Sunday, January 26, 2020
The definition of leadership and mentoring
The definition of leadership and mentoring Leadership and mentoring can be two different terms that are either related or unrelated. You can be a protà ©gà © and not be a leader at that time. You can be a mentor and be in an administrative position. You can be a leader and never mentor but that would be a shame. A quality of both a mentor and a leader is advising or training the next generation of librarians or retraining veteran librarians. Mentoring is a growth experience on both sides. What does leadership and mentoring mean? According to The American Heritage Dictionary, leadership is defined as the position or office of a leader or the capacity to lead. Mentoring means a wise and trusted counselor and teacher. Remember that librarians mentor a patron how to use online catalog or electronic database. We may not have the title of a teacher, but our profession is teaching. I believe leadership goes with mentoring. A mentor helps you to become a better leader at any stage in leadership. Leaders become mentors; and you can be mentored and be mentoring another person at the exact same time. You may not even be aware that you are mentoring. Until it was pointed out to me, I did not realize that I was mentoring another staff member. When she left her position, she told me how grateful she was that I encouraged her to get a Library Technical Assistant certificate and go on the finish her Bachelors Degree. She is now applying to graduate schools in Library Science. Does the dictionarys definition leave out some elements when defining leadership? Leadership means being able to lead, wanting to lead and teaching others to lead. A leader needs to have some key characteristics to be able to be an effective leader: the ability to write agendas, run meetings, set goals and objectives, create business plans and motivate followers and other leaders. Other qualities/skills that a leader needs are being able to manage people and processes: to be able to lend a hand when needed, knowing when an extra hand is needed, knowing when to push people harder, knowing when to slow people down. Are you lacking some of these? Do you really know that you do or do not have these qualities? How do you get these characteristics or skills to become a mentor or a better leader? Where do you find opportunities to be leader and to be a mentor? The primary opportunity that everyone thinks of first for mentoring and leadership skills is the workplace. However, there are many other settings, such as an adult civic organization, a youth/child civic organization, society/religious organization, and professional organizations, where leadership and mentoring opportunities exist. Where do you find these? Use the Internet, phonebook, town hall, a librarys bulletin board, a grocerys bulletin board, college newsletters and bulletin boards or just ask people in your community what organizations exist. Mentoring and leadership can happen in your daily personal life, work life and in your community. You can also be a leader and follower in the same situation. There are many organizations out there in the international community. The one that I know well is the United States Jaycees (part of the Junior Chamber International). My experience is with the Greater Hartford (Connecticut) Jaycees. We are the largest chapter in the United States as of February 2004. In my first years of being a Jaycee, I realized that I was a leader. I had the drive or ambition to lead. I learned through the Jaycees to be more organized, to plan events (timelines are good things), to develop relationship among members, and how to better relate to the office staff. I learned some amazing skills: how to publish a newsletter, to run computer software, to hammer a nail into a set for a Haunted House, to help build a house for Habitat for Humanity. I learned you need laughter in your daily life and time management skills. I learned about international food and cultures and how to write a chairmans planning guide (basically a business plan that the Jaycees use to run an event/project). In the Jaycees, there are State, National, and International Conferences. This has been a great opportunity for me to pick up or refine leadership skills, even learning Roberts Rules of Order, as well as to travel a bit. Remember, learning to be a leader or part of mentorship program can be done in a fun atmosphere. I have learned wonderful leadership skills while having fun and helping out the community. The Greater Hartford Jaycee website is http://www.greaterhartfordjaycees.org/ and the United States Jaycees website is http://www.usjaycees.org/. Opportunities for Leadership Skills Academic and Professional Committees Charitable Organizations (i.e. March of Dimes, American Diabetes Assoc.) Junior Chamber of Commerce Kiwanis Club Library Boards Lions Club (your Jaycees years of services carry over) Political Committees Rotary Club Sorority or Fraternal Organizations Opportunities for Mentoring Get involved with a professional organization that is in your specialty of library science, or in an area of library science that you want to work in the future. Some work-related organizations include American Library Association, Special Library Association, Association for College and Research Libraries and State Library Association. My experience again: I am on the CT Library Associations Committee Reference and Adult Services. These associations are places where you can find both leadership positions and someone to mentor you. CT Library Association has a wonderful mentoring program that I went through a couple years ago. American Association of Health Science Libraries The American Association of Health Science Libraries (AAHSL), in conjunction with the National Library of Medicine (NLM), has started a leadership program for its members. The program includes travel money to spend two weeks with a mentor, attend continuing education classes and more. AAHSL is in its second year of the program. The program is set up so that the emerging leaders learn the following: Introduce emerging academic health sciences library leaders to leadership theory and practical tools for implementing change at organizational and professional levels. Develop meaningful professional relationships between fellows and mentors that give fellows access to career guidance and support. Expose fellows to another academic health sciences library under the guidance of their mentors. Examine career development and provide models of directors to potential future academic health sciences library directors. Create a cohort of learners who will draw upon each other for support throughout their careers. Offer recognition to emerging leaders. The NLM/AAHSL Leadership Fellows Program comprises six components over a one-year time frame: a one-day opening Orientation Session, an ongoing Mentoring relationship, a half-day Leadership Institute, a two-week Library Site Visit, three short, self-paced Web-based Courses on selected leadership topics, and a two- to three-day Capstone Event. For more information about the NLM/AAHSL program, schedule and application go to http://www.arl. org/olms/fellows/. American Association of Law Libraries (AALL) The Mentoring and Retention committee plans and implements programs designed to provide a network through which the newer members of AALL, and members contemplating job changes or desiring career guidance, can establish personal contact with experienced law librarians who can serve as resources for information and advise on the profession and the Association. In addition, this committee plans, promotes, and presents the Annual Conference of Newer Law Librarians (CONELL). For a roster and other information about AALL go to http://www.aallnet.org/committee/menret_com.asp. Connecticut Library Association The Connecticut Library Association has a mentoring and protà ©gà © program. The CLA website for mentoring program is http://cla.uconn.edu/new/mentor1r.doc. The website explains why the mentoring program was started. It also defines the difference between protà ©gà © and a mentor. A protà ©gà © should expect: 1. a role model. 2. to learn how the library field functions. 3. to make contacts with other individuals in the profession. 4. help in defining career objectives. 5. specialized information and help. 6. the chance to learn from the mentors experience. 7. a way to gather information about other areas of librarianship. 8. more confidence and problem-solving skills. The mentor can expect: 1. new opportunities for challenge. 2. career enrichment. 3. enhanced self-esteem and reputation. 4. opportunities to share knowledge and expertise. 5. a revitalized interest in work. 6. professional satisfaction. The CLA website also list information about CLA committees, scholarships and calendar of programs. You can join a committee, such as Childrens, Reference and Adult Services, Support Staff, and College and University. A member can also assist with the annual conference. This is a wonderful way to ease into leadership roles. Check out your local and state library associations. CLA website is http://cla. uconn.edu. American Library Association On the ALA website, you can find the Spectrum Initiative section for a mentoring and networks. This is the formal training program. The website is http://www.ala.org/ala/diversity/spectrum/spectruminitiative. htm and then click on Mentoring and Networks under Diversity. Currently, the mentoring portion of the website is not available. Special Libraries Association If you are a member of SLA, there is a mentoring program for you. There are many state chapters that have mentoring programs. You can explore SLA website at http://www.sla.org. Association of College and Research Libraries The University of Georgia gives articles, websites, library organizations and associations, forum recommendations, and mentoring programs at specific libraries. I found out that Special Libraries Association has a mentoring program for librarians in the areas of physic, mathematics and astronomy. Take a look at http://www.libs.uga.edu/mentor/resources.html. Academic Libraries Academic Libraries has a bibliography of mentoring articles and websites at http://www.nsula. edu/watson_library/acrl/bonnetteAcademicBib.htm. There are many leadership and mentoring opportunities in our communities. Look within your library setting/organization. Explore your options in library associations, civic organizations, charitable organizations and community library boards. Use what is available to you to gain the necessary skills.
Saturday, January 18, 2020
Police Personality Essay
The issue regarding the phrase â€Å"police personality†has acquired great debate. Arguably this has been primarily over the problem of definition and development. What is a police personality? How does it form? Is it a pre-existing condition, thus predisposing certain individuals to police work, or whether it is just a product of occupational socialization (on the job experiences). Perhaps the issue is not as simply dichotomous as that; conceivably it is an amalgam of both predispositions and experiences that shapes this intangible personality. Does this personality make them any different from the general population which they vowed to â€Å"serve and protect†? How do these attitudes and affect not only himself and the department he belongs to but also the police-community relation in general? These are some questions relating to the issue of police personality that will be answered along the way. To start with, how do we define â€Å"police personality†? There are a few who made several models or theories about this idea. According to G.A. Kelly (1955), personality is our abstraction of the activity of a person and our ensuing simplification of this abstraction to all matters of his relationship to other persons, known and unknown, as well as to anything else that may seem particularly valuable. His theory is based on the vantage point of personality as a personal construct model. G. Alport (1937), another theorist describes this as a three-pronged task for a certain individual: (1) self-objectification, (2) extension of self, (3) unifying philosophies of life. According to him, it can be further understood as a mixture of major and minor â€Å"traits†by which a single life is known and that a personality â€Å"trait†is a biological, psychological and social mixture that disposes a person toward specific kinds of action under specific circumstances. (Monte, 1999). With respect to the development of the police personality, Allport can be said to be adhering to the predisposition model-that a certain type of person becomes a police officer as opposed to the notion that job experiences shape the personality construct. A third psychologist, H. Kohut (1977) describes that normal development was a process of interaction between the growing infant and his mirroring and idealizing self-objects. This assumption tends to support the view that police personality is a mixture of the predisposition model and the experience model. But regardless of the process by which this certain personality has developed from, what are these traits that make up a police personality?            The characteristics usually associated with police personalities in present times are machismo, bravery, authoritarianism, cynicism and aggression. Additional characteristics have been associated with police personalities as well: suspicious, solidaristic, conservative, alienated and thoroughly bigoted (Balch, Skolnick 1977). In movies like â€Å"Lethal Weapon†which stars Mel Gibson, we see an image of a cop that is not only brave and proficientâ€â€but a super cop, who can handle almost anything that goes in his way. The movie â€Å"Training Day†by acclaimed actor Denzel Washington also depicts a vicious, sadistic cop. Gone are the days when people picture cops as men in uniform, walking around the neighborhood helping children to get their pet cat down from a tree (a Boy Scout persona). Modern pop culture and the media have greatly helped the public’s perception of today’s policemen.            Little is known about how these men undergo series of screenings in order to be accepted though. Before being hired, aspiring policemen go through several personality tests that determine whether they are capable enough to handle the job. Only men who display particular personality profiles (e.g. bravery, honesty, punctuality) are accepted to the force. But these screening, even with the help of psychologists, does not give us a clear picture of what police personality is all about. In contrast, it tells us what the police persona is NOT. There certain traits that make entry-level policemen unfit for the job. Examples are tardiness, excessive absences, alcoholism, and lack of assertiveness among many others.            From the successful ones however we can gather some commonalities in their traits that may help us define police personality. People who enter the force turn out to be psychologically healthy and competent young men who display common personality features. They are generally assertive and restless, with a high degree of physical energy. One trait that stands out from this however, is cynicism. Some professionals view cynicism as counterproductive and in due course, harmful not only to the individual but to the department as well. It said to that for the most part, it is a precursor to corruption, brutality, and misconduct for men in uniform. However, some also believe that, in recent years, findings show that cynicism is to be considered a police survival tool (Caplan, 2003).            The police personality based on Skolnick’s (1977) idea of the â€Å"working personality†is composed of three main elements: danger, authority, and efficiency. The dangerous nature of being a police officer not only draws officers closer together but also makes them alienated from the general population. The sense of authority by police officers, experienced by interacting with the public, further makes them feel isolated. So is the notion of efficiency in which the use deception as a means of getting the job done. Some experts believe though, that the idea of alienation is not intrinsic to police officers, it rather lies in the community’s perceptions of the policemen. It is important that the community and the force work hand in hand in trying to rid the locale of criminality. In countries that are just developing, criminal cases are usually very high. Thus, the police force must be able to transform their image as a widely feared and despised organization to a friendly and service-driven institution that works in close partnership with the community. This is especially hard when the image of a certain department for example is a corrupt and brutal one. People tend to generalize that idea, and view the force being corrupt and all as a whole.            Examining the psychological and sociological paradigms on police personality we get a clearer view of what makes the police men different from the rest of the population. The psychological paradigm posits that people with certain personalities are drawn to join the force (predisposition model). On the other hand, the sociological model suggests that these traits are developed along the way (based from the day to day experiences of police officers). Police personality, as a distinct entity, does exist. It exists as a result of the convergence of a specific baseline set of desirable personalities and work-related socialization. It is also a utility of, and is strongly characterized by, a police culture, shaped by the needs of officers to uphold personal safety and augment their professional potentials. (Twersky-Glasner, 2005). References  Allport, G. (1937). Personality: A Psychological Interpretation. New York: Henry Holt. Balch, R., (1977). The police personality: Fact or fiction. In D.B. Kennedy (Ed.). The                             Dysfunctional Alliance: Emotion and reason in justice administration.                         (pp. 10-25). Cincinnati, OH. Anderson Publishing Company. Caplan, Joel. (2003). Police Cynicism: Police Survival Tool?. The Police Journal Vol. 76.                                       Rutgers University. Skolnick, J., (1966). Justice without trial. New York: John Wiley and Sons, Inc. Twersky-Glasner, A. (2005). Police Personality: What Is It and Why Are They Like            That? Journal of Police and Criminal Psychology, 2005, Volume 20, Number 1.            New York.
Thursday, January 9, 2020
How Do I Roll Dice in C#
This application uses one instance of the Random() class in the object rnd. It also allocates enough space to hold the totals for scores 3..18 in the array Rolls[]. Member functions OneDice() returns a value between 1 and 6 - rnd.Next(n) returns values in the range 0..n-1, while ThreeDice() calls OneDice() three times. The constructor for the RollDice() clears the Rolls array then calls ThreeDice() however many times (10 million in this case) and increments the appropriate Rolls[] element. The last part is to print out the generated totals to see that it generates throws in accordance with the probabilities. A 6 sided dice has an average score of 3.5, so three dice should average about 10.5. The totals for 10 and 11 are roughly the same and occur about 12.5% of the time. Here is the output of a typical run. It takes no more than a second. Because its a console application, I included a Console.ReadKey(); To wait until you hit a key before closing. Program Output 3 46665 4 138772 5 277440 6 463142 7 693788 8 971653 9 1157160 10 1249360 11 1249908 12 1159074 13 972273 14 695286 15 463270 16 277137 17 138633 18 46439 Program Listing using System; using System.Collections.Generic; using System.Text; namespace exrand {     public class RollDice     {         private Random rnd new Random() ;         private int[] Rolls new int[19]; // Holds 3 to 18         public int OneDice() {             return rnd.Next(6)1;         }         public int ThreeDice()         {             return OneDice() OneDice() OneDice() ;         }         public RollDice(int Count)         {             int i 0;             for (i3;i
Wednesday, January 1, 2020
Essay on Personality Development - 1807 Words
This paper explores three different theories to discuss (Alex Blake’s) personality development. I will explore different online personality test as well as breaking down some of the way Alex reactions to different circumstances as I evaluate some of her reactions and conclude if she is adaptive or maladaptive to the situation(s) We’re raised to believe for every cause there is an effect, Newtons Third Law of Motion states For every action there is equal and opposite reaction. Thus people act and do the things because they are reacting towards an action. Many wonder especially teachers; why certain children have outbursts and are temperamental compared to calmer and collective children, and if you were to ask Erickson he would†¦show more content†¦In other words, you must pass through one stage before you can get to the next. Think about how you learned to run; we needed to learn how to crawl, then we learned how to walk, and finally you could develop the skill s needed to run. Without the first two stages, running would be impossible. Most of these stage theories are progressive, although in some, such as Eriksons psychosocial and Freuds psychosexual; a person can fail to complete the stage while still moving forward. This failure, however, will result in difficulties later in life according to the theories. Thereby an individuals personality is complex, comprised of different mental characteristics that make them unique from other people. It incorporates all of the patterns of thought and emotions that causes a reaction to particular actions. At a basic level, personality is expressed through our temperament or emotional tone. Nevertheless, personality also colors our values, beliefs, and expectations. There are many potential factors that are involved in shaping a personality. These factors are usually heredity or coming from their social environment. Undoubtedly not many deny that environment or/and upbringing factor effect in oneâ €™s life. According to Erickson’s eight stages of ‘Ego Strength’, Erikson called these successful balanced outcomes Basic Virtues or Basic Strengths. 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