A Midsummer Night’s Dream Essay: Importance of the Nighttime Forest

A Midsummer Night's Dream: The Importance of the Nighttime Forest  Ã‚  Ã‚  Ã‚  Ã‚   In Shakespeare’s play A Midsummer Night's Dream the dark forest is the center of the world, relegating Athens, center of the civilized Greek world, to the periphery. Day gives way to night, and mortal rulers leave the stage to be replaced by fairies. The special properties of night in a forest make it the perfect setting for the four lovers to set out on a project of self-discovery. Shakespeare implies that in darkness, reliance on senses other than eyesight leads to true seeing. In A Midsummer Night's Dream, the nighttime forest, by disrupting and transforming vision, forces introspection and improvisation that help the four lovers on their way to self-understanding. The darkness of the night setting seems particularly important in a play (and a culture) where the language of love relies so heavily on sight imagery. Fairy magic literalizes the connection between love and sight: appropriately, Oberon's love juice is applied to the eyes. In the language of the play, to look on or at someone is the most common metonymic expression for falling in love with a new person, or for spending time with the one you already love. Lysander steels himself and Hermia against the trial of separation with a call to "starve our sight / From lover's food till morrow deep midnight" (1.1, ll. 221-2). Vision and hunger together become the elements of Lysander's metaphor about lovers and separation; to see is to be with, and a lover's company is elevated in importance to the need for food and drink. But Hermia and Lysander are not going to see each other by the light of day. The scant light of midnight-midnight, when dawn and dusk are both equally far off-will provide a ll... ..." which connotes shallow feeling (Garber 10/13); the word "dote" is instead reserved for description of his former feelings about Hermia (4.1 ll. 163-73). His feelings for Hermia are the ones that have metaphorically been snuffed out by the dawn, "melted as the snow" before the sun (4.1 l. 163). What began in night as magic, as introspection and improvisation, has in daylight solidified into deep feeling. Although he speaks of Helena being "the object and pleasure" of his eye, the visual metaphor is accompanied by a proclamation of the faith and virtue of his heart's devotion (4.1 ll. 166-7). Introspection allows keener observation; new ways of looking enrich more ordinary types of sight. Night teaches the four lovers how to see more clearly during the day. Works Cited: Shakespeare, William. A Midsummer Night's Dream. New York: Washington Square Press, 1993.

The Swirls Of Emotions :: essays research papers

Emotions can be classified, according to your personal experience, into three different categories: happiness, sadness, and anger. First of all, there is happiness. Happiness has no limits, for it can be felt at any time, any place and to any person. It cannot be hunted for; it is not obvious, but inscrutable. Happiness is realized by understanding one's self, which is completely a personal experience. For instance, a person may find happiness in one thing, whereas someone else may in another. Happiness is what we let it be, and even though carry the abilty to let ourselves be happy, we rarely do. The second catagory that emotions can be fall into is sadness. Why is the quest for happiness left us more vulnerable and sad? Are we a society of people who are all looking for happiness and disappinted with what we find? In most cases, sadness leaves us in a state of depression and unstableness. When you become sad you feel as though you hate life at the present time and in most instance s you cry, become depressed and feel like your sadness will be everlasting. If we were always happy and never expressed our sadness, it would eventually build up and one day we would just explode, and mabye go into a form of deep depression. The last but not least of the catagories of emotion is anger. Quick to rise, and even quicker to lash out, the simple emotion of anger has the power to destroy and create. Anger is not always a bad emotion. Without anger lives would be lost, tyranny would go unopposed, and inhumanities would be quietly accepted. Anger, the most powerful and feared emotion of the soul's repertoire, destroys and created in the same breath. Moving from one person to the next anger is an every present force in

Why Is Media Effects Important

16 CHAPTER 1 paradigm† (Gitlin, 1978), more powerful, yet subtle effects, such as social control, manufacturing of consent, and reluctance to challenge the status quo, are unable to be studied; so they are ignored. WHY IS IT IMPORTANT TO STUDY MEDIA EFFECTS With all these questions about the existence and substance of media effects, why is it important to continue to study them? Students in introductory mass communication courses are often reminded that mass communication is functional in society (Wright, 1986) and an important field of study because of its role as a major societal institution.Mass communication is an important economic force in the United States. In 1993, the entertainment industry alone (movies, music, cable television, and home video) brought an estimated $50 billion into the U. S. economy. Network television advertising added an additional $30 billion (Warner, 1993). Mass communication is also an important political force, acting as a watchdog over official actions and as the platform for political information and activity. The Watergate scandal, for example, was brought to light by the Washington Post and the Pentagon papers were first published by the New York Times.Political campaigns are now built around television. In 1992, the Republicans spent two-thirds of their budget on television advertisements for George Bush. Talk shows and news program coverage are crucial to campaigns. Our political leaders contact the public primarily through the mass media—press conferences, political talks. Ronald Reagan noticed that there was little political news that was made during the weekends, so he (an old radio announcer, himself) began to make radio addresses about various issues on Saturday mornings.These addresses got so much news coverage (Martin, 1984), in part because there was so little else happening, that Saturday morning radio talks are a current presidential practice. At the same time, mass media are a major source of entert ainment and the main source for news for most people. In 1995, a majority of people in the United States turned to media for news: 70. 3% were regular viewers of local television news, 67. 3% were regular viewers of network television news, and 59. 3% read a daily newspaper. In INTRODUCTION 17 addition, 48. % listened regularly to radio news and 31. 4% read a news magazine regularly (Stempel & Hargrove, 1996). Beyond the importance of mass communication in society, there are two main reasons for continuing to study media effects. The first reason is theoretical. Although most scholars acknowledge that mass media effects can occur, we still don’t know the magnitude and inevitability of the effects. That is, we don’t know how powerful the media are among the range of other forces in society. And, we don’t know all the conditions that enhance or mitigate various effects.Most importantly, we don’t understand all the processes by which mass communication can l ead to various effects. Research in media effects must continue to add to our knowledge. A second reason for studying media effects is practical and policy oriented. If we can elaborate the conditions and understand the various processes of media effects—how media effects occur—we can use that knowledge. At a practical level, understanding the processes of media effects will allow media practitioners to create effective messages to achieve political, advertising, and public relations-oriented goals.Additionally, agencies will be able to formulate media campaigns to promote prosocial aims and benefit society as a whole. That is, understanding the processes of media effects will allow media practitioners to increase the likelihood of prosocial media effects. Most importantly, understanding how media effects occur will give parents, educators, and public officials other tools to fight negative media effects. If we understand the processes of media effects, we will also un derstand how to mitigate negative effects.No longer will changing or restricting media content be the only methods to stop media effects. We will be able to mitigate negative media effects by also targeting aspects of the process of impact. WAYS TO CONCEPTUALIZE MEDIA EFFECTS: DIMENSIONS OF MEDIA EFFECTS Over the years, scholars have suggested that it is useful to analyze media effects along specific dimensions (Anderson & Meyer, 1988; Chaffee, 1977; McGuire, 1986; J. M. McLeod, Kosicki, & Pan, 1991; J. M. McLeod & Reeves, 1980; Roberts & Maccoby, 1985).Some of the dimensions delineate the type of effect; other dimensions elaborate the conditions of media impact. 18 CHAPTER 1 Cognitive-Affective-Behavioral Dimension Media effects are commonly described along a cognitive-affectivebehavioral dimension, which marks a distinction between acquisition of knowledge about an action and performance of the action. Mass communication scholars have been greatly influenced by persuasion models t hat see human action as logical and driven by cognition (e. g. , McGuire, 1985).This dimension is important in keeping scholars from assuming that knowledge and attitudes translate directly into action. Persuasion research during World War II, for example, found that although media content may be quite effective at teaching information, it had less influence on attitude formation and motivation to act (Hovland, Lumsdaine, & Sheffield, 1949). The Theory of Reasoned Action (Fishbein & Ajzen, 1975) posits that, although knowledge and attitudes have some impact on behavior, their influence is mediated (or eliminated) by social constraints.Micro- Versus Macrolevel Another dimension that describes the type of effect is one that focuses on the level of media influence: micro- versus macrolevel. Most concern about media effects focuses on impressionable audiences and has been grounded in psychological approaches. So, there is a wealth of research on media effects at the individual, or micro level. It is a fallacy, however, to assume that all media effects are accumulations of individual-level effects.Scholars recognize that a focus solely on individual-level media effects can obscure more subtle societal-level effects. Research on the effects of Sesame Street, for example, showed that children of all socioecomic status (SES) classes learned from the program. But, that learning led to another, unintended effect: a widening gap in knowledge between higher and lower SES groups. Although all children learned from the program, children from higher SES families learned at a faster rate (Cook et al. , 1975).So, individual knowledge gain may lead to greater inequities in society. Another area in which an accumulation of individual-level effects might conceal more macrolevel effects is news learning. Although many researchers have uncovered various media-related influences on public-affairs knowledge (e. g. , J. P. Robinson & Levy, 1986, 1996), these studies cannot assess the c ompleteness, accuracy, or objectivity of media’s presentations about public affairs. Several scholars argue that larger influences on news gathering and reporting may make INTRODUCTION 19 ndividual-level knowledge effects inconsequential because news sources and practices present only limited public affairs information to the public (e. g. , Gitlin, 1980; Herman & Chomsky, 1988; Tuchman, 1978). So, knowledge gain by individuals may not necessarily be functional for society. Several important effects of mass media maybe at the societal, institutional, or cultural level. Over the years, for example, the expanding telecommunications revolution has changed, and no doubt will continue to affect how political campaigns and the workings of govern-ment are conducted.Clearly, scholars need to consider various levels of media impact. Intentional Versus Unintentional Another dimension of media effects directs scholars to consider whether the effects are intended versus unintended planned for or accidental. Although this dimension is a descriptive one, it also offers some insights in the processes of media impact. For example, the development of knowledge gaps between high and lower SES children who watched Sesame Street is generally considered an unintended effect of the flow of media information. So, cholars and media policymakers study ways to close accidental knowledge gaps by increasing access to a variety of sources of information, by making information more relevant to lower SES groups, or by increasing the motivation of lower SES audience members to seek additional information. The identification of these knowledge-gap effects as accidental, then, has led scholars to focus on how knowledge is carried by the mass media, how audiences access that knowledge, and how people use media-delivered information. Another example of the relevance of the intended versus unintended dimension is one effect of television violence.The cultivation hypothesis suggests that one, often overlooked, effect of television violence is that it affects social perceptions of heavy viewers and leads those groups who are victimized in television drama to feel fearful, alienated from society, and distrusting of others (Gerbner & Gross, 1976; Gerbner et al. , 1994). If scholars believe that these effects are unintentional due to the conventions of television drama production, they might advocate certain remedies to help mitigate these effects, such as television program ratings to help fearful people avoid certain programs or to help parents screen what their children watch.If, on the other 20 CHAPTER 1 hand, scholars believe that cultivation is an intentional effect designed to reinforce the existing power structure in society by structuring reality for women and minorities so that they avoid involvement in political affairs, possible solutions would be quite different. Those scholars (at the very least) would be less trusting of television program ratings af fixed by television producers and probably not advocate that sort of solution to cultivation effects. Studying unintended effects can be a way of increasing media effectiveness.Dramatic story lines in soap operas and telenovelas have been found to not only captivate their audiences but bring about knowledge gain and some prosocial attitudinal effects (e. g. , Singhal & Rogers, 1989). So this dimension of media effects directs scholars to search for a range of effects, beyond those planned for the media producers. Content-Dependent Versus Content-Irrelevant The content-dependent versus a content- irrelevant distinction reflects the impact of specific classes of media content as opposed to the impact of media use itself.The most visible media effects research has focused on the effects of specific media content, such as stereotypes, violence, and pornography. This research assumes that specific content is linked to specific effects. As J. M. McLeod and Reeves (1980) paraphrase the nut ritional analogy, â€Å"We are what we eat†: We are what we watch. So, one way to reduce aggressive behavior in children would be to reduce the amount of violent media content that they read or watch.Or, one way to reduce sexual aggression against women would be to reduce access to media content that depicts violence against women. Although there is a good deal of evidence of the effects of specific media content, scholars should also be aware that some effects are due less to specific media content, and more to the form of the content or the act of media use. Displacement effects are a commonly identified content-irrelevant effect. Lazarsfeld and Merton (1948) suggested that political involvement could suffer if people become politically â€Å"narcotized. That is, public affairs media use might replace real political action and some people might be informed, but politically apathetic. Watching television has been attributed with lower academic achievement because children a re replacing homework and study with television watching (Armstrong & Greenberg, 1990; Hornik, 1978). INTRODUCTION 21 Other content-irrelevant effects maybe due to the form of the media presentation. Tavris (1988) is one writer who has suggested that television’s regular commercial interruptions has led to shorter attention spans.Scholars (Shannon & Weaver, 1949) investigating how information theory is relevant to media effects have found that the randomness of television’s formal features are connected to aggressive responses (Watt & Krull, 1977). Kozma (1991) speculated how the form and use of different media lead to different learning styles and outcomes. And there is a good deal of evidence that arousing media content, whether it is violent, pornographic, or suspenseful, can lead to similar excitation effects (Zillmann, 1980, 1982).In order to understand how media effects occur, we need to uncover, first, if they are content-relevant or content-irrelevant. Short Te rm Versus Long Term Media effects can be long or short term. This dimension is not only a descriptive one, but also helps describe the process of media effects. When we examine media effects, we need to question how long the effect is theoretically expected to last. Some effects, such as increased arousal (or relaxation) are relatively short term, and disappear quickly. Others, such as agenda setting, may last somewhat longer, but may disappear as the media agenda changes.Still other effects, such as the social learning of aggressive behavior, are expected to be fairly enduring, especially if the aggressive behavior, once performed, is rewarded. Some theories do not specify the persistence of their effects. Do the stereotypes that children learn from television persist even as children watch less and less television as they get older? How long do the effects of televised political ads (and their associated voting intentions) last? What are the possibilities that new ads (and new inf ormation) will change voting intentions?And what are the implications of differing periods of influence? Clearly, short-term effects can have a profound impact. If, for example, a short-term arousal effect of a violent film leads someone to get involved in a fight, permanent injury could result. But, if agenda-setting effects last only as long as an issue stays near the top of the media agenda, what long-lasting impacts can result? Media effects scholars should be clear in specifying the duration of the effects that they study. 22 CHAPTER 1 Reinforcement Versus Change A final dimension of media effects is that of reinforcement versus change.Does media exposure alter or stabilize? The most visible media effects studies focus on how media content or exposure changes the audience (or society or culture). For example, we are concerned how placid children might be changed into aggressive ones by watching violent cartoons. Or that respectful men will change into uncaring desensitized oafs through exposure to pornography. Or that voters might have their political values adjusted through exposure to political ads. Or that ignorant citizens will become knowledgeable through exposure to public affairs news.And so on. There is evidence, though, that communication’s strongest effect, overall, is reinforcement and stabilization. Selective exposure leads people to prefer media messages that reinforce their preexisting views. Selective perception points out that people interpret media content to reinforce their attitudes. Because it is often easier to observe change than reinforcement, we often neglect media’s power to stabilize. Advertisements that keep supporters active in a political campaign and keep them from wavering in support yield important effects.Media content that reinforces the already existing aggressive tendencies of a young boy may be an even more important influence than prosocial messages that have little impact. We must be careful not to equa te reinforcement effects with null effects. CONCLUSION The study of media effects is grounded in the belief that mass communication has noticeable effects on individuals, society, and culture. Evidence for these effects, though, is problematic. On one hand, despite consistence findings of effects, the variance accounted for is typically small.Moreover, the strongest effects are usually relegated to laboratory settings, which are highly artificial settings. There are, however, several reasons to expect that research underestimates media effects. Our models, theories, and methods are still imprecise; we still cannot offer complete explanations for media effects. The study of media effects remains important so that we can increase understanding of the role mass communication plays in shaping our lives. Awareness of the process of media effects will allow us to use mass communication effectively—to maximize desirable outcomes and minimize negative effects.

Mercedes Benz of U.S.A “The Best or Nothing”- Mercedes Benz Essay

Mercedes Benz is one of the most recognizable names in the world. If you mention car, luxury, dependable, performance and â€Å"The Best or Nothing†, the first name it comes on your mind is Mercedes Benz. History of Mercedes Benz is the greatest out there, but I am going to focus on the Mercedes Benz USA, also known as MBUSA. MBUSA is a division responsible for distribution and marketing of Mercedes Benz products in the U. S. The headquarters of MBUSA are in Montvale, New Jersey. There are two dealership locations of MBUSA in northeast Ohio, one in Willoughby and the other one in Bedford. Also included in their division are Maybach, Smart and Sprinter. Although founded in 1965, MBUSA started importing Mercedes Benz in 1952, and the iconic car that started it all was 300SL Gullwing. It was founded under Max Hoffman; the current CEO of MBUSA is Steve Cannon. Other key personnel at MBUSA are Harald Henn CFO and VP, Inigo Mazquiaran GM of Corporate Finance and Joachim Schmidt Executive Vice President of Sales & Marketing for Mercedes-Benz. Over the following years, MBUSA grew into a nationwide organization, now employing over 1500 people. The company also has 356 associated dealerships that employ 21,500 people themselves. MBUSA operates in the Car Dealership industry, in the distribution and marketing division of car sales industry to be more specific. With 305,072 passenger vehicles sold in the U. S. in 2012. SWOT Analysis Strengths: 1. Mercedes Benz has a strong brand value and global leader in premium cars 2. Leader in innovation i. e. 1st to introduce diesel engines, fuel injection and anti-locking brakes Weaknesses: 1. High maintenance cost of Mercedes Benz car 2. High prices compared to competition Opportunities: 1. Developing hybrid cars and fuel efficient cars for the future 2. Fast growing luxury automobile market & increased income Threats: 1. Ever increasing fuel prices 2. Intense competition from global automobile brands

Comparison Between Beowulf the Epic and Beowulf the Film Essay

Contrast and Similarities between Beowulf and â€Å"Beowulf† Beowulf, an epic written down in the year 1060 by the Beowulf Poet, is the epitome of what true writing is, defining the standard of the epic itself. The more modern film of â€Å"Beowulf†, produced in 2007, is an attempt to do justice to the Beowulf Poet’s masterpiece. The poem and film have several key similarities and differences which influence the reader/viewer. Important similarities between the two include the heroic characteristics of Beowulf and the severing of Grendel’s arm; however, the movie does have some drastic differences from the text such as Beowulf’s seduction by Grendel’s mother, and how the product of this sin is his son the dragon, while in the text this beast is regarded as a rogue monster. Similarities between the text and the movie are established to stay true to the theme of Beowulf, a theme in which a hero conquers great odds and shows what the epitome of humanity can achieve; this theme is essential to the development of any true epic. The most prominent similarity between the two is the characteristics granted to Beowulf, the key trait being arrogance. Arrogance is an important trait of any epic hero, in the film this arrogance is established in Beowulf’s tale of swimming in the ocean during which he states he slew several sea monsters, however in the background his followers can be seen stating that the original number was much smaller than Beowulf has stated. This arrogance is mirrored in the text when Beowulf is proclaimed as â€Å"†¦the strongest of the Geats – greater and stronger than anyone anywhere in this world† (Beowulf Poet 110-111), while in truth it is unlikely that he was the greatest warrior of the time, making this a very boastful statement. This arrogance is again mirrored when Beowulf refuses to fight Grendel with any weapons or armor, in the film he simply strips before sleeping and in the text he states that â€Å"†¦My Lord Higlac might think less of me if I let my sword go where my feet were afraid to, if I hid behind some broad linden shield: my hands alone shall fight for me, struggle for life against the monster.† (Beowulf Poet 169-174). This arrogance is persevered in the film to demonstrate the characteristics of a hero. At the time heroes were people who had such a boastful attitude, thus the film writers made sure to impart this narcissism onto the viewer to show Beowulf’s strength of attitude. The film establishes a second similarity to the text by  illustrating Beowulf’s fight with Grendel. Beowulf is displayed grappling around with Grendel and eventually removing his arm, claiming it as a sign of â€Å"The Victory, for the proof, hanging high from the rafters where Beowulf had hung it, was the monster’s Arm, claw and shoulder and all† (Beowulf Poet 356-358). This â€Å"prize† is an important object that is established in both the text and the film to display both the epic struggle between Beowulf and once more show how strong Beowulf truly was, further establishing him as an epic hero. During the course of the film, there are some artistic liberties taken which change the plot from that of the text; these changes were made to display a more unified tale between that of the younger Beowulf and the older Beowulf. These differences begin immediately following the death of Grendel, coming to head when Beowulf confronts Grendel’s mother. In the text, Beowulf is seen to fight with Grendel’s mother until â€Å"Her body fell to the floor, lifeless, the sword was wet with her blood† (Beowulf 523-524). This is a drastic difference from the film, where Grendel’s Mother is shown seducing Beowulf promising him a long life and a successful reign if he gives her a son along with the golden horn he received for killing Grendel. This change was made to make a smooth transition between the two parts of the epic, the first concerning Grendel, the second concerning the dragon. It is at the end that the second change, and the product of the transition, is sh own. This product is the dragon, who is shown to be the son of Beowulf and Grendel’s Mother. This further differs from the text where Beowulf fights a â€Å"dragon hiding in his tower† (Beowulf 610) that has been terrorizing the country side, not his own offspring. These changes are made to make a connection between the two parts of the epic tale of Beowulf. In the text, the tales of the dragon and Grendel are completely unrelated thus may be viewed with some confusion by the reader. However, when the dragon is shown to be Beowulf’s son who comes back for revenge, the death of Beowulf is that much more conclusive showing him wrapping up the mistakes of his life and fully concluding his tale. The differences and similarities between Beowulf and â€Å"Beowulf† are precisely placed in order to retain what makes Beowulf an epic tale, while the  differences help to establish a smoother transition and backstory between Beowulf and his fight with the dragon. Similarities between the two include Beowulf’s epic characteristics and his fight with Grendel; while the key differences are Beowulf’s failure to slay Grendel’s Mother and his fight with his own son, the dragon. In the end, the stories effectively conclude the tale of Beowulf and demonstrate how effective both similarities and differences can be at changing ones viewpoint.

Roles, Ethical Considerations, and Effectiveness of the Acute Care Term Paper

Roles, Ethical Considerations, and Effectiveness of the Acute Care Nurse Practitioner - Term Paper Example When faced by a problem such as a HIV positive patient wanting the status to remain confidential, the caregiver should consider the effects of such a decision. The caregiver must be sure that withholding such information will not affect other people in the community such as family (Hendrick, 2011). b) Utilitarianism  is an ethical principle that emphasizes on assessing the rightfulness or wrongness of an action by considering the outcome. According to this code, the utility of any action depends on its ability to generate more good or positive outcomes than the negative consequences (Hendrick, 2011). A good example where utilitarianism applies is on the issue of abortion. In some cases complication occur during labour such that the mother’s life is in danger and only the mother or the baby has a chance of surviving. The caregiver should consider the possibility of saving either the mother or the child. If carrying out an abortion can save the mother’s life, then the a ction is justified since the positive consequences are more. Though abortion entails killing, failure to abort the foetus in a case like this will result in death of both mother and baby. Another example that utilitarianism is applied on cases whereby lying can help prevents mishaps. If telling a lie to a patient will help him or her abide to a procedure or medication that is helpful to them, utilitarian considers the action morally right even though it is against the caregiver’s moral obligation of truthfulness (Hendrick, 2011). c) Justice is a principle that entails relevance of fairness and equality when treating patients irrespective of their diversity. The principle insists on even allotment of health care resources. Justice in health care provision implies ignoring aspects such as gender, race, social status just to mention but a few in deciding the ease of access of health services (Boxwell, 2010) However, the factors remain trivial in deciding the form of treatment fo r the patients. For example, a white person and a black person seeking medical attention should be treated equally without favour (Hendrick, 2011) d) Fidelity is an ethical principle that stresses on the need for heath caregivers to remain faithful, loyal, and abiding to their promises. This enables the health professionals uphold the reputation and credibility of the profession. For example, when a medical practitioner gives an appointment to a patient, this principle requires that the practitioner keep the promise (Hendrick, 2011). e) Veracity is a principle that obliges medical practitioners to tell the truth to maintain their own credibility as well as that of the profession. Medical practitioners are required to tell the entire truth to the patients without any omissions, cloaking, or deception. The truthfulness should also be practiced in operations such as documentation as well as billing. For example, a medical practitioner should not lie to patients regarding their health c ondition for whatever reasons (Hendrick, 2011). f) Autonomy is the freedom or liberty to decide on one’s actions, intentions, or choices based on ones understanding without considering external factors. This principle argues that patients have total sovereignty to choose the course of treatment to be used on them as long as they are adults. However, the patients should first be provided with information that they can understand. The patients are also free to choose

Leadership Plan Case Study Example | Topics and Well Written Essays - 1500 words

Leadership Plan - Case Study Example Leadership is the most crucial position in any organization. As a leader, one should be able to identify vision and goals of the organization and establish clear ways of accomplishing the goals. While in a leadership role one influences decisions and shows his relevance in the group. The leader should also be creative enough to solve arising problems in the organization. Joan with the leadership role as a manager of the firm is expected to lead the company in establishing ways of going green as the community expects. The leadership role is faced with a variety of challenges, as Joan is new in the position. In addition, there is much pressure on the company from the decision of going green, and the responsibility of the manager is to enforce the move. For these reasons, the incumbent should give results to convince management and employees that she is competent to office. If one in a leadership role gives results, they will get support from both management and employees. Due to this, any decisions made by the leader will enjoy the support from employees, therefore, establishing a better working relationship (Ciampa, & Watkins, 1999). In doing all the above, one in a leadership role should be able to understand and interpret the environment in which the business operates. Developing winning strategies is also a critical factor and executing them in a brilliant manner. Lastly, leadership role involves measuring of the impact of policies established and adjusting them accordingly. It is also the mandate of individuals in leadership positions to develop organizational, departmental, team and personal capabilities. As a leader, Joan should be able to understand and interpret the environment by identifying opportunities that should be the target of action. In addition, she should be in a position to identify threats to the company before they materialize (Bolden, 2011). As an individual leader, the