the owner of the right. He/She is the subject of the legal right. Sometimes she/he described as the person of inherence. The owner of a right doesn’t need to be a determinate or fixed person.
(2) A legal right accrues against other persons who are under a corresponding duty to respect that right. Such person is called the person of incidence or subject of the duty.
(3) Another essential element of a legal right is its content or substance. It may be an act which the subject of incidence is bound to do or it may be forbearance on his part.
(4) Another essential element is the object of the right. This is the thing over which the right is exercised. This may also be called the subject-matter of the right.
(5) Another essential element of a legal right is the title to the right. Facts must show the right vested in the owner of the right. That may be by purchase, gift, inheritance, assignment, prescription, ect.

For instance, “A” buys a car from “B.” The buyer (A) will be the person of inherence and the seller (B) and other persons are generally the persons of incidence. The car will be the subject-matter of the right. The contents of the right would lie in the fact that the seller and every other person should not disturb the peaceful possession and enjoyment of the car by the buyer. The sale of the car will be the title to the right in the fact.

Additionally, legal right can be analyzed into four parts; real right, liberty, power and immunity. Each of these events has a distinctive reasonable form and each incident can be a right by itself. Legal duty also can be analyzed into four parts; duty, no right, subjection and disability.

A real right is a perfect right, which requires that people have a legal duty to realize and affirm another’s right to freedom because a real right is recognized by law. Real right is available only against the whole world. According to Salmond, a real right is a negative right. A negative right also can be called the right of a first possessor. For instance, “A” has the right to own his property. No one can take “A’s” property wrongfully because “A’s” right is a real right and it is recognized by law. Additionally, other people have a legal duty to respect “A’s” right. According to this case, “A” is the owner of a right and other people are called the subjects of the duty. Real rights define the relationship between the owner of right and the subject of the duty.

Liberty is freedom. An individual is free in any manner to act without boundaries to limit human actions. Liberty isn’t recognized by law. Therefore, everyone has the right to do many things which are not bound by law. For example, “A” will not be violating any duty if “A” picks up a coin on the side of the road where “A” finds them because A has no duty to not pick up a coin. If she or he has a legal duty to do something, he or she has no liberty. For example, students have a legal duty to follow the school’s rule. In this case, students have no liberty. Liberty has no subject of the duty because liberty is related to a particular individual only.

Power is the authority to perform an act and an ability to generate a change in a particular legal relationship by doing or not doing a certain act. A person who has a legal duty to respect another person’s power has subjection. Power is one of the legal rights and all power is given by law. Every one has a legal duty to respect the order or decide when persons have the power by law to do something. This legal duty to respect the order is subjection. For instance, judges have power to decide every case and no one can say that he/she doesn’t like this decision. Everyone is a subject of their power. Additionally, everyone has the power if he/she has the ability to manipulate her/his object. It also can be called a personal right. For example, “A” has the power to make a will if she/he is Christian. Every one has the power to make a contract between two persons.

Legal immunity is a type of legal protection which is offered to certain people in particular circumstances. Essentially, when someone has legal immunity, other persons cannot prosecute because other persons have a disability. For instance, judges have legal immunity by law so no one can prosecute the judges. The most well known example of legal immunity is probably prosecutorial immunity, which is sometimes offered to a witness in exchange for his or her testimony in a case. In return for testifying, the prosecution agrees not to pursue the witness for crimes which he or she discusses in the testimony. This type of legal immunity is often used in conspiracy cases where prosecutors are willing to let minor criminals go if it means that they can bring down ringleaders.

The four parts of legal rights are not inter-relationship. Real rights are part of the relationship between two people, but liberty is the freedom of one individual. Power is an ability to act, given by law, but immunity is a freedom from prosecution given only in special circumstances. In conclusion, according to four legal rights, a real right is the most important of all rights and other rights are accessory rights.

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Explain about “justice” approached by legal perspective?

by (VZY)
“Justice” is the idea that every human being has equality before the right and equal protection before the law. However, justice is divided into two different levels when we approach justice by the concept of legal perspective; specifically, they are distributive justice and corrective justice.

First, distributive justice distributes equality of social benefits and burdens among the members of a community and serves to secure a balance or equilibrium among the members of society. For example, every person among the members of a community should have the same opportunity such as fair treatment and services by the state.

Second, corrective justice is corrected the injustice that the wrong doer has done to the victim. For example, Mr.A has responsibility to compensate for wrongfully harming Ms.B when Mr.A wrongfully takes Ms.B’s property. Additionally, only the court can correct the disequilibrium when someone breaks the other distributive justice because the function of the court is to apply justice in its corrective sense. Also, the court must be a fair trial, independent, competent, and impartial. However, the courts can’t be perfect into correct the disequilibrium after the balance is upset among the members of society but the court must try to be the best for each party.

In general, justice directly relates to all the members of a community. However, I am explaining difference between public justice and private justice.

First, private justice is distinguished as being justice between individuals and a relation between individuals. For example, ‘A’ has to pay back money to ‘B’ if ‘A’ borrows money from ‘B’ because private justice demands for ‘B’.

Second, public justice is administered by the state through its own tribunals and its relation between the courts on the one hand and individuals on the other. Additionally, public justice deals with the way that laws are made, applied and enforced by the court. Therefore the law does not allow the private person to take the law into their hand even they have done a wrong themselves. For example, if ‘A’ does not pay back money to ‘B’ then ‘B’ has the right to go to a court of law to compel ‘A’ to pay back money at the same amount.

Public justice is directly related between the individual and the courts. The court has two different types of justice systems, criminal and civil. In the criminal justice system, the court can try legal case for crimes. Crimes are public wrongs because the act of doer is harmful to society in general. Therefore, the state proceeds against when a person commits a crime and the state can punish a criminal by the law for violation of rules. For example, the state proceeds against Ma Su and punished her by the law when Ma Su killed someone.

The purpose of criminal justice is to deliver justice for every one by convicting and punishing the wrongdoer when wrongdoer is found guilty. The purpose of punishment theory may be divided into two classes. First, the end of criminal justice is to protect the welfare of the state and society. Second, the wrongdoers must suffer the retribution for committing a crime. The aim of punishment is not revenge but its terror. There are five purposes of punishment in justice;
(1) Retribution: Criminal should have the punishment. Its must be proportional and must fit the crime. For instance, a murderer should have the death penalty.
(2) Deterrence: the aim of punishment is divided into two parts: especial deterrence and general deterrence,
First, especial deterrence is to discourage the criminal from committing more crimes in the future because the punishment is fear.
Second, general deterrence is to dissuade the general public from committing a similar crime.
(3) Incapacitation: The punishment aims to keep criminals away from the public, usually in prison, so that the public is protected because the criminal is unable to commit another crime.
(4) Rehabilitation: The punishment aims to transform the behavior of the criminal into a better person to help society. This will prevent crimes in community when they leave prison.
(5) Re-integrative shaming: A criminal is publicly shamed over his/her crime, to reintroduce the offender to the community and to show the community that every one abides by the law.

In the criminal justice, there are also divided into three types of Penalties or punishment; especially, they are imprisonment, community service and fines.

In the civil justice system, the court doses not attempts to determine the innocence or guilt of a wrongdoer. Wrongdoers are also not put in prison. The court only attempts to right a wrong between individuals for civil wrongs. Civil wrongs are private wrongs. Civil wrongs are when a dispute exists between individuals such as a breach of contract, trespass to land and/or someone is owed something. This entire act isn’t harmful to society in general. Therefore, the law leaves civil wrong up to the victim to take legal action for compensation in court.

Some cases directly against the state such as a refusal to pay taxes which are harmful to society in general but the law considers it a civil wrong because this action is similar to a person who lent money to someone that refuses to pay back the money. However, the state must recover a debt from a person who refuses to pay taxes through the civil justice system. Sometimes the same case can be both a civil injury and a crime. For instance, if a car hits someone, the victim can charge the driver for injury sustained in an accident and the state also can punish the driver by the law for violation of rules.

Finally, the difference between criminal justice and civil justice cannot be considered in terms of natural acts or the physical consequences of the act. They are distinct in the legal consequences. The court of justice can only consider on question of law and question fact when the court corrects the disequilibrium and judgment. In the public justice, the result of criminal proceedings are that punish the wrongdoer and the result of civil proceedings are that make judgment for damages. When the court corrects the injustice between the individuals, the court must be established by the law, judges also must be competent to know the procedures and judges are being as a blinding person to indicate impartiality of justice.

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Military Force and Terrorism

By Win PPE student, POL 232 International Relations
Introduction
Many countries in the world become into power in many forms’ several type of power. There are military preparedness, population, sizes of the state, natural resources, industrial capacity, moral legitimacy, diplomacy, popular support of government and ideas powers. These powers can affect one state to another state both in negative and positive in various ways. Actors are powerful to the extent that they affect others more than other affects them. Therefore, this paper is especially talking about military force and terrorism. Military force is one an important power for a country and its territory. As the same time, military force can threat to peace from local to regional and international level.
There world military force such as UN peacekeeping force, NATO, US troop are to maintaining international peace and security, and for restoring peace when it breaks downs. These alliances have been formed coalition from different countries after WWII.
Japan surprise attack on the U.S base at Pearl Harbor in 1941 was a short-term superiority that drove out U.S force and occupy Southeast Asia region. Later on, in the long-term the Unites States had greater power resources due to its underlying economic potential, its build up military capabilities over the next few years that gradually match and then overwhelmed those of Japan and Specific. A military capability allows actors to exercise influence in short term. Military force: the size, composition and in a short-term military confrontation than do their respective economics or natural resources. Military industrial has capability to quickly produce tanks, fighter planes, and other weapons.

This paper is going to represent about the use of Military Force and how this is probably the essential example of the dominance of principle. And how state use of military force, the drive of military force and they try to achieve some goals in the international relationship. The State prepare for the possibility using military force by building up military forces which is complicated, expensive and quake as central preoccupation state. The actors create particular problem in the international conflicts and maintain capabilities to use violence to achieve their own goals by using military force.

Type of military forces
(1) Conventional Force – (army, navy, air force)
(2) Irregular Force – (militias and terrorists) and
(3) Weapon of mass destruction – (notably nuclear weapon)

There are three basic types of military forces which are being used by actor or state from the difference purposes to achieve significant goals.
One is conventional force. Conventional forces provide the bulk of the nation’s military power. They consist of combat and support elements from all four Services which are not including units dedicated to special operations and nuclear prevention. The major categories of conventional forces are land, naval, aviation (air force), and mobility forces.
Second type is irregular forces which is militias and terrorist, state responsible terrorist every time is irregular. Furthermore, they operate out of uniform; they don’t obey the law of war. They are important in non state military forces.
The third type is for weapon mass of destruction especially nuclear weapon. This is usually had by smaller number of state rarely used in war. Iraq uses chemical weapon in Iran-Iraq war. But a little mass very complicated war. Weapon of mass destructive used in war they helped by law stated as deterrence against other states.

(1) Conventional force

Conventional forces are against irregular forces. This provided challenge of the state who expense in some case in trillion of dollar building up the conventional forces because this is large forces identified other large forces conventionally train. They have to fight small, very lower irregular unit as systematic of warfare. Nowhere, it better evidence but the challenging is in Pakistan. Pakistan has spent billion of dollar of building military over decades to fight India.
In Afghanistan we have NATO forces with US army, air force, and Franc, Britain, German Troop all from NATO countries. Conventionally train, they try to fight Taliban and try to hold on in the contact where they have a weak government system in Afghanistan. And difficult for the international forces to NATO to fight the Taliban because the structure mention the Taliban forces invested themselves in population.
Conventional force is a military force, methods of fighting a war that do not involve nuclear weapons. A state leader in a conflict can apply various kinds of power to reach a more favorable outcome. One set of levers represents nonviolence means of influencing others states, such as foreign aid, economic sanctions, and personal diplomacy (less tangible include the use of norms, morality, and other ideas).
A second set of levers is represented about violence actions. These levers set armies marching, suicide bombers blowing up, or missile flying. They tend to be costly both the attacker and the attacked.
Military force, beyond defending their territories, states develop military capabilities for several other purposes. States also use military forces for humanitarian assistance after disasters, for peacekeeping, for surveillance of drug trafficking, and for repression of domestic political dissent, among other missions.
More developed countries have great powers continue to dominate the makeup of world military force. For example, great power countries such as United States, Russia, China, France, Britain, Germany, and Japan have great-power military capabilities in the world.
Military capabilities divided into three categories as already mention above. They are conventional forces (army, navy, air force), irregular forces (terrorism, militias), and weapon of mass destruction (nuclear, chemical and biological weapon). Among them, conventional forces are most important because they are active in all fields of wars currently in progress.

Military logistics make territoriality all the more important because of the need to control territories connecting military forces with each other. An army’s supplies must flow from home territories along supply lines to the field. In the 2003 Iraq war, a major challenge for U.S force was to secure supply lines hundreds of miles into Iraq. Therefore, the most fundamental purpose of conventional forces is to take, hold, or defend territory.
Nearly two years after the Hussein regime was toppled and major combat operations ended, U.S. and coalition troops are still fighting an Iraqi insurgency.
There many alliance troop died and wounded who were from different foreign countries according to international relation term the U.S. and Coalition in Iraq.
There have been 4,707 coalition deaths in the Iraq war as of March 24, 2010, according to a CNN count. The soldiers, Marines, airmen, sailors and Coast Guardsmen whose deaths have been reported by their country's governments and also includes 13 U.S. Defense Department civilian employees. At least 31,739 U.S. troops have been wounded in action, according to the Pentagon.

Armies are adapted to this purpose. Military forces with armed foot soldiers can occupy a territory militarily. Foot soldiers are called infantry. They use assault rifles and other light weapons such as (mines and machine guns) as well as heavy machine gun of various types. M16 is usually has been in service for over many years. M16/M4, AK 47, AR-15 (civilian version) and the C7/ C8 (Canadian version) are used by many armies troop around the world for combatant. Some of the countries, such as the UK, only use M16/M4/AR-15/C7/C8 rifles for their special forces.
Foot soldiers are more important in both close terrain but also such as jungles and cities. For this reason, the armies of industrialized states have a greater advantage over poor armies in open conventional warfare, such as in the Kuwaiti desert. In jungle, mountain, or urban warfare, however as in Afghan mountains and Iraqi cities- such as advantage are eroded, and cheaper, and more lightly armed force of motivated foot soldiers or guerrilla may ultimately prevail over an expensive conventional army.
The superiority of conventional armed forces to irregular force in open battle was graphically demonstrated in Somalia at the end of 1006. We can learn about conventional force in Iraq war 2003 and Afghanistan war in 2001. The Islamists, like most irregular forces, then had to fall back to guerrilla attacks rather than taking and holding territory. A common tool of guerrillas, insurgents and the government fighting them are landmines which are simple, small and cheap containers of explosive with a trigger activated by contact or sensor.
Navy - Navy are adapted primarily to control passage through the sea and to attach land near coastlines. Controlling the seas in wartime allows states to move their own goods and military forces by sea while preventing enemies form doing so. Navies can also blockade enemy ports. For most of the 1990s, western navies enforced a naval blockade against Iraq.
Aircraft carriers – mobile platforms for attach aircraft – are instruments of power projection that can exert negative leverage against virtually any state in the world. Sending an aircraft is carrier sailing to the neighborhood if an international conflict implies a threat to use force. For example, the United States dispatched two carriers to the Taiwan are when Chinese war games there threaten to go up in 1996.
Aircraft carriers are extremely expansive and typically require 20 to 25 supporting ships for protection and supply. A few states can afford even one. The United States currently operates large carriers (12 of them, costing more than $ 5 billion each). Eight other countries, French, India, Russia, Spain, Brazil, Italy, Thailand, and the United Kingdom) maintain smaller carriers that use helicopter or small airplanes.
Marine is one part of the navy forces. Marines are also useful great-power intervention in distant conflicts where they can insert themselves quickly and establish local control. For example, 1992-1993, U.S. Marines were already waiting off-shore while U.N Security Council was debating whether to authorize the use of force intervention in Somalia.
Air Force is a part of country’s military force which uses aircrafts and fights in the air. According to the mission of the United States Air Force is to fly, fight and win … in air, space and cyberspace.
To achieve that mission, the Air Force has a vision of Global Vigilance, Reach and Power. That vision orbits around three core competencies: developing Airmen, technology to war fighting and integrating operations. These core competencies make our six distinctive capabilities possible.
Nowadays, air forces can attack anywhere, anytime and do very quickly in short time with greater concern than ever before according to technological advance. Air forces serve several different purposes. They are strategic booming of land or sea target (close air support), interception of other aircraft, reconnaissance and aircraft of supplies, weapons and troops. Missile-whether fire from air, land or sea- are increasingly important. Air forces have developed various means to try to fool such missiles with mixed result.

Logistics and Intelligence
All military operations rely heavily on logistical support such as food, fuel, and ordnance of weapon and ammunition. Military logistics are a huge operation, and in most armed forces the majority of soldiers are not combat troops. Global-reach capabilities combine long distance logistics support with various power projection forces.
According to U.S department of defense, only the United States today fully possesses such as a capability with worldwide military alliances, air and naval bases, troops stationed overseas and aircraft carriers carrying out the world oceans. (See table). Russia and China’s military force are oriented toward regional and internal conflicts but they are not global scope.
Space forces are one of the military forces designed to attack in or from outer space. Satellites are used extensively for military purpose, but these purposes thus far do not include attack. Satellites perform military surveillance and mapping, communications, weather assessment and early warning of ballistic missile launches.

(2) Terrorism

Terrorism is a violence action for political purpose. Government must cooperate if they are to fight international terrorism. Since September 2001, governments and ordinary people have paid much more attention to terrorism than ever before. Terrorism refer to political violence that targets civilians deliberately and indiscriminate. Most terrorism occurs in Middle East, Europe, and South Asia. There are 42 foreign terrorist countries by the U.S State Department list.
The primary effect of terrorism is psychological. As of 2007, the United States accused five states of supporting international terrorist, North Korea, Iran, Syria, Sudan and Cuba. Since September 2001, as governments, companies and individuals worldwide adapt to the new security environment that comes from a global terrorist threat.

(3) Weapon of Mass Destructive

Weapon of Mass Destructive include three general types. They are nuclear, chemical and biological weapons. But they are rely been used in warfare. Weapon of Mass Destructive serve different purposes from conventional weapons.
The production of nuclear weapons is technically within the means of many states and some none states actors, but the necessary fissionable material (Uranium or plutonium) is very difficult to obtain. The lost mass of Nuclear is transformed into energy according to Albert Einstein’s famous formula E = mc, which shows that destroyed Nagasaki, Japan in 1945 converted to energy roughly the amount of mass in a single penny.
There are many states in the world have nuclear weapons, US, UK, Russia, China, Britain, France, Iran, North Korea, India, Pakistan and Israel. Five are considered to be "nuclear weapons states", an internationally recognized status conferred by the Nuclear Non-Proliferation Treaty (NPT). In order of acquisition of nuclear weapons these are: the United States of America, Russia (successor state to the Soviet Union), the United Kingdom, France and China. These five countries only have the potential targets to the world of nuclear weapon.
Except from nuclear weapon there are various types of mass destructive weapon such as proliferation, ballistic missiles and other delivery systems. Moreover, the chemical and biological interfere with the nervous system, blood, breathing or other body function. In 2001, soon after September 11 attacks, someone sent mail amounts of anthrax spores thorough the U.S mail to high government and media offices, killing several people and massively disrupting mail distribution.


Conclusion
The world watched the political, economic and emotional effects of war on the home front and around the globe. Most industrialized states, and many poor ones, have refrained voluntarily from acquiring nuclear weapons. These states include two great powers, Germany and Japan.
As far as my knowledge a new treaty bans the possession and use of chemical weapons. Several states conduct research into biological warfare, but by treaty the possession of such weapon is banned.
Military governments are most common in poor countries, where the military may be the only modern institution in the country. Military forces provide states with means of leverage beyond the various nonmilitary means of influence widely used in international bargaining. Political leaders face difficult choices in configuring military forces and paying for them. Military spending tends to stimulate economic growth in the short term but reduce growth over the long term.
In the 1990s, military forces and expenditures of the great powers - especially Russia- were reduced and restructured. Military forces include a wide variety of capabilities suited to different purposes. Conventional warfare requires different kinds of forces than those needed to threaten the use of nuclear, chemical or biological weapons. Except in time of civil war, state leaders – whether civilian or military – control military forced through a single hierarchical chain of command. Military can threaten the domestic power of state leaders, who are vulnerable to being overthrown by coups defeat.
Arms control agreements formally define the contours of an arms race or mutual disarmament process. Arms control helped build confidence between the super powers during the Cold War.
Finally, there are 115 countries peacekeeping contributors for police, military expert on mission and troop December 2009 to help countries torn by conflict create the conditions for lasting peace.

Reference:
(1) Year in Review, United Nations Peace Operations 2009
http://www.un.org/en/peacekeeping/
(2) Carnegie Endowment for International Peace, Online publication
http://carnegieendowment.org/publications/index.cfm?fa=view&id=30993
(3) International Relations, Eight Edition, Joshua S. Goldstein. American University Washington, D.C. University of Massachusetts, Amherst. And Jon C. Pevehouse, University of Chicago
(4) International Crisis Group, Working to prevent conflict worldwide. http://www.crisisgroup.org/home/index.cfm

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LEADERSHIP SKILL

Many years of experience in Exploring have shown that good leadership is a result of the careful application of 11 skills that any post leader or officer can learn to use. With practice, these skills can become a part of the adult’s or youth officer’s leadership style and will prove helpful in Exploring and all other leadership situations.

UNDERSTANDING THE NEEDS AND CHARACTERISTICS OF THE POST

Each individual participant of the group has certain needs and characteristics.
1. A leader should understand his or her own needs and characteristics.
2. A leader should understand the needs and characteristics of each participant of the group. This helps the leader to deal with each person as an individual, to treat that individual with respect, and to help the person grow.


3. This understanding helps in planning the program and in getting things done.
4. This understanding creates trust and builds confidence among group participants.
Through conversation and informal surveys of post participants, try to find out:
• Why they joined your post
• What they expect from the post’s program
• What their major interests are
• What their plans for the future are

KNOWING AND USING THE RESOURCES OF THE GROUP
Resources include all those things necessary to do a job. Resources also include people, because people have knowledge and skills. Knowledge is what a person learns through familiarity or experience—what you know. Skill is the ability to use what you know. Attitude includes the desire to do something—motivation—and the belief that you can do it—confidence.
When the leader uses the knowledge and skills of group participants to get a job done, the participants gain experience and improve skills. They also develop a positive attitude toward using a skill.
• Keep the post’s program capability inventory up-to date and use it in planning.
• Understand the purpose and resources of your participating organization.
• Survey the participants’ parents; include them in your program capability inventory.
• Find out your post participants’ skills, interests, and resources.

COMMUNICATING
To improve your skills in getting information:
• Pay attention and listen carefully.
• Make notes and sketches.
• Ask questions and repeat your understanding of what was said.
To improve your skills in giving information:
• Be sure others are listening before you speak.
• Speak slowly and clearly.
• Draw diagrams, if needed. Ask those receiving information to take notes.
• Have the listeners repeat their understanding of what was said. Encourage questions.

PLANNING
Planning is an important part of everything we do in Exploring. The following is a simple process for planning:
• Consider the task and objectives. What do you want to accomplish?
LEADERSHIP SKILLS 2
• Consider the resources—equipment, knowledge, skills, and attitudes.
• Consider the alternatives. Brainstorm.
• Reach a decision, evaluating each option.
• Write the plan down and review it with the post.
• Execute the plan.
• Evaluate the plan.

CONTROLLING GROUP PERFORMANCE
A leader influences the performance of the group and individual participants through his or her actions. Why is control needed?
A group needs control as an engine needs a throttle— to keep it from running itself into the ground. A group works together best when everybody is headed in the same direction. If a plan is to be properly carried out, someone must lead the effort. Control is a function that the group assigns to the leader to get the job done.
Control happens as a result of recognizing the difference between where the group is and where the group is going. The leader is responsible for developing a plan to help the group get to its goal.
Setting the example is the most effective way of controlling the group. When working with post participants, do the following:
• Continually observe the group. Know what is happening and the attitude of the group.
• Make your instructions clear and pertinent.
• Pitch in and help when necessary.
• Quickly deal with disruption. Guide the post toward self-discipline.

EVALUATING
Evaluating helps measure the performance of a group in getting a job done and working together. It suggests ways in which the group can improve its performance.
There are two basic categories of evaluation questions.
After any event or activity, ask these questions:
Getting the job done—
• Was the job done?
• Was the job done right?
• Was the job done on time?
Keeping the group together—
• Were relationships between group participants helped or hurt?
• Was participation equally distributed among group participants?
• Did the group enjoy the activity?
• Did the group handle conflicts well?

SETTING THE EXAMPLE
Setting the example is probably the most important leadership skill. It is the most effective way to show others the proper way to conduct themselves, and is even more effective than verbal communication. Without this skill, all the other skills will be useless. One way to think about setting the example is to imagine yourself as part of a group and think about how you would like your leader to act.

SHARING LEADERSHIP
While there are various ways to exercise leadership, the goal of Exploring leadership is exemplified in a quote from the ancient Chinese philosopher, Lao-Tzu:
“But of a good leader . . . When the work is done, his aim fulfilled, they will say, ‘We did this ourselves.’ ”
The Exploring leader wants to give post participants the skills he or she possesses, not to use those skills in ways that keep the post weak or dependent. He or she offers leadership opportunities to post participants and teaches them the skills they need.

COUNSELING
Counseling is important
• To help people solve problems
• To encourage or reassure
• To help an Explorer reach his or her potential
Counseling can be effective when a person is
• Undecided—he or she can’t make a decision
• Confused—he or she doesn’t have enough information or has too much information
• Locked in—he or she doesn’t know any alternatives
LEADERSHIP SKILLS 3
How do you counsel?
• First, try to understand the situation. Listen carefully.
Summarize. Check the facts. Paraphrase to make sure you understand.
• Second, help list as many options as possible.
• Third, help list the disadvantages of the options.
• Fourth, help list the advantages of the options.
• Finally, let the person decide on a solution. The counselor’s role is to give encouragement and information, not advice.

REPRESENTING THE GROUP
Where do you represent the post? Post leaders represent the post at post committee meetings, Advisors’ meetings, officers’ meetings, and planning conferences, and to the participating organization.
The leader represents the post in two situations:
• Without consultation—when he or she doesn’t have the opportunity to consult with post officers about a decision
• With consultation—when he or she can meet with post officers about the issue
In some cases the leader must represent the post’s decision exactly; in other cases, he or she must use independent judgment. You will need to solicit and analyze participants’ views and attempt to represent those views within the guidelines of your post, your participating organization, and Exploring.

EFFECTIVE TEACHING
Effective teaching is a process to increase the knowledge, skills, and attitudes of the group and its participants.
The focus is on learning, not teaching. For teaching to be effective, learning must take place.
The steps of effective teaching include
• Choosing the learning objectives
• Providing a discovery experience that helps the learner understand the need for the skill
• Demonstrating or explaining the skill
• Allowing the learner to practice the skill
• Evaluating the process

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This blog is an education purpose for PPE students. Academic skills alone cannot ensure success in the real world. We expect our graduates to balance competitiveness with compassion in order to achieve "Readiness for the Real World".

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Burma VJ (DVD)
Burma VJ (DVD)

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