Roman Republic Essay Example | Topics and Well Written Essays - 1000 words

Roman Republic - Essay Example The reasons for the decline of Rome are as intriguing as the factors contributing to its rise. In order to understand the causes of the collapse of the Roman Empire, it is essential to understand the confluence of circumstances and variables that contributed to its rise, for these are the same factors that were brought to such an excess that the Empire collapsed under its own weight. Ultimately, Rome's successful development of military might, political dominance and infrastructural innovation led to such an expansion of the Empire that it could not sustain its own mass. This development was driven largely by the egos of Rome's leaders, who believed Roman civilization was so superior that it was a gift to the world to have it spread as much as possible. Military might was arguably the first key factor that enabled the Romans to build their empire. This was achieved through "cultivation of virtues conducive to military strength: unswerving loyalty, obedience, frugality and disregard for peril to life and limb" (Bonta, par. 6). These virtues were evident from the very beginning of the evolution of Rome. Roman history, from its inception, is replete with monumental wars and battles, most of which resulted in Rome's victory and dominance, thereby paving the way for geographic expansion and assimilation of weaker neighbors. Bonta maintains that "for the most part, Roman military history is a dreary catalog of one-sided battles with outmatched and poorly organized foes, of the destruction or absorption of entire nations into the expanding Roman state, and of almost superhuman resilience in rebounding from rare defeats that would have broken the back of any other people" (par. 8). Clearly the expansion of the Roman Empire would not have been possible had Rome not been militarily dominant. And yet, over-zealous military adventures eventually resulted in the destruction of Rome. Political Structures Rome's political structures were cutting edge and in many ways ahead of their time. They vested real power in the hands of the people in a way that had rarely if ever been seen before; and did so in a way that struck a nearly perfect balance between stability and liberty (Bonta, par. 10). Rome "discovered a formula for limiting the power of government by dividing it among several different magistrates and elected bodies" and also "developed a code of written laws that defined and protected the rights of Roman citizens" (par. 10). These developments regarding separation of powers and personal liberty planted the seeds of political thought that served as the foundation of modern Western-style democracies. Roman citizens were genuinely empowered. They enjoyed an unprecedented degree of liberty that was protected by law, and had a hand in electing their government representatives. The satisfaction of common citizens with their representation in the government was a very important factor that led to the stability of the state. The masses, as a whole, felt politically content and this was a critical factor enabling the empire to evolve. Essentially, by giving people a stake in their political system, Rome ensured that it would not have to be distracted by the need to quell internal discontent, and could instead focus on external expansion. The problem for Rome was that these same political privileges were not afforded to many of those

Beauty Myth- How Media & Beauty today Impacts Women Essay

Beauty Myth- How Media & Beauty today Impacts Women - Essay Example Halliwell, E., Malson, H., & Tischner, I. (2011). Are Contemporary Media Images Which Seem to Display Women as Sexually Empowered Actually Harmful to Women?.  Psychology of Women Quarterly,  35(1), 38-45. http://pwq.sagepub.com/content/35/1/38.short [Accessed 17 March 2014] The article assesses the way women have been previously depicted as passive sex objects to present times when they are representatives of sex and are sexually powerful and in control due to their looks. This has been found to have an adverse effect on the body images of women and research that was carried out by the authors of this article found that the current depiction of beauty by the media has led to increased self objectification and weight concern. Acevedo, C. R., Nohara, J. J., Arruda, A. L., Tamashiro, H. R., & Brashear, T. (2011). How women are depicted in ads? A content analysis study with Brazilian advertisements.  International Business & Economics Research Journal (IBER),5(10). http://www.cluteonline.com/journals/index.php/IBER/article/view/3517/3564 [Accessed 17 March 2014] The aim of this article was to analyze the roles that were occupied by women in TV advertisements. The aim was to determine the message spread to society about women and how this has changed over the years. The study analyzed 95 pieces and derived upon the conclusion that women’s images have changes however, they continue to be idealized and stereotyped, which also extends to social settings. This article is done based on a study that was performed by Dove and indicates that women gain their perception of beauty from what they see on social media. This article suggests that beauty is no longer largely influenced by fashion magazines or TV shows, but rather social sites like Instagram or Facebook through images of different appearances via â€Å"selfies† and other viral trends. The article illustrates the health impacts that are implemented by the

Historical and cultural context Essay Example for Free

Historical and cultural context Essay All three of these stories create strange but similar atmospheres. Three similarities that these stories have is that they all took place around the 1880s/1890s,all three stories in the beginning always take place at 221B Baker Street, and all three stories seem to take place in and out of Victorian London. The mystery of The Red-Headed League takes place mainly around Victorian London and is described as very busy, crowded and swarming full of pedestrians. There are references to carriages, cellars and lanterns throughout the story so this will give you an image of the kind of atmosphere to expect. The way London is described it will probably strike people as it being old fashioned if you compare it from then and now when read. The value of money was different from then and now. In The Red-Headed League i 4 a week is seemed to be an awful lot, because most people in those days would maybe make that in a month or two. The story shows conflict between rich and poor people. The Blue Carbuncle is set in a few places around London, and has references to old buildings and carriages when Holmes and Watson are in the search of the goose. The background for all these stories reflects London of a hundred years ago. This was when forty percent of the population were servants. The police as you would notice belonged to lower social class and were poorly thought of at the time because of the inefficiency and corruption. Another feature in contrast to today is that the trains always seem to run on time, carriages are always there when needed and Holmes and Watson are never delayed by the traffic. The structures between all three stories do not seem to be all that different. All three stories have unusual and strange titles (The Speckled Band, The Red-Headed League, and The Blue Carbuncle) that intrigue the reader. The title gives you an idea to what the story will be about. They all have exciting openings, because they all start at 221B Baker Street with Holmes sitting down talking to a strange and mysterious person with Watson interrupting for the case to be retold and explained to us readers. When a new a new character is introduced it grabs the readers attention wanting to find out more so they keep on reading. In the beginnings of all three stories whenever Holmes is interrupted by Watson the new character will explain the case again so that Holmes will start to observe the person and make mental notes about him/her. Holmes is able to find clues just from the person and the clues are used to build up tension so that Holmes can make deductions. There are often flashbacks from the new character to give a history of them that will obviously be linked to the mystery. The dramatic ending for The Speckled Band was danger but justice was done as the villain had got what was coming to him. In The Red-Headed League the dramatic ending was that justice was done as the criminals were arrested and the dramatic ending for The Blue Carbuncle was not danger and nor was it justice done because the character had owned up to his mistake and said he had punishment enough. The points in short story structure (how the writer puts the text together) are as follows: Paragraph structure which is how the meaning is revealed from sentence, book structure which might affect the reader if the book is split into chapters, with language of implications and what is left unsaid, through the narrator which is how the story is told and with imagery which is how the emotions and scenes are built up. The language which is used for all three stories is quite old fashioned. The words and sentences seem confusing as they are not what we use today. For example instead of Holmes said like we would say now it is said he. The language is very different but understandable. The stories use old fashion words like: dog cart, would fain, forceps, whimsical, commissionaire, billycock, labyrinth, unimpeachable, deduce, inferences, foresight etc. The stories all give detailed descriptions for unusual objects, new strange characters and peculiar places by using similes and metaphors. Holmes and Watson both in the three stories use many similes and metaphors to give us descriptions of things. The dialogue is shown by Watson as he asks all the questions the reader wants to ask, and when Holmes impatiently explains what to him is obvious, Watson is acting on our behalf. The story gets retold just for us with more detailed language and more explanations.

Developing Resiliency Skills in Childhood

Developing Resiliency Skills in Childhood Arti Pasrija Issues in Young Child and Care Research Question: Is it important to teach and foster resilience skills in early years of childhood? Adversity or negative experiences are faced by all children in their childhood. For example, when a child is trying to learn a new skill on the first day of his/her school, a child maybe suffering from some medical condition or when a child faces a difficult task. In contrast to the above said, whatever are the sources of adverse circumstances or negative experiences, resilience skill makes children mentally tough, helps them to resist the urge to give up in the face of failures and makes them strong to cope with adverse situations (Pearce, 2011). Resilience underpins development of life-long barriers that promote well-being. It is not surprising then, resilience makes children competent to remain focused, composed , optimistic, and more capable to overcome challenges (Khanlou Wray, 2014). In addition, resilience power helps children to rebound and bounce back into the community, despite experiencing negative incidents or adversities (Prince-Embury Saklofske, 2013). Moreover, resilience construct has brought about a paradigm shift from deficit-based approach to a strength based approach and relies on young children’s strengths rather than emphasizing their deficits (Khanlou Wray, 2014). Furthermore , strength based approach fosters development of socio-emotional skills, crucial to children’s well being and enables them to have a sense of connectedness, belonging, self-awareness, and self identity in the social environment (Gilligan, 2008). It is essential therefore, to promote resilience in early childhood (Ca baj, McDonald, Tough, 2013). Mental health problems are experienced by about one in eight children in the world and these problems may continue when they are coupled with unfavourable psychosocial, educational, and health outcomes in adolescence and adulthood. Subsequently, preparing young children to be resilient is a vital step, conditions them to deal with challenges that lie ahead in adulthood. Therefore, resilient children when nurtured with coping skills in childhood are able to live a live with a sense of well-being, despite experiencing negative situations such as divorce, stress adversity or loss of job in adulthood (Cabaj et al., 2013). Evidence based research shows that practitioners must apply appropriate resilience intervention techniques, that are integrated with protective factors in children’s different aspects of everyday life (Cabaj et al., 2013). Moreover, practitioners must situate protective factors that support children’s social and emotional well being in their ecological soc ial environment (Daniel Wassell, 2002). Thus, protective factors support children to develop, repair, maintain, or regain their mental health, despite exposure to adversity (Pierce Zand, 2009). Poverty, violence, substance abuse, family discords are some common examples of potential vulnerabilities that children face in their early childhood. These children at risk may stand a remote chance of attaining their full potential as adults or may be incompetent in adulthood to establish healthy relationships with others if they are not prepared to be resilient (Zolkoski Bullock, 2012).Thus, I want to be a part of this initiative, prepare children to be resilient, help in creating social systems where children are provided with ample opportunities to develop their healthy cognitive and social-emotional skills (Cefai, 2008). This endeavor will help children to become more positive and motivated to cope with everyday challenges, overcome their failures, strength to face adversity and trauma , to be able to solve their problems, relate with others, and treat themselves and others with respect throughout their lifespan (Goldstein Brooks, 2013). References Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Gilligan, R. (2008). Promoting resilience: BAAF. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 Pearce, C. (2011). A Short introduction to promoting resilience in children. London: Jessica Kingsley Publishers. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 Annotated Bibliography Cabaj, J. L., McDonald, S. W., Tough, S. C. (2013). Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood. BMC pediatrics, 14 (1), 166-166. doi: 10.1186/1471-2431-14-166 This article illustrates a recent study on mothers and children of an urban state called Calgary in Canada. They have been followed since prenatal period and surveyed regularly. The purpose of this research was to inform others about mental disorders prevalent in children that may be restored through early identification and use of protective factors. In addition, research evidence shows that protective factors integrated with interventions can be effective in reducing risk of poor outcomes for children. The research also clarifies that some youth who are entirely free from risk, have the privilege of being surrounded with protective factors. Thus, this research provides information and evidence that proves that protective factors do have a significant role to play in reducing the negative impacts on children and adolescents diagnosed with mental disorders or problem behaviours. Cefai, C. (2008). Promoting resilience in the classroom: A guide to developing pupils emotional and cognitive skills. Philadelphia, PA; London: Jessica Kingsley Publishers. Author has created a handbook that can help teachers and practitioners to nurture resilience in vulnerable children. The handbook proposes various ways that schools can implement to foster positive qualities such as social competence, problem solving skills, autonomy, and a sense of purpose in children needed to overcome negative experiences. The author has cited many case studies to make readers aware of classroom activities and strategies that can be used to foster cognitive and social-emotional competence. Moreover, the handbook explores a range of classroom practices that can be followed by educators to enhance resilience skills in children. The handbook is a valuable resource for educators and provides practical guidance on how to apply creative and practical possibilities in classroom practice to promote positive school climate that can help in preparing children to have resilient mindsets. Daniel, B., Wassell, S. (2002). School years: Assessing and promoting resilience in vulnerable children. London: Jessica Kingsley Publishers. Authors have created an interesting workbook that can help practitioners to promote resilience in young children. The book explores protective factors and adverse environments and provides a framework of assessments at child’s all three ecological social levels. Moreover, the workbook also includes interventions that can be followed by early childhood practitioners while working with children at risk to boost their resilient power. Additionally, book suggests various ways of fostering resilience in children and encourages practitioners to place interventions in the child’s ecological framework. Furthermore, the book links assessments and interventions to child’s specific areas of life such as home, aptitudes, relationships with others, and friendships. This book is a very useful resource for practitioners as the authors have explicitly described techniques for application of assessments and interventions that can help in promoting positive behaviour in children. Gilligan, R. (2008). Promoting resilience: BAAF. The key theme that runs through this book is the growth of positive psychology and strength based perspective that allows a new way to look into human development and behaviour. This shift has given rise to resilience and sets the stage to think about children in need. Promotion of resilience dynamics allows children to feel loved, protected, acknowledged, complimented and encouraged. These skills allow children to conquer risk. The author in this book provides numerous ways that can help in promoting resilience in early childhood. This book inspires me to adopt the philosophy of resilience and explains the concept of resilience through many examples and suggestions. Goldstein, S., Brooks, R. B. (2013). Handbook of resilience in children (2nd Edition). Boston, MA: Springer US. This book has co-authors and provides readers with understanding and theories about the power of resilience an emerging field. The authors have examined the this emerging field of resilience and focused not only on individuals who overcame adverse circumstances, but also explore more about qualities of resilience that can be applied to all individuals, even though they may have not experienced any significant adverse situations. We have come to appreciate that the qualities of resilience examined scientifically in this volume can in fact protect and insulate not only children at risk, but all of us. This handbook is a valuable resource and aims to provide readers with resilient qualities that have been scientifically examined by the authors to protect not only children at risk but insulate all of us. Moreover, the handbook has been successful in describing resilient qualities that can be natured by parents and educators to shape up children’s future. Khanlou, N., Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience Literature. International Journal of Mental Health and Addiction, 12 (1), 64-79. doi: 10.1007/s11469-013-9470-1 This is a literature review and the authors conducted the research in three steps. They reviewed peer published articles since the year 2000, review of grey literature and quasi-realist synthesis of evidence to bring out reliable findings. Child and youth resilience were the focus of the literature review and was conducted on three perspectives; 1) whether interventions can help in building resilience; 2) effects of crisis among different populations; and, 3) indicators that prove positive effects of resilience interventions on health and social outcomes. The review includes definitions and aspects of resilience, relationships of resilience with mental health and social reactions, and provides suggestions to include family, and environmental factors while promoting resilience with the help of interventions. I was able to have a clear understanding of resilience construct, as the information was presented in a very well-defined and clear. Moreover, the knowledge gained through this re view will be useful in my practice later. Pearce, C. (2011). A Short introduction to promoting Resilience in children. London: Jessica Kingsley Publishers. This book seeks to explain what resilience is and how it can be fostered in children. It also discusses about building resilience in children, which is a universal concern for parents, care- givers, and educators and everyone wants to shield and protect children from physical and emotional distress. The book is supported with many examples and detailed explanation of nurturing resilience in children and also mentions key factors of resilience such as biological, psychological, and environmental aspects that influence resilience. Additionally, reader is also able get lot of clarity on the interaction and implications of these factors. Moreover, author has presented some strategies that allow the reader to understand how to foster resilience in children and can encourage them to increase their coping capacity with adversity. Moreover, this is a helpful resource for parents, care givers, and educators to have an overview, insight, and awareness, as they all play a critical role in promo ting resilience in children. Pierce, K. J., Zand, D. H. (2009). Resilience in deaf children: Adaptation through emerging adulthood: Springer New York. In this book, the contributing authors highlight family system as a focal point that nurtures resilience for a deaf individual. The book lays its foundation on evidence based research, firmly believes that positive and supportive family are the key factors that help in developing resilience for deaf children. In addition, authors have offered valuable information and opportunities to parents, children, teachers, and other professionals in the community that can support fostering of resilience in deaf children and the ability to handle stressful events. This book provides refreshing lens to enable readers to relook at the positive attributes strengths, and capabilities of deaf children that can help in nurturing resilience in their early phase of life. Moreover, the book hopes that people realize that deaf also can contribute to the society. Prince-Embury, S., Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. New York: Springer New York. Resilience in Children, Adolescents, and Adults This book acknowledges the need to re-establish the link between theory, assessments, interventions assessments, and outcomes that can give a firm experimental base to resilience construct. This will result in more practical applications of effective assessments and interventions. The book has provided readers with easy to understand and apply assessment tools and interventions for diverse population and perspectives. Moreover, the book has shared case studies with readers that exhibit practical applications of resilience interventions and interpretations of assessments. As the book is embedded in the context of disaster and enlightens the readers about cultural considerations and age-appropriate interventions that are most needed for all the professionals in the field of psychology to have a strength-based practice. Zolkoski, S. M., Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34 (12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009 This article is based on a literature review which gives readers an overview of longitudinal studies dating back to the 1970s to the present on children born in high-risk conditions. The research findings confirm that often children at risk stand remote chances of attaining their full potential in adulthood. These individuals may be incapable of developing social competence. However, the findings also showed that some of youth in spite of growing up in high-risk environments, did develop social competence and were able to lead successful lives. These young adults are considered to be resilient and have strength gained from protective factors that help them to overcome adversity and succeed in life. The review makes it easy for the reader to understand more about environmental factors that situate children and youth at-risk as well as what protective factors can be fostered to build resilience in children. In addition, the research recommends readers to develop resilient building interventions in children’s context, crucial for their psychosocial development and research knowledge can prove to be beneficial for educators to improve and build positive resili ent populations.

Main Character of Book Siddhartha Essay -- Herman Hesse

Herman Hesse's, Siddhartha, is a story any person of any era, age, sex, or religion can relate to in some respect. It is about a young man wanting more out of life than most are comfortable with. He wants to find himself, find meaning to life, find enlightenment. To achieve his goal, he exposes himself to the extremities of self-denial and self-indulgence, objecting himself to a great ordeal to become a well-rounded individual and find his true self. Siddhartha begins his journey leaving his father, a religious leader, who has taught him the Brahmin way of life and expects his son to walk in his footsteps, "he envisioned him growing up to be a great wise man and priest, a prince among Brahmins" (Hesse 4). Siddhartha, however, wants more of a challenge in life. He and his best friend Govinda, which admires him very much and is like a "shadow" to him, set out to join an ascetic group called samanas. The samanas teach the two young men endurance and "to let the ego perish" (Hesse 13), among many other valuable life skills. Siddhartha, still unfulfilled, takes leave of the samanas with his friend. They go to hear the wisdom of a well known and respected teacher, Gotama. After hearing the Buddha speak, the two see that he is indeed enlightened, this inclines Govinda to join him and his followers. Siddhartha, however, feels that he needs more than another's account of how enlightenment is obtained, still unfulfilled, he surprises and d isappoints his friend when he chooses not to opt for the same path as him. He leaves his friend to continue his pursuit. Subsequently, Siddhartha passes paths with a beautiful prosperous courtesan who quickly takes a liking to him and helps him obtain an apprenticeship with a wealthy merchant, eventually... ...ut change, growing and becoming ?somebody?, and everyone goes through this. Hesse went through many changes throughout his own life, he too, seemed to have issues finding himself, he went through three marriages, attended various institutions (including a mental one), and changed careers often. He, as did Siddhartha in his book, attempted suicide. So, basically his own life?as with many authors?influenced his novel. But there are sure to be others that see a bit, or a lot, of this protagonist in them. Works Cited Hesse, Herman. Siddhartha. Trans. Susan Bernofsky. New York: Modern, 2006. Ziolkowski, Theodore. The Novels of Herman Hesse: A Study in Theme and Structure. New Jersey: Princeton, 1965. Wikipedia contributors. ?Herman Hesse?. Wikipedia, The Free Encyclopedia. 26 March 2008. http://en.wikipedia.org/w/index.php?title=Hermann_Hesse&oddid=202834940.

The Taming of the Shrew Essays -- English Literature Essays

The Taming of the Shrew Examine the different ways in which Shakespeare presents the attitude towards marriage in the play, ‘The Taming of the Shrew.’ The Taming of the Shrew is one of Shakespeare’s earliest comedies, and it shares many essential characteristics with his other romantic comedies, such as Much Ado About Nothing and A Midsummer Night’s Dream. These characteristics include light-hearted and slapstick humour, disguises and deception and a happy ending in which most of the characters come out satisfied. The play has been dated from as early as 1594 and as late as 1598. (http://www.sparknotes.com/shakespeare/shrew/context.html) The main themes in the play are love, marriage, domination, society expectations, betting and money. Does love really exist in the play or is it just love for money. It seems that the key to a happy and successful marriage is money. This comedy written by Shakespeare uses disguises and that also is a key part to the play. Although it is intended to be a comedy, there is sometimes a black cloud hanging over it. For instance the way in which Katherina is treated doesn’t always seem to be funny; instead it is quite cruel and degrading. â€Å"She eat no meat today, nor none shall eat; last night she slept not, nor tonight she shall not.† (Page 62, act 4 scene 1 line 182-183) Men saw marriage as a way to get rich; love didn’t even enter the equation. Padua is a rich area and therefore many suitors fled there in the hope of becoming wealthy. â€Å"I come to wive it wealthily in Padua,† says Petruchio. He asks outright, â€Å"Then tell me – if I get your daughter’s love, what dowry shall I have with her to wife?† (Page 37, act 2 scene 1, line 119-120) The husbands were given a dowry by the father of the daughter when they became married. Women didn’t have any say in who they chose to marry; instead the decision was given to the father. If a daughter was not married then they were looked shoddily upon within the society. In this era every woman was to be married otherwise they were frowned upon within the community. Further more without Katherina getting married, Bianca would also never marry. Within a family the eldest daughter must be married off first and in this play turned out to be a bonus. â€Å"Her father ke eps from all access of suitors and will not promise her to any man until her elder sister first be wed.† This is the main an... .... She now obeys what is asked of her by Petruchio like such as when she is told to lecture the other wives about how to be a good wife, â€Å"Katherina, I charge thee, tell these headstrong women, what duty they do owe their lords and husbands.† Without arguing and saying a word against what is asked of her she gives her advice, â€Å"Thy husband is thy lord, thy life, thy keeper, thy head, thy sovereign, one that cares for thee.† Women in the Elizabethan era were presented as very obedient to their husbands and respectful to them also. They had no power and no say, they were treated badly and nothing would be done to stop the behaviour. In modern society most women have as much say as the men, they are not expected to stay at home and clean etc, and instead they go to work as well. Some women are like Katherina before she was supposedly tamed, very out spoken, yet inequality still exists. During the Elizabethan era marriage was like a business contract, if the money is there then so is the signature. Love was never a part of the play and this showed in both Hortensio and Petruchio, who Shakespeare uses to expose this superficial approach to the supposedly romantic notion of marriage.

Leadership Strategy of Prophet Muhammad (pbuh) Essay

Choose are leader you are interested in and analyse why you consider him/her to be a leader? Describe his or her key strengths and weaknesses as a leader. What makes you consider that person as an effective leader? Justify your answers in relation to the theories & practices we have examined in the course. Leadership is a crucial important topic that is deeply studied over time till today because it has a major effect in all the systems surrounding us affecting the individuals through political, businesses, humanitarian and to be named depending on the content of leadership nature. The term leadership can be defined as influential relationship between leaders and followers who intend real changes and outcomes that reflect their shared purposes towards a desirable future (Daft 2011). The great leader of all time influential on individuals does not disappear even after these leaders has been deceased. This is because such leaders not only possesses required leadership characteristic such as charisma, courage, passion, ethical and emotional attachment to its people which will further be discussed in the following essay in relation to the chosen leader but also what they have done for their followers and society as an whole for their better future. The perfect leader till date who has not been able to replace not even partially was the Prophet Muhammad, Peace be upon him (pbuh) who was a universal leader not just for the people of Muslims but towards every man-kinds on a global scale. He is not just a spiritual leader but also recognized as a leader for his political movement, a philosopher, a family man and also a business man. His teachings and actions were as per the guideline from the holy book of Islam â€Å"The Quran† – the word of god known as Allah (Gullen 2006). This essay will further discussed in details about Prophet Muhammad (pbuh) leadership style in relation to the current established theoretical frameworks on leadership and the reason why he is  still well-known for his accomplishment towards his missions not in just spreading the message of Islam, but also creating the equality and justice which is also a part of the message during the dark age in Arabia where the powerful crashed the weak, women dignity was misused and bloodshed was considered as a virtue (Gullen 2006).