Emotional labor

Emotional labor is no more than the manifestation of the generally preferred feelings at any work place. Emotional labor encompasses the â€Å"control of a person’s behavior to display the appropriate emotions† (Chu, 2002, p.21). Essentially, lecturers at colleges and universities belong to the sphere of service provision, hence not segregated from emotional labor.Advertising We will write a custom article sample on Emotional labor specifically for you for only $16.05 $11/page Learn More The situation that is required is for the college and university tutors to work â€Å"with students on recognizing and managing their emotions in order to facilitate transformative learning† (Huyton, 2009, p.1). However, the concepts of emotional labor are also evident, not only in workplaces, but also in every aspect of an individual life. An individual charged with service work has a noble obligation to ensure suppression of his or her emotions. On e may deem this inappropriate to conformity with social affiliations since emotional labor constitutes essential catalysts for cute success in service provisions. Disclosure of entire personality traits to students according to Mortiboys â€Å"†¦is rarely appropriate in the courses in higher education† (2002, p.28). Given that learning institutions’ overall goal is to indulge in practices that lead to substantial transfer of knowledge without impairing the students’ community in any negative way, the lectures would thus definitely find themselves demanded to conceal some of their personality traits as part of conformance with the goals of the institutions. â€Å"Everyday experiences diminish students, making them vulnerable, damaged, and unable to exercise agency and resilience† (Huyton, 2009, p.4). This prompts the tutors to subscribe to the deployment of emotional labor by incorporating emotional intelligence in their work as part of the ways to hi nder strategies that may push students into emotional vulnerability. The opinion that â€Å"students need to view tutors as role models, which places on them a responsibility to be enthusiastic, confident and happy people† (Huyton, 2009, p.4) further escalates the concept of the need of the lecturers to participate in emotional labor. In my opinion, emotional labor is troublesome, as it impedes tutors in colleges and universities to amicably portray their true ‘selves’ during teaching since attempts to practically institute and express certain unreal emotions results to surface expressions which more often than not is not reflective of internal emotions.Advertising Looking for article on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This argument seem consistent with Huyton (2009) claim that, â€Å"practitioners will, on occasions, need to marshal the skills to communicate enthusiasm and confidence, when per haps these are not genuinely felt† (p.3). In as much as it results to positive effects on the students’ part, I feel that people need to look surface portrayal of enthusiasm deserve as problematic. Demarcating between display and feeling, on a different perspective end up problematic. Consider a situation in which a tutor is dissatisfied by a student’s performance or perceptions in some certain area of study. Attitudes of discontent and anger stand out as unavoidable on the part of the tutor. The tutor would feel relieved if he or she directs his or her anger towards the student. References Chu, K. (2002). The Effects of Emotional Labor on Employee Work Outcomes. Virginia: Virginia Polytechnic Institute and State University. Huyton, J. (2009). Significance Of Personal Disclosure: Exposing the Support and Development Needs of Higher Learning Engaged in Emotion Work Associated With Supporting Students. Journal of Learning Development in Higher Education, 1(1), 1-18 . Mortiboys, A. (2002). The Emotionally Intelligent Lecturer. London: SEDA. This article on Emotional labor was written and submitted by user Skyler Miles to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

De Havilland Mosquito in World War II

De Havilland Mosquito in World War II The design for the de Havilland Mosquito originated in the late 1930s, when the de Havilland Aircraft Company began working on a bomber design for the Royal Air Force. Having had great success in designing high-speed civilian aircraft, such as the DH.88 Comet and DH.91 Albatross, both constructed largely of wood laminates, de Havilland sought to secure a contract from the Air Ministry. The use of wood laminates in its planes allowed de Havilland to reduce the overall weight of its aircraft while simplifying construction.   A New Concept In September 1936, the Air Ministry released Specification P.13/36 which called for a medium bomber capable of achieving 275 mph while carrying a payload of 3,000 lbs. a distance of 3,000 miles. Already an outsider due to their use of all-wood construction, de Havilland initially attempted to modify the Albatross to meet the Air Ministrys requirements. This effort fared poorly as the performance of the first design, possessing six to eight guns and a three-man crew, projected badly when studied. Powered by twin Rolls-Royce Merlin engines, the designers began seeking ways to improve the planes performance. While the P.13/36 specification resulted in the Avro Manchester and Vickers Warwick, it led to discussions that advanced the idea of the fast, unarmed bomber. Seized upon by  Geoffrey de Havilland, he sought to develop this concept to create an aircraft would exceed the P.13/36 requirements. Returning to the Albatross project, the team at de Havilland, led by Ronald E. Bishop, began removing elements from the aircraft to decrease weight and increase speed. This approach proved successful, and the designers quickly realized that by removing the bombers entire defensive armament its speed would be on par with the fighters of the day allowing it to outrun danger rather than fighting. The end result was an aircraft, designated DH.98, that was radically different from the Albatross. A small bomber powered by two Rolls-Royce Merlin engines, it would be capable of speeds around 400 mph with a payload of 1,000 lbs. To enhance the aircrafts mission flexibility, the design team made allowance for the mounting of four 20 mm cannon in the bomb bay which would fire through blast tubes under the nose. Development Despite the new aircrafts projected high speed and superb performance, the Air Ministry rejected the new bomber in October 1938, over concerns regarding its wooden construction and lack of defensive armament. Unwilling to abandon the design, Bishops team continued to refine it after the outbreak of World War II. Lobbying for the aircraft, de Havilland finally succeeded in obtaining an Air Ministry contract from Air Chief Marshal Sir Wilfrid Freeman for a prototype under Specification B.1/40 which had been tailor written for the DH.98.   As the RAF expanded to meet wartime needs, the company was finally able to obtain a contract for fifty aircraft in March 1940. As work on the prototypes moved forward, the program was delayed as a result of the Dunkirk Evacuation. Restarting, the RAF also asked de Havilland to develop heavy fighter and reconnaissance variants of the aircraft. On November 19, 1940, the first prototype was completed and it took to the air six days later. Over the next few months, the newly dubbed Mosquito underwent flight testing at Boscombe Down and quickly impressed the RAF. Outpacing the Supermarine Spitfire Mk.II, the Mosquito also proved capable of carrying a bomb load four times larges (4,000 lbs.) than anticipated. Upon learning this, modifications were made to improve the Mosquitos performance with heavier loads. Construction The Mosquitos unique wood construction allowed parts to be made in furniture factories across Britain and Canada. To construct the fuselage, 3/8 sheets of Ecuadorean balsawood sandwiched between sheets of Canadian birch was formed inside large concrete molds. Each mold held half of the fuselage and once dry, the control lines and wires were installed and the two halves were glued and screwed together. To complete the process, the fuselage was covered in a doped Madapolam (woven cotton) finish. Construction of the wings followed a similar process, and a minimal amount of metal was used to reduce weight. Specifications (DH.98 Mosquito B Mk XVI): General Length: 44 ft. 6 in.Wingspan: 54 ft. 2 in.Height: 17 ft. 5 in.Wing Area: 454 sq. ft.Empty Weight: 14,300 lbs.Loaded Weight: 18,000 lbs.Crew: 2 (pilot, bombardier) Performance Power Plant: 2 Ãâ€" Rolls-Royce Merlin 76/77 liquid-cooled V12 engine, 1,710 hpRange: 1,300 milesMax Speed: 415 mphCeiling: 37,000 ft. Armament Bombs: 4,000 lbs. Operational History Entering service in 1941, the Mosquitos versatility was utilized immediately. The first sortie was conducted by a photo reconnaissance variant on September 20, 1941. A year later, Mosquito bombers conducted a famed raid on the Gestapo headquarters in Oslo, Norway which demonstrated the aircrafts great range and speed. Serving as part of Bomber Command, the Mosquito quickly developed a reputation for being able to successfully carry out dangerous missions with minimal losses. On January 30, 1943, Mosquitos carried out a daring daylight raid on Berlin, making a liar of Reichmarschall Hermann Gà ¶ring who claimed such an attack impossible. Also serving in the Light Night Strike Force, Mosquitos flew high speed night missions designed to distract German air defenses from British heavy bomber raids. The night fighter variant of the Mosquito entered service in mid-1942, and was armed with four 20mm cannon in its belly and four .30 cal. machine guns in the nose. Scoring its first kill on May 30, 1942, night fighter Mosquitos downed over 600 enemy aircraft during the war. Equipped with a variety of radars, Mosquito night fighters were used throughout the European Theater. In 1943, the lessons learned on the battlefield were incorporated into a fighter-bomber variant. Featuring the Mosquitos standard fighter armament, the FB variants were capable of carrying 1,000 lbs. of bombs or rockets. Utilized across the front, Mosquito FBs became renowned for being able to carry out pinpoint attacks such as striking the Gestapo headquarters in downtown Copenhagen and breeching the wall of the Amiens prison to facilitate the escape of French resistance fighters. In addition to its combat roles, Mosquitos were also used as high-speed transports. Remaining in service after the war, the Mosquito was used by the RAF in various roles until 1956. During its ten-year production run (1940-1950), 7,781 Mosquitos were built of which 6,710 were constructed during the war. While production was centered in Britain, additional parts and aircraft were built in Canada and Australia. The Mosquitos final combat missions were flown as part of the Israeli Air Forces operations during the 1956 Suez Crisis. The Mosquito was also operated by the United States (in small numbers) during World War II and by Sweden (1948-1953).

Phases in Primary Education Essay Example | Topics and Well Written Essays - 4750 words

Phases in Primary Education - Essay Example This essay declares that corporal punishment in the classroom is a form of institutional child abuse. It does hurt and it can be destructive, both physically and emotionally. Therefore, as advocates for children, we must work to abolish its use. By revealing that certain beliefs about punishment are myths, that there are potential serious problems with the use of punishment, and that there are positive and effective alternatives of discipline, we hope that people can be moved to actively protest the use of corporal punishment in the classroom. Unfortunately, more than just facts are needed. The politics of change are also involved. A great deal of effort can go into dealing with bureaucratic systems, getting the attention of policy-makers, organizing support from a wide range of disciplines, and articulating related community issues. This project makes a conclusion that it is especially important to have the support of those who are directly involved with the issue, such as teachers (award-winning teachers typically do not use corporal punishment). The task may not be easy as communities frequently fail to protect their weakest citizens. The goal of eliminating corporal punishment in education is worth these difficulties. The classroom environment should be characterized by positive mutual regard and be free of abusing and demeaning acts. Until the practice of corporal punishment ceases, many children may never have the experience of learning in such a supportive, encouraging and safe environment.

Practices and Procedures on the New Scottish Parliament Essay

Practices and Procedures on the New Scottish Parliament - Essay Example This essay stresses that Holyrood Progress Group (HPG) comprises of representatives of the Parliament and construction professional to work with the SPCB. The mission of this body is to finalise the design, control the progress of the building, complete the project in time and make periodical reports to the SPCB. In turn SPCB will advise the Members on the total amount spent so far on the project and the estimated time and cost for completion of the project. There were regular meetings and reports of the HPG since summer 2000 compiled and presented by the project director and key consultants. In June 2001, the Scottish parliament advised the SPCB to make quarterly reports to the Parliament’s finance Committee on the progress of the Holyrood building Project, highlighting especially the escalation in the costs of completing the project for getting the concurrence of the Committee for the increase in costs in the annual budget sanctions. The Chief Executive of the project made m onthly reports to SPCB on issues relating to program budgets and quality. All these reports were based on the regular meetings and discussions between HPG and the SPCB. This paper makes a conclusion that aesthetic construction features and usage of high quality materials the Scottish Parliament building project was made to a complex construction project. The project saw a lot of slippages during the progress, due to multifarious reasons.

Broad Strategy HR Management Essay Example | Topics and Well Written Essays - 2750 words

Broad Strategy HR Management - Essay Example This is what HR Strategy performs. HR Strategy is both beneficial to the organization and the individual because it realizes the capabilities and talents of the employees through a careful analysis of how to maximize and optimize an employee allowing them to be fully efficient. In this manner the organization in question has also a proper control in accomplishing their mission and goals as human resources are the means to reach these. It also can be said then that an organization with sufficient planning has what it takes to deliver quality products and services to consumers or clients (thereby soliciting consistent positive returns and success) rather an organization with a lack of planning. Planning can actually guarantee productivity in this regard. In turn such planning also leads to the individual's success as much as the organization as it realizes and enhances strengths as they remedy weaknesses. Human-resource planning is the first step in effective human-resource management as it involves forecasting the human-resource needs of the organization and planning certain useful and important steps that the organization must take in order to meet those human resource needs that will contribute a high percentage for its overall success as human-resource planning should be connected to the organization's strategic objectives and mission. (Butensky and Harari, 1983) It can be said that human-resource planning is a challenge because the needs of the organization are constantly changing and sometimes do not converge and such challenge can be greater if the recruitment pool is limited or if the people in charge of human-resource management have not been trained to forecast the Technika needs to maintain and achieve success in all areas of concern. (Butensky and Harari, 1983) Recruitment According to Daniel and Metcalf (2001), recruiting is part of the over-all management function of staffing that serves a major role player in ensuring that company strategies will be implemented. Spencer (2004) also emphasized that staffing requires both the process of attracting and selecting prospective personnel's capabilities and competencies with the company position. It is perhaps the most important function because it is the starting point in the whole HR process. Its importance is noted by Drucker (1992) as he said that "every organization is in competition for its most essential resource: qualified, knowledgeable people" (Drucker 1992). Recruitment is defined as the process of discovering, developing, seeking and attracting individuals to fill actual and/or anticipated job vacancies (Sims 2002). It has three general purposes: to fulfill job vacancies; to acquire new skills; and to allow organizational growth. There are several factors which influence recruiting efforts namel y: organizational reputation, attractiveness of the job, cost of recruiting, recruiting goals and recruiting philosophy (Sims 2002). Technika. projects an image to the community and it determines the attractiveness of the company to qualified employees. It may either be a potential barrier or a significant advantage depending on the ability of the HR team to

Negative Absolute Temperature Thermodynamics

Negative Absolute Temperature Thermodynamics T.H. Tennahewa Thermodynamics and Statistical mechanics at Negative Absolute Temperature We define the temperature, T; by in here S stands for Entropy which describes the measure of disorder in the system and U for Internal energy. In here x stands for the partial differentiation that should hold constant in the thermodynamic equation relating TdS and dU. this relation comes from the first law of Thermodynamics. That is; ; We can define temperature with relating Enthalpy (H) also. That is in here too y stands for the partial differentiation that should hold constant in the thermodynamic equation relating TdS and dH. Below is the derivation of above equation. We called absolute temperature as a temperature where on the Kelvin scale 0 K as the absolute zero point, where all motion in a classical gas would stop. Most systems, including a classical gas are limited to positive absolute temperatures. In order to be able to reach negative temperatures, a system needs to possess an upper bound for the energy of its particles, which is a maximal possible energy a particle of the system can have. This limit is not an external limit in the sense that there is just no more energy available. It is an internal limit the particles cannot absorb more energy even if there is plenty available. It is important to note that the negative temperature region, with more of the atoms in the higher allowed energy state, is actually warmer than the positive temperature region. If this system were to be brought into contact with a system containing more atoms in a lower energy state (positive temperatures) heat would flow from the system with the negative temperat ures to the system with the positive temperatures. By the definition of temperature we can describe above figure. If the energy in the system is minimum (Emin), all particles are in the lowest possible energy state and the entropy is zero. The curve is vertical at this point with an infinite slope and temperature is therefore zero. If the energy increases, the particles begin to occupy higher energy states, and the entropy increases. There are, however, always more particles at low energies than at high energies this is same as the usual Boltzmann distribution. (Figure 2 below) The slope of the entropy versus energy curve decreases and the temperature therefore increases. At some point, when there is enough energy in the system, the particles distribute equally over all energy states. Therefore the disorder and the entropy are maximum. The curve is completely flat at this point, with a slope of zero, and the temperature is therefore infinite. If the total energy in the system is further increased, more particles will occupy high energies than low energies this is same as the inverted of the Bolt zmann distribution. Because the energy distribution becomes narrower again, disorder and entropy starts to decrease. This is not a usual behavior because usually entropy increases with increasing energy. The slope of the curve is negative in this region and therefore the absolute temperature is negative. If the energy in the system is maximum (Emax), all particles are at their maximum possible energy. The entropy is again zero. The curve is again vertical therefore the temperature is again zero, but this time it is negative values. Thus, while a temperature of positive and negative infinity is physically identical, temperatures of positive and negative zero are very different. Because of that we could write temperature range as +0 K, +300 K, , +∞ K, −∞ K, , −300 K, , −0 K. Figure 2- The Maxwell- Boltzmann distribution In the Carnot cycle of a heat engine heat absorbed from the hot reservoir and heat rejected to the cold reservoir while work done by the system. In that case we define the efficiency of the process as, In here Q1 is a heat absorbed at temperature T1 and Q2 is a heat rejected at temperature T2. In heat engine T2 / T1 2 / T1 > 1, therefore efficiency is negative and can be very large. In this case work has to be supplied to maintain the cycle. It should be noted that when Carnot cycle is operated between two negative temperatures that is work is done by the machine while heat absorbed from cold reservoir and rejected to hot reservoir. Efficiency of the system is not only positive but it is also less than unity. Thus at both positive and negative temperatures cyclic heat engines which produce work have efficiencies less than unity that is they absorb more heat than produced work. Second law of thermodynamics should have to modify to use with this kind of Carnot cycle. In there, entropy formulation and Clausius statement remain unchanged and Kelvin-Plank formulation has to be changed. They are mentioned below. Entropy formulation The entropy of a system is a variable of its state and the entropy of an isolated system can never decrease. Clausius Statement It is impossible to construct a device operating in a closed cycle that will produce no other effect than the transfer of heat from a cooler to hotter body. Kelvin- Plank formulation It is impossible to construct an engine, which is operating in a cycle produces no other effect except to external heat from a single reservoir and do equivalent amount of work. Modified statement: It is impossible to construct an engine that will operate in a closed cycle and produce no effect other than the extraction of heat from a positive temperature reservoir with the performance of an equivalent amount of work or the rejection of heat into a negative temperature reservoir with the corresponding work being done on the engine. Carathà ©odory form In any neighborhood of any state there are states that cannot be reached from it by an adiabatic process. Both first and second laws of thermodynamics can be used at negative temperatures as at positive ones to derive other thermodynamic relations. From these laws it is interpreted that the difficulty of heating a hot system at negative temperatures is analogous to the difficulty in cooling a cold system at positive temperature. The important requirements for thermodynamical system to be capable for negative temperature are: The elements of the thermodynamical system must be in thermodynamical equilibrium among themselves in order to describe the system by temperature. There must be an upper limit of the possible energy of the allowed states of the system. It is need a lower bound for the energy in order to get positive temperatures and an upper bound in order to get negative temperatures. The system must be thermally isolated from all systems which do not satisfy both of the above conditions. To satisfy the second condition negative temperatures are to be achieved with a finite energy. In thermal equilibrium the number of elements in the mth state is proportional to the Boltzmann factor; here Wm is energy of the mth state. Boltzmann distribution function which is formed using Boltzmann factor is given below. In negative temperature case when Wm increases with that Boltzmann factor increases exponentially therefore high energy states are more occupied than low energy states. As a result of this we could say that without an upper limit to the energy negative temperatures could not be achieved with a finite energy. Since most of the systems do not satisfy this conditions negative temperatures are occurs rarely. Spin systems sometimes form the thermodynamic systems which can describe by using temperature. In there for a system of electron spins in a lattice, a temperature such that the population of the energy levels of the spin system is given by the Boltzmann distributionwith the spin temperature. To achieve thermodynamic equilibrium various nuclear spins must interact among themselves. This happened due to nuclear spin-spin magnetic interaction. Subatomic particles like electrons, protons and neutrons can be imagined as spinning on their axes. In many atoms these spins are paired against each other, such that the nucleus of the atom has no overall spin. In some atoms the nucleus has shown overall spin. The rules for determining the net spin of a nucleus are given below; If the number of neutrons  and  the number of protons are both even, then the nucleus has  NO  spin. (Classical Particles) If the number of neutrons  plus  the number of protons is odd, then the nucleus has a half-integer spin (i.e. 1/2, 3/2, 5/2) (Fermions) If the number of neutrons  and  the number of protons are both odd, then the nucleus has an integer spin (i.e. 1, 2, 3) (Boson) It is defined in Quantum mechanics that a nucleus of spinIwill have 2I+ 1 possible orientations. A nucleus with spin 1/2 will have 2 possible orientations. In the absence of an external magnetic field, these orientations are of equal energy. If a magnetic field is applied, then the energy levels split. When the nucleus is in a magnetic field, the initial populations of the energy levels are determined by thermodynamics, as described by the Boltzmann distribution. It means that†the lower energy level will contain slightly more nuclei than the higher level†. It is possible to excite these nuclei into the higher level with electromagnetic radiation. The frequency of radiation needed is determined by the difference in energy between the energy levels. This spin-spin process can be characterized by using relaxation process. Nuclei in the higher energy state return to the lower state by emitting the radiation. At radio frequencies, re-emission is negligible. There are two main relaxation processes; Spin lattice (longitudinal) relaxation Spin spin (transverse) relaxation Spin lattice relaxation (T1) Nuclei which are in a sample create a complex magnetic field. The magnetic field caused by motion of nuclei within the lattice is called thelattice field. This lattice field has many components. Some of these components will be equal in frequency and phase to the Larmor frequency of the nuclei of interest. These components of the lattice field can interact with nuclei in the higher energy state and cause them to lose energy returning to the lower state. The energy that a nucleus loses increases the amount of vibration and rotation within the lattice resulting in a tiny rise in the temperature of the sample. The relaxation time,T1(the average lifetime of nuclei in the higher energy state) is dependent on the magnetogyric ratio of the nucleus and the mobility of the lattice. As mobility increases, the vibrational and rotational frequencies increase, making it more likely for a component of the lattice field to be able to interact with excited nuclei. However, at extremely high mobilities, the probability of a component of the lattice field being able to interact with excited nuclei decreases. Spin spin relaxation (T2) This is describing the interaction between neighbouring nuclei with identical precessional frequencies but differing magnetic quantum states. In this case, the nuclei can exchange quantum states; a nucleus in the lower energy level will be excited, while the excited nucleus relaxes to the lower energy state. There is nonetchange in the populations of the energy states, but the average lifetime of a nucleus in the excited state will decrease. This can result in line-broadening. Most of the nuclear systems don’t satisfy the conditions in negative temperatures. By looking at all these things we can conclude that although the phenomena of negative temperature is a fully valid concept in thermodynamics and statistical mechanics they have less important than phenomena of positive temperature. 1

Mahatma Gandhi: Influence, integrity, and Tide of Social change Essay

Mahatma Gandhi- Influence, Integrity and Tide of Social Change The past has witnessed eminent men in the form of kings, political leaders and sages who made the world a better place to live. Only few were able to lead an entire nation and bring a significant change to millions. Many established power and authority and relied on the strength of armies. While, there was a man in India who explored the power of one; he raised consciousness without raising his voice. Mahatma Gandhi, a political and spiritual leader who led the way of non-violence and truth did significant contribution to humanity and people of India. Gandhi’s ultimate leadership principles and struggle set India free from 200 years old British reign. Gandhi, with his impeccable influence and integrity, brought a positive change formulating a new India. In South Africa, when Gandhi politely asked his followers to help him volunteer for the victims of pneumonic plague (in spite of knowing the risk of infection, by the contagious disease) they agreed and said, â€Å"We go where you go† (Barnabas & Clifford, 2012, p. 143,  ¶ 4). With his credibility as notable humanitarian and leader, he influenced a group of Pathans to pledge for non-violence. He worked behind the scenes willingly, without the need for constant recognition or approval from others. In South Africa, he used to walk past the president Kryer’s house in Johannesburg. One day there was a guard change; the new guard pushed and kicked Gandhi into the street. One of his influential friends saw this and asked him to go to court. Gandhi felt no resentment for the under-estimation of his self by the guard. Instead, he had forgiven his abuser. Gandhi preached forgiveness and always had the consistency in his words and actions. He practiced service-leadership and voluntary subordination. When Zulu rebellion took place, in South Africa, it injured many Zulus with no one to attend their injuries. Gandhi along with 23 of his volunteers nursed them back to health (Barnabas & Clifford, 2012). Unlike other leaders, who identified with the symbol of power, Gandhi identified with the symbol of service to humanity. He was people-centric and symbolized the people he served. Gandhi had an ability to empower people and truly believed in staff-development. He tried to mound a new free Indian who could stand on his own, to fight for freedom. Eventually, he developed a self-help culture in shining India. Wherever Gandhi went, he remained available for his followers and built real genuine relationships. He willingly spent his time with workers and carried out clerical work of the Congress office. Heath, the chairman of Indian Conciliation Group, London in 1939 wrote about Gandhi, †He is also the man of much physical work, very approachable, lovable and humorous† (Barnabas & Clifford, 2012, p. 140,  ¶ 2). With Qualities like integrity, people-centric, influence and self-discipline Gandhi brought out a positive change in people across the globe. Even though, Gandhi was the leader of the Indian National Congress on its formation, he did not seek after influential posts. Instead, when young leaders like Jawaharlal Nehru rose up he chose him his successor; even after independence he did not take any position in the government but remained humble as a servant to mankind. His deeds and fundamentals got him inscribed with golden words in the pages of history. The father of the Nation unheedingly ignited people with non-violence, truth and patriotism. References Barnabas, A., & Clifford, P. S. (2012). Mahatma gandhi- an indian model of servant leadership. International journal of leadership studies, 7(2), 132-152. Retrieved from http://www.regent.edu/acad/global/publications/ijls/new/vol7iss2/IJLS_Vol7Iss2_Barnabas_pp132-150.pdf Book, N. (n.d.). Ncert book english flamingo class xii. Retrieved from http://www.scribd.com/doc/14329823/NCERT-Book-English-Flamingo-Class-XII Court Verdict Published in Dailies: SC set aside Karnataka †¦ (n.d.). Retrieved from http://courtverdict.blogspot.com/2011/05/sc-set-aside-karnataka-mlas.html Palshikar, K. (2012). Charismatic leadership. Unpublished manuscript, University of North Carolina, Chapel Hill, NC, Retrieved from http://www.unc.edu/~ketan/documents/Charismatic Leadership.pdf