Media Essay - It’s Time to Ban the Advertising of Alcoholic Beverages

Media Essay - It’s Time to Ban the Advertising of Alcoholic Beverages Everywhere we go, we're bombarded by all sorts of advertisements. We can seldom go through one day without receiving at least one phone call from a telemarketer. Turn on the TV for 15 or 20 minutes and you'll see at least one 5-minute commercial break. Advertisements are abundant everywhere we go: alongside roads, at airports, and at train stations. Why is advertising so popular, why do so many companies pump millions of dollars each year into advertising? The answer is simple: ads inform people of products they otherwise wouldn't have heard of, they make products look appealing to so that people will buy them, and they allow advertisers to influence the general public to purchase their product. Generally speaking, this isn't a problem – companies make money and people get the products they need and want. What about products, though, that hurt, rather than help, people, products such as alcohol? Should advertising of such products, products that give way to so much harm, be al lowed? The biggest argument for the banning of advertising for alcoholic beverages points out the strong negative effects of alcohol on our society and the problems associated with alcohol. Alcoholism is a disease. According to the government-run NIAAA, or the National Institute on Alcohol Abuse and Alcoholism, alcoholism has a few easy to recognize symptoms. First of all, alcoholics have an addiction to alcohol. They constantly have a desire to consume more alcohol. This strong desire for alcohol leads to a loss of control. Rather than choosing when to drink and limiting the amount of alcohol consumption, alcoholics are controlled by their alcoholism. This desire is often overwhel... ... is no longer the popular thing; people are often looked down upon for it. We can accomplish the same with alcohol abuse. Works Cited "Alcoholism is a Family Disease." FamilyFun. (Online). Available http://family.go.com/yourtime/relationships/feature/kypa107alcohol/kypa107alcohol.html, February 25, 2003. "Frequently Asked Questions – Alcohol." National Institute on Alcohol Abuse and Alcoholism. (Online). Available http://www.niaaa.nih.gov/faq/q-a-text.htm, February 25, 2003. Hanson, Prof. David J., Ph.D. "Alcohol Advertising." Alcohol: Problems and Solutions. (Online). Available http://www2.potsdam.edu/alcohol-info/Advertising/Advertising.html, February 25, 2003. Youth-Oriented Alcohol Advertising . 1997. Issue Briefs. Studio City, Calif.: Mediascope Press. Also available online at http://mediascope.org/pubs/ibriefs/yoaa.htm, February 25, 2003.

Explain What Aristotle Meant by the Final Cause. 25 Marks

Aristotle was an ancient Greek philosopher and empiricist, he believed in sense experience, as well as student to Plato and teacher of Alexander the Great. Aristotle understood that the world around us is transient, impermanent. He believed that everything can be explained with his four causes and in order for humanity to understand the world we needed to use them. The four causes are Aristotle’s way of explaining the existence of an object, with the ‘final cause’ being the most important aspect of his theory as it gave the best explanation of an object.The final cause is the theory that all objects have an ultimate purpose for their existence, an important part of what it is. The route to the final cause is as follows, the first cause is the material cause, it refers to the matter of an object, it’s substance and room for change, so the material cause of a chair would be plastic and metal. The next cause is the efficient cause, this is what caused it, the agent that brought it about, for a chair this would be the manufacturer.Then there is the formal cause, the characteristics of an object, therefore the formal cause of a chair would be curved plastic seat with metal legs. Finally Aristotle stated the final cause, the purpose of something, it’s ultimate reasoning, and the chair’s purpose would be to allow someone to sit on it. Aristotle suggested that humans had the greatest potential of all things as part of their telos is to understand the world, learning the form and purpose of everything in the world. In addition, Aristotle brings in the concept of actuality and potentiality into his argument.Aristotle believed everything has potential and when it reached it’s potential end becomes something different it reaches it’s actuality. This then applies to the concept of the final cause, if everything has a purpose and, in the case of animate objects, realises it’s purpose, it will inspire itself to rea ch it’s potential and fulfill it’s function. Therefore the final cause was not only meant as an explanation that everything had a purpose, but an aspiration to create the thought that everything needs to accomplish it’s purpose and reach it’s potential.Where humans are concerned the final cause questions the telos of humanity. If humanity has not yet understood and realised it’s true purpose then how is it going to reach it’s full potential, according the Bible, humanity’s purpose is to follow the teachings of God and reach goodness yet science teaches us our purpose is survival. With these conflicting views it shows that Aristotle’s final cause can lead to many interpretations. The philosopher also said that when the purpose of an object is fully realised then full perfection is reached and it has achieved goodness, it has reached eudamonia.This means that the final cause is the ultimate cause, the cause of causes. As he was a student of Plato his concepts tend to link well to Plato’s, and in this case the idea that the purpose of an object is to reach perfection ties in with Plato’s theory of Forms and the Form of the good, with both philosophers acknowledging that everything has potentiality. Plato’s theory of Forms stated that there were two worlds, the world of appearances in which we live, and the world of Forms, and it is in this world of Forms where the all perfect Forms and Form of the good resides.Plato believed the Form of good is the perfect Form, it is eternal and all Forms in the world of appearances aim to achieve perfection and the Form of good. Aristotle acknowledged that all things in our universe are always trying to achieve perfection but he disagreed in the sense that these forms, that Plato said resided in another world, were what we see around us and substance and matter are what forms are made of.This links to the meaning of the final Cause as both Aristotle an d Plato believe and agree that everything in the physical world is striving to achieve perfection and this is it’s purpose, an example of this is of how technology is constantly advancing, each product progressing to achieve it’s purpose in new ways. Aristotle also understood that everything physical is transient, therefore if something was to move then another thing must have caused it to move.With the final cause he tried to figure out for what purpose was the movement was caused, and what was the actual cause of movement, when does potential become actual. Because if everything has a purpose and function, then this purpose and function had to be thought out and caused by something else, and this is what led Aristotle to the theory of the Prime Mover, with it’s purpose being the creator of the universe.Therefore the final cause also means the existence of God, it was another concept Aristotle used to not only explain the key factors of an object, but the objec t’s cause. If everything has a purpose then it must have a cause, and with Aristotle creating the idea of a Prime Mover, disregarding the theory of infinite regression, the only logical explanation for the cause of the universe is a God. Aristotle claimed the Prime Mover is eternal, actual and perfect, and only God could fit these characteristics.The final cause also ‘proves’ the existence of God as within the Bible it states that God has given humanity a purpose, and through the final cause we realise this purpose it true and therefore there must be a God or Prime Mover who caused this purpose. In conclusion there are many possible things that Aristotle meant by the final cause. It could be an explanation for each object and why it was created by ‘God’, but it could just as easily be an inspirational concept for humanity, by making sure we achieved our purpose by doing good and reaching our potential.Although the world is currently dominated by scie nce and it is seen as the only acceptable explanation and justification for everything’s purpose, the final cause offers deeper insights into everything’s purpose, especially humanity’s. Therefore I believe what Aristotle mainly meant by the final cause was just simple the explanation that everything had a purpose and that if humanity realised it’s true purpose and interpreted it as they would, then we would reach Eudamonia and full goodness.

Biology of Mind Essay

* Everything psychological is simultaneously biological   * Plato correctly located the mind in the spherical head * Aristotle believed mind was in the heart   * Although heart is the symbol for love, psychology has proven that you fall in love using your brain * 1800s Franz Gall (German psychologist) invented phrenology theory that claims that bumps on our skull could reveal our mental ability and character traits * Biological Psychology – the branch of psychology concerned with the links between biology and behaviour * Biological psychologists sometimes called Behavioural neuroscientist, neuropsychologist, behaviour geneticist, psychological psychologist, bio psychologist †¦ * We are a system of substances, that are composed of even smaller substances (tiny cells make up body organs) * Body’s information system is built from billions of tiny interconnected system of neurones * Sensory Neurones – neurons that carry incoming information from the sensory receptor the brain and the spinal cord for processing – â€Å"afferent† * Motor Neurons – the neurons that carry outgoing information from the brain to the muscles and the glands – â€Å"efferent† * Interneurons – neurons within the brain and the spinal corf that that communicate internally and intervene between the sensory inputs and the motor outputs * Each neuron consists of a: * Cell body and branching fibres (the cell’s life support center) * Dendrite fibres – receive information and conduct it toward the cell body * Axon – passes messages away from the cell body to other neurons, muscles and glands * Can be very long projecting several feet into the body * Myelin sheath – a layer of fatty tissue segmentally encasing the fibres of many neurons * Allows for fast impulse transmission among neurons * If myelin sheath degenerates, communication to muscles slow with eventual loss of muscle control * Action potential – brief electric charge that travels down a neuron’s axon (neural impulse) * Generally an axon is in a negative state, while the fluid outside an axon is in a positive state * Resting potential – the positive outside/ negative inside state of an inert neuron * K+ [ ] in axon < Na+ [ ] outside axon (-70mv) * Axon membrane is Selectively Permeable – does not allow everything inside (selective) * When a neuron fires, the first bit of the axon opens up allowing positively charged sodium ions to enter * That section of the ion becomes depolarized, making the axon’s next channel to open up * During resting period(refractory period) the neurons pump the positively charged sodium ions back outside * Each neuron receives signals from hundreds of other neurons * Excitatory signals – like pushing a neuron accelerator * Inhibitory signals – like pushing its breaks * Threshold – the level of stimulation required to trigger a natural impulse * If the excitatory signal minus inhibitory signal exceeds a min intensity (-60mv) * How neurons communicate: Before thought that axon of one cell fused with dendrites of another, but Sir Charles Sherrington noticed that it takes a long time for the signal to travel. Therefore concluded that there is a gap * Synapse – the junction between the axon tip of the sending neuron and the dendrite of the receiving cell * Synapse gap (synaptic cleft) – the tiny gap at the junction (less than a millionth inch wide) * When action potential reaches the terminal’s at the axon, release of chemical messenger is triggered (neurotransmitters) * Soon the neurotransmitters cross the synapse gap and bind to the receptor site on the receiving neuron * For an instant the receptors unlock the channels at the receiving site and electrically changed atoms flow in , exciting or inhibiting the receiving neu ron readiness to fire * Then reuptake occurs (a process when the sending neuron reabsorbs the neurotransmitters) * How neurotransmitters Influence Us : there is a particular path way in the brain for certain neurotransmitters and particular neurotransmitters may have particular effect on behaviour and emotion * Example: Acetylcholine (ACh) – one of the best understood neurotransmitters * Has to do with learning and memory * At every junction between motor neurons and skeletal muscles * Muscles contract, but when pathway is blocked we are paralyzed * Drugs like artificial opiates (like heroin and morphine) lessen pain and boost mood, may cause brain to stop producing its natural opiates (may cause discomfort) * Drugs and other chemical affect brain chemistry at synapses by either amplifying or blocking a neurotransmitter’s activity * Agonist – a molecule similar to a neurotransmitter that can mimic its effect or block the reuptake * Black widow spider venom floods synapses with Ach cause muscle contractions †¦ and possibly death * Antagonists – block neurotransmitter’s functioning * May occupy receptor sites – but not similar enough to stimulate receptor * Nervous system – body’s electrochemical communication network consisting of nerve cells from peripheral and central nervous systems * Peripheral Nervous System (PNS) – sensory and motor nervous system that connects the CNS to the rest of the body. Has 2 components: * Somatic Nervous System – part of the PNS that controls skeletal muscles * Automatic Nervous System – part of the PNS that controls the glands and muscles of the internal organs (ie the heart) * Sympathetic nervous System – arouses the body and gives energy * Accelerate heartbeat, raise blood pressure, slow digestion †¦ when something alarms, enrages or challenges you making you alert and ready for action * Parasympathetic Nervous System – calms the body down, conserving energy (opposite of sympathetic) The two work together to keep you in steady internal state * Central Nervous System (CNS) – the brain and the spinal cord * Neural networks– groups of brain neurons cluster into work groups * Neurons network with near-by neurons with which they can make fast connection * Spinal cord – information way connecting PNS to the Brain * Reflex – an automatic response to a sensory stimulus – spinal cord’s work * Simple reflex pathway is composed of single sensory & motor neurons * Communicate through interneurons * Below pt of injury on spinal cord – loses connection w/ brain – lose all sensation and voluntary movement in body regions with sensory & motor connections * The Endocrine System – body’s slow chemical communication system; a set of glands that produce hormones into your bloodstream * Hormones – chemical messengers that are manufactured by the endocrine glands, travel through the bloodstream and affect other tissues * Slower than neural massages, but last longer * Adrenal Gland – a pair of endocrine glands that sit just above the kidneys and secrete hormones (epinephrine and norepinephrine) that help arouse the body at time of stress * Increase heart rate, blood sugar levels, blood pressure †¦ * Pituitary Gland – endocrine system’s most influential gland. When under hypothalamus influence, the pituitary gland regulates growth and controls other endocrine glands * Pea sized structure located in the core of the brain * Example pituitary gland influences the sex glands to release sex hormones * (brain pituitary other hormone brain ) – connection b/w endocrine + nervous Module 5 * Lesion – tissue destruction   * Brain lesion -Naturally or experimentally caused destruction of brain tissue * Used in Experiments: tiny clusters of normal/defective brain cells would be destroyed w/ surrounding unharmed – which part influences what Scientists electrically/chemically/magnetically stimulate various parts of the brain – note effects * Neuroscientists study the working brain by: recording brain’s electrical activity * Electroencephalogram (EEG) – amplified recording of the waves of electrical activity that sweep across the brain’s surface (measured by electrodes places on scalp) * PET (positron emission tomography) Scan – visual display that shows brain activity that detects where radioactive glucose (gamma rays) goes in the brain while it performs a certain task * Active neurons are glucose hogs * MRI (magnetic resonance imaging) – technique that uses magnetic field and radio waves to produce computer generated images of the soft tissue – show brain anatomy * Align spinning atoms of the brain molecules, then radio wave pulse temporarily disorients atoms return to normal spin; formed detailed pic of the brain tissue b/c released signals * fMRI (functional MRI) – a technique revealing blood flow (brain activity), by comparing successive MRIs – show brain function and structure * Brainstem – the oldest part of the central core of the brain * Starts where the spinal cord swells as it enters the skull * Responsible for automatic survival functions   * Medulla – base of brainstem * Responsible for heartbeat and breathing * Right above the medulla are the pons help coordinate movement Brainstem is where most nerves to and from each side of the brain connects to the opposite side of the body – crossover pt * Reticular formation – located inside brainstem b/w ears – extends from spinal cord thalamus * A nerve network – plays an important role in controlling arousal * Filters incoming stimuli and relays important info to other parts of brain * Thalamus – brain’s sensory switchboard receives sensory info – except smell – from all senses, then directs messages to the sensory receiving area in the cortex and transmits replies to the cerebellum and medulla * Located on top of the brainstem * Cerebellum – functions include processing sensory input and coordinating voluntary movement output and balance – located at the back of the brainstem * Enables nonverbal learning + memory – judge time, modulate emotions, discriminate sounds/textures Limbic System – neural system associated with emotions and drive * Located below cerebral hemisphere – 2 halves of brain (brain hemisphere) * Hippocampus – process memory * Amygdala – two neural clusters linked to emotion (influences aggression and fear) * Hypothalamus – located below the thalamus – keep body’s internal environment in a steady state * Directs several maintenance activities (eating, drinking, body temperature) * Helps govern endocrine system via pituitary glands * Linked to emotions and reward Module 6 * Older brain networks sustain basic functions and enable emotion, memory and basic derives * Newer brain networks (within the cerebrum the two hemispheres that make up 85% of our brain mass) are responsible for more advanced things like speaking and thinking and perceiving Cerebral cortex – thin layer of interconnected neural cells covers the brain(cerebral) hemispheres. – body’s ultimate control + info-processing center (thinking mostly occurs) * As we move up the animal ladder, cerebral cortex expands, genetic control decreases, and adaptation increases * small cerebral cortex (ie frogs) operate mostly on programed genetic instructions (instinct); larger cortex – larger capacity for learning & thinking more adaptable * Humans have a very complex functioning cortex Structure: Has lots of wrinkles and if expanded, triples the area * brain hemispheres filled w/ axons connecting cerebral cortex to all other brain regions * Glial cells – cells in the nervous system that protect, nourish and support neurons * Provide nutrients, insulating myelin, guide neural connection and mop up ions and neurotransmitters to neurons * May also participate in information transmission and memory * Moving up animal chain proportion of glial cells to neurons increases * Each hemispheres (there are 2) are divided into 4 lobes separated by fissures (folds) * Frontal lobe (behind the forehead) – involved in speaking and muscle movement also controls making plans and judgments * Parietal lobe (at the top to rear) – receives sensory input for touch & body position * Occipital lobe (at the back of the head) – receives information from visual fields * Temporal lobe (above the ear) – includes auditory areas (receives info from opposite ear) Functions: * German physician Gustav Fritsch and Eduard Hitzing applied mild electric stimulation to a dog’s cortex caused parts of the dog’s body to move * Worked only when stimulating the arch shaped regions on the back of the frontal lobe * Stimulating parts of this region in the left/right hemisphere caused movements on opposite side of certain body parts Motor cortex – area at the rear of the frontal lobe that controls voluntary movement * Areas of body that require most control (like fingers and mouth) have largest area * Sensory cortex – area at front of parietal lobe that process sensory touch &movement sensations * The more sensitive the body region, the larger area for sensory cortex is developed for it * Association area – areas of the cerebral cortex not involved in primary motor control function or sensory functions: they are involved in more complex functions like learning, memory, thinking and speaking * Not dormant areas – rather interpr et, integrate & act on info processed by sensory areas * found in all four lobes * Front lobe enable judging, processing of new memories and planning * Damage to frontal lobe may cause personality change (Ex Gage, damaged frontal lobe, but still had all memories and skills intact.. just became more irritable and dishonest) * Parietal lobe enable mathematical and three-dimensional reasoning * Underside of the right temporal lobe allows us to recognize faces * Memory, language & attention results from synchronized activity among brain areas * Brain’s Plasticity – brain’s ability to change, during childhood, by reorganizing after damage or building new paths based on experience * Severed neurons do not regenerate and some specific brain functions are reassigned to certain areas * Some neural tissue can be reorganized if the person is still young * Constraint-induced therapy – aims to rewire the brain by warning a fully functioning limb and forcing the used of the disfunctioning limb * Losing a finger may cause the sensory area responsible for that finger to input adjacent figures (making them more sensitive) * Neurogenesis – formation of new neurons * The fact that brain`s two sides serve different functions is seen when there is damage * 1961, Philip Vogel and Joseph Bogen thought that major epileptic seizures were caused by increase in brain activity bouncing back and forth between the cerebral hemispheres * Tried cutting the corpus callosum – the large band of axon fibre connecting the two brain hemispheres and carrying massages between them * Split brain – condition resulting from the surgery that isolates the brain`s two hemispheres by cutting the fibres (mainly those in corpus callosum) connecting them * Normal personality and intellect hardly affected * Right hemisphere – used when a person preforms perceptual tasks * Makes inferences to languages * Left hemisphere – increase activity when a person speaks or calculates * Makes quick, literal interpretations of language * Also responsible for sign language in deaf people * 90% of people are right handed and 10% of people are left handed ( a bit more male left handed people and a bit less female) * 96% of right handed people process speech in left hemisphere * 70% of left handed people process speech in left hemisphere, and everyone else either left or both * Bias of right hand is unique to humans (and other primates like chimpanzees and baboons) * Either genes or parental factor indicates handedness

Witty Mothers Day Quotes

Witty Mothers Day Quotes A chuckle and good humor- that could be your gift to your mother on Mothers Day. Use these witty Mothers Day quotes to crack her up. Pin up posters with witty Mothers Day quotes to pack a punch. She will appreciate your sense of humor and your tactful expression. Roseanne BarrI know how to do anything- Im a mom. Rodney DangerfieldMy mother never breast-fed me; she told me she only liked me as a friend. Erma BombeckWhen your mother asks, Do you want a piece of advice? it is a mere formality. It doesnt matter if you answer yes or no. Youre going to get it anyway. Larisa OleynikIf my mom reads that I am grammatically incorrect, I will have hell to pay. Phyllis DillerI want my children to have all the things I could not afford. Then I want to move in with them. Milton BerleIf evolution really works, how come mothers only have two hands? Bob MonkhouseMy mother tried to kill me when I was a baby. She denied it. She said she thought the plastic bag would keep me fresh. Peter De VriesA suburban mothers role is to deliver children obstetrically once, and by car for ever after. Buddy HackettMy mothers menu consisted of two choices: Take it or leave it. Nora EphronWhat my mother believed about cooking is that if you worked hard and prospered, someone else would do it for you.

Chinas Examination Hell essays

China's Examination Hell essays The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, Chinas Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations. The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives. Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book des...

Booker T. Washington and Education Essay Example | Topics and Well Written Essays - 750 words

Booker T. Washington and Education - Essay Example For instance, Washington accepted segregation of the races, his outward humility, and his opposition to black militancy (Rutkoff and Scott). For this reason, many black intellectuals from Washington’s time were shy about placing him as the spokesperson for the struggle for social recognition. Regardless, Washington’s thoughts on education have remained within the public’s consideration for a number of years, opening the question of how does our current world evaluate, and utilize, what Washington had to contribute to the field of education. Washington was born a Virginian slave in either 1858 or 1859 and, although freed by the Emancipation Proclamation in 1863, sought employment at age nine in coalmines and salt works. Washington was entirely self-educated: finding the value of knowledge after his first experience with a spelling book. In 1872, Washington moved a few hundred miles to Virginia’s Hampton Institute in Virginia to enhance his education. Washin gton took employment as a janitor in Hampton so that he could pay his tuition, room, and board. Similar to his peers at Hampton, Washington received a lesson in the value of hard work for moral and economic strength. â€Å"He worked his way through school and taught for two years at Hampton after graduating† (Hine, Hine and Harrold 339). Afterward, Washington took up a position as headmaster at a school in Tuskegee, Alabama. Understanding how Washington found himself as the head of a school is crucially important for contextualizing his contributions to the philosophy of education in the early parts of black freedom within the United States. Because Washington employed personal initiative and hard work in reaching a place of dignity, he wanted to share that experience with all black people. His take on education was representative of the fact that he was not an intellectual; rather he was a man that employed action to achieve the means of survival (Rutkoff and Scott). He want ed black people in the south to value the need for industrial education from the perspective as both American and African. Washington emphasized the industrial curriculum as a means of a stepping-stone toward race independence; however, this emphasis does not represent an inherent belief in the incapacity of blacks to master scholarly subjects as well. Rather, â€Å"one man may go into a community prepared to supply the people there an analysis of Greek sentences. The community may or may not at that time be prepared for, or feel the need of, Greek analysis, but it may feel the need of bricks and houses and wagons† (Washington 156-157). Washington’s intent by advocating the industrial curriculum was to grant these blacks the ability to break cycles of perpetual debt brought on by a lack of independence from the sharecropping system, which kept individuals from learning the tools and competences necessary for work that is more skilled. As a man of action, who achieved a high status by working hard and taking the extra step, Washington saw the production of value with one’

Servant Leadership for Minorities Research Paper

Servant Leadership for Minorities - Research Paper Example Diversity has two dimensions that are primary and secondary. There are some aspects of an individual’s personality that cannot be changed. Besides, such aspects of the human personality are mostly obvious and known to the people because of their being visible and easily discernable. Such aspects of diversity are called primary dimensions and they include within their ambit, attributes like age, race, gender, ethnicity, physical abilities and disabilities and sexual orientation. A gross stereotyping of the people based on their primary dimensions can cause tremendous hurt and does have the potential to give way to a conflict. Secondary dimensions are the aspects of human personality over which individuals have some control. People mostly do have the power to alter the secondary dimensions of their existence. Besides, secondary dimensions are the aspects of human personality, which they can conceal or reveal as per their convenience. Secondary dimensions usually consist of attributes like work background, economic status, marital status, functional specialty, job level, religious beliefs, thinking style, geographic location, parental status, education, communication style etc. Diverse leadership teams always accrue multiple benefits to organizations. Recognition of and acceptance of diversity by the leadership in any organization improve organizational performance. Once people get assured that their diversity is acceptable and normal, they tend to spend less time in reacting to unlawful or perceived discrimination. ... Such aspects of diversity are called primary dimensions and they include within their ambit, attributes like age, race, gender, ethnicity, physical abilities and disabilities and sexual orientation. A gross stereotyping of the people based on their primary dimensions can cause tremendous hurt and does have the potential to give way to a conflict. Secondary dimensions are the aspects of human personality over which individuals have some control. People mostly do have the power to alter the secondary dimensions of their existence and are usually less sensitive about them. Besides, secondary dimensions are the aspects of human personality, which they can conceal or reveal as per their convenience. Secondary dimensions usually consist of attributes like work background, economic status, marital status, functional specialty, job level, religious beliefs, thinking style, geographic location, parental status, education, communication style etc. (Loden & Rosener 25).Diverse leadership teams always accrue multiple benefits to organizations. Recognition of and acceptance of diversity by the leadership in any organization improves organizational performance. Once people get assured that their diversity is acceptable and normal, they tend to spend less time in reacting to or worrying about unlawful or perceived discrimination and harass ment (Parrillo 27). Acceptance of diversity enhances people's self-esteem and leads to better work place relations. A leadership sensitive to the diversity of the employees serving in an organization encourages people to bring out the best in them. This leads to a positive and favorable self-image. Acceptance and proper management of diversity tremendously improves the problem solving abilities of