Core values of development

  1. forming stagers

It acts like orientation day at a college or a job.one starts familiarizing themselves with the environment of a certain area.it is important for team members to develop relationships and  have understand each other.

2.storming stage

In this stage the reality and weight of completing a task at hand have now hit everyone. The initial feeling of excitement and the need to be polite have e likely worn off. Personalities may clash due to disagreements this may even question the authority or guidance of group of people. Some teams skip over the storming so as to avoid conflicts thus making the problem grow until it blows up, so it should be recognized and resolved early

3.norming stage
people start  to notice and appreciate their team members strengths. Groups start to settle into a groove. Everyone contributes and working becomes a cohesive unit storming sometimes overlaps with norming .as new tasks arise, groups may still experience a few conflicts.it will probably be easier since they have dealt with the disagreements earlier

4.peforming stage

Members are confident, motivated and familiar with the project and their team that they can operate without supervision. Everyone is on the same page and driving full-speed ahead towards the final goal. People strive to reach this stage.

5.adjourning stage

Once a project ends the team disbands. This phase sometimes known as mourning because members have grown close and feel a loss now that the experience is over.

Core values of development

Sustenance-the ability to meet basic needs.

When life sustaining basic needs like food, shelter,health and protection are absent underdevelopment exists. Development creates an environment in which all people

 

 

Can expand their capilities and opportunities can be enlarged for both present and future generations

Self-esteem-having a sense of worth and self –respect of not being used as a tool by others for their own ends.

Freedom-is to be understood in the sense of emancipation from alienating material conditions of life and from social servitude to nature,ignorance other people misery

Leader Characteristics, Follower Characteristics, and Situational Factors

 

Introduction

An effective leader must understand the interactions between leader characteristics, follower characteristics, and situational factors. Some of the well-known leader characteristics include effective communication, accountability, humility, vision, positivity, and confidence. Others are decisiveness, delegation, empathy, integrity, influence, and commitment. Certain situations may force a leader to apply some of the characteristics more than otherss. For instance, an organization with demotivated employees requires a leader to show greater empathy and positivity rather than delegation and accountability. Hence, leadership style is often influenced by leader’s qualities, follower’s characteristics, and situational factors.

Leader, Follower, and Situational Characteristics

The form of leadership that considers follower characteristics and environmental factors is known as situational leadership. Its models were created by Kenneth Blanchard and Paul Hersey in their theory of situation leadership (Meier, 2016). The theory does not consider any style of leadership to be better than the other. Instead, it suggests that leaders should be adaptive and flexible. Hence, leaders should adjust their style according to the competence and commitment of their subordinates (Northouse, 2019). A similar view was maintained by Goleman, Boyatzis, and McKee (2013), who identified six distinct leadership styles. These include: Authoritative, coaching, affiliative, democratic, pacesetting, and coercive. These styles should be used interchangeably according to follower qualities and environmental factors.

The relationship between leader qualities, follower characteristics, and situational factors can be explained using the above scholarly works. In Blanchard and Hersey’s theory, a leader is confronted by four different situations, each having different follower characteristics. Telling is one of the situations. In this scenario, followers are incompetent but show commitment and enthusiasm (Northouse, 2019). Such a situation calls for a leader to be visionary, commanding, motivating, and self-confident. These are also characteristics of authoritative leadership. The second situation is where the followers have some level of competence but show unwillingness to deliver, and are demotivated. This is referred to as a selling situation, and calls for a coaching type of leadership style. In this scenario, the leader should possess qualities such as team-building, empathy, motivating, positivity, and listening skills. The third situation is referred to as participating or supporting. In this case, followers have high competence but lack self-confidence. This situation calls for a democratic leader with characteristics such as participation, effective communication, and innovation (Goleman et al., 2013). Finally, there is the situation where followers are highly competent and willing to perform their tasks. This calls for a delegating type of leadership.

Additionally, other situations may call for extreme leadership styles. For instance, a leader may be confronted with a situation where high-quality results are required quickly. If the followers are highly motivated and competent, the leader may employ a pacesetter type of leadership. Such a leader leads by example and lacks patience (Goleman et al. 2013). Every follower is held to high standards and great accountability. Such a leader may also work extra-hours to encourage followers to do the same. Another strict leadership style is coercive leadership. This is applied in a crisis where, for instance, a firm needs a complete turnaround in performance (Landa & Tyson 2017). The leader and the followers must perform well under stress in this case.

Challenges

The interaction between leadership, followership, and situations is not without challenges. One such challenge is attaining flexibility. An effective leader is expected to adapt to different situations. However, this can prove to be challenging especially in cases where a given type of leadership goes against his or her natural personality. For instance, it may be difficult for an empathic leader to adapt to a coercive style of leadership. Such a leader is better suited for affiliative style. A democratic leader may find it challenging to transition into authoritative one. The former requires participation and accommodation of different views while the latter calls for assertiveness.

Another challenge is the confusion that may arise among the followers.  If followers are used to their leader being democratic, they may not understand why they suddenly turn authoritative or coercive. A different scenario might see a leader with a lot of charisma switch from an affiliative to a pacesetter style of leadership. In such a case, the employee will not enjoy the empathic and rewarding atmosphere they’re accustomed to. Instead, the leader portrays an impatient demeanor that may throw followers into confusion.

Solutions

These challenges can certainly be overcome. The issue of flexibility in a leader requires gradual learning and is a skill-set that cannot be acquired in overnight. Leaders, who aim to be flexible, should embrace different situations even though they may be out of their comfort zone. A growth mindset is important as well as an eagerness to learn (Pant & Sinha, 2016). The problem of confused followers can also be addressed. Flexibility should be cultivated in them on the same lines as their leaders. Effective communication is a must for the followers to understand the factors behind the change in leadership style. For instance, workers in a non-performing organization should be informed of the need for a coercive type of leadership.

Conclusion

There is an interaction between leadership characteristics, follower characteristics, and situational factors. This relationship must be put into consideration if one is to become an effective leader. This calls for great flexibility which, at times, can throw an organization into confusion. However, with effective communication and a growth mindset, these challenges can be overcome.

 

References

Goleman, D., Boyatzis, R. E., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press.

Landa, D., & Tyson, S. A. (2017). Coercive leadership. American Journal of Political Science61(3), 559-574.

Meier, D. (2016). Situational Leadership Theory as a Foundation for a Blended Learning Framework. Journal of Education and Practice7(10), 25-30.

Northouse, P. G. (2019). Leadership: Theory and practice. Sage publications.

Pant, G., & Sinha, S. (2016). Developing flexible leaders flexibly. Springer, 85-102.

 

Leadership Theories and Styles in Public Leadership

Write a four to five (4-5) page paper in which you:

  1. Determine two (2) leadership theories and two (2) leadership styles that support the definition of a public leader. Provide a rationale for your response.
  2. What are the differences, if any, between successful leaders in public, private, and non-profit organizations? Cite experiences and research to support your assertions.
  3. Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions.

Include at least four (4) peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Evaluate the theories and models of public leadership.
  • Differentiate among the styles of public leadership.
  • Differentiate between leadership in public, private, and non-profit organizations

 

SOLUTION

Leadership Theories and Styles in Public Leadership

Various leadership theories have been developed to explain the attributes of good leadership. Two of these, situational leadership and servant leadership theories, depict two important characteristics of a public leader. These are flexibility and being a servant leader, respectively. Situational leadership is a model that urges leaders to adjust their leadership style depending on the competence and commitment of their followers (Deshwal, & Ali, 2020). Therefore, this theory argues that no leadership style is superior to the other. Several levels of follower characteristics are described in situational leadership. One of these, for instance, involves followers who are highly committed but incompetent. In such a case, authoritative leadership is required to guide followers. This is appropriate as it facilitates learning for the employees or followers. In contrast, highly competent and committed followers do not require much supervision since they are capable and willing to discharge their duties. Delegation is suitable for such employees. Therefore, situational leadership calls for leaders to exercise flexibility while dealing with followers in the different programs they undertake. Servant leadership model, on the other hand, encourages leaders to focus on the need and desires of their followers or the community, instead of working to influence them (Deshwal, & Ali, 2020). Furthermore, this model is also focused on the growth and development of the followers. Proponents of this theory argue that by adopting this theory, a leader gains the support of the followers who reciprocate through better performance, and more commitment. Furthermore, the servant leadership model embodies the desirable characteristics of a public leader including empathy, listening, awareness, building community, stewardship, persuasion, and the desire and commitment to building others.

Different leadership styles have been advanced within the leadership models. Among them are democratic and coaching leadership styles.    Democratic leadership alludes to the inclusion of everyone, a primary quality in every public leader (Saxena, Desanghere, Stobart, Walker, 2017). It calls for a leader to seek the opinion of others before making major decisions. Such a leader must also possess listening skills. Democratic leadership brings the whole members onboard a given project, ensuring that they feel like part of the team. Coaching leadership, on the other hand, calls for a public leader to show empathy towards his followers. Such a leader shows interest in people’s goals and establishes programs aimed at building for future success. The relationship between the leader and follower extends beyond organizational goals as the former takes a personal interest in the latter’s dreams. Coaching leadership matches to the public leadership quality of desire to empower others in life.

Differences between Successful Leaders in Public, Private, and Non-Profit Organizations    

Successful leadership exhibits different characteristics across public, private, and Non-Governmental Organizations (NGOs). Although Laub (2018) notes that the purpose of any form of leadership is to bring a positive change, different organizations have different goals. For instance, private organizations are generally profit-oriented while the public sector is majorly concerned with service delivery. NGOs, on the other hand, aim to accomplish different social programs without profit considerations. These varied goals call for different approaches to leadership. For instance, in the effort to deliver, one of the major concerns in the public sector is the Public Service Motivation (PSM) (Jensen, Andersen, & Jacobsen, 2019). PSM refers to an individual’s inclination to deliver services to a community. Such an individual is motivated by the desire to good for others. Transformational leadership is recommended for fostering PSM. This is a form of leadership that brings about positive change and value in people and systems. Employees are encouraged to be creative and innovative in coming up with solutions to various problems. Furthermore, to facilitate the understanding of the community’s needs, servant leadership is required in the public sector. This leadership model facilities service delivery by encouraging leaders to pay close attention to their followers’ demands. In the case of NGOs, the aim is to bring a social change such as empowering a community through education programs. Hence, transformational leadership comes in handy. Mufti, Xiaobao, Shah, Sarwar, & Zhenqing (2019) note that this form of leadership brings about job satisfaction. This is an important feeling in an organization that does not use profit as a measure of success. Finally, leadership in private organizations calls for greater flexibility since the focus is on short term goals and profits. For instance, a software-developing company will finish on one project and move on to the next. Similarly, a phone manufacturing company moves from working on one model to another. Such an environment calls for situational leadership which adopts flexibility in leadership styles (Deshwal, & Ali, 2020). The ability and commitment of the works require a continuous assessment to determine the best leadership style. This portrays a difference in successful leadership across various sectors.

The organizational structure also accounts for differences in leadership. Rassa and Emeagali (2020), state that there is a relationship between organizational structure and leadership. Furthermore, Islam, Said, Sumardi, & Rahman (2020), assert that public sectors tend to be more centralized than the private sector. Such differences affect successful leadership. For instance, a successful leader in a centralized organization is required to be visionary and authoritative to achieve results. Such a leader also has to deal with shortcomings such as delays in work due to bureaucracy. On the other hand, decentralization within private organizations calls for a leader who is democratic and able to delegate duties. The centralization structure is also common in NGOs as Tran (2020) states. This relationship between successful leadership and organizational structure is evident from the recent trend towards privatization and public-private partnerships. It has vice been observed that service delivery is better in private organizations than in the public sector (Cherry, Grasse, & Ihrke, 2018). This is partly due to decentralization that facilitates efficiency.

Inborn and Learned Leadership

Although certain inborn qualities favor leaders, leadership is also a learned quality. Afrianty (2020), notes that leadership qualities such as emotional intelligence and character are both inborn and learned. Furthermore, other characteristics such as ethics and credibility are not innate but acquired through learning. Also, it has been observed that current leaders in both public and private institutions become better leaders after undergoing training. This was the case according to research studies by Andersen, Bøllingtoft, & Jacobsen, (2016). Andersen et al. (2016) noted that after training, such leaders were better perceived by their employees and took a more active role than before. This notion is also supported by looking at common leadership qualities. These include effective communication, integrity, humility, accountability, delegation, confidence, and vision.  Such qualities do not require unique genes. One can learn to practice effective communication skills. The same case applies to virtues such as integrity and accountability that are adopted by principle. Hence, constant practice, training, and experience result in great leadership.

References

Afrianty, T. W. (2020). Are Leaders Born Or Made?: A Point Of View. Jurnal Penelitian IPTEKS5(1), 17-23.

Andersen, L. B., Bøllingtoft, A., & Jacobsen, C. B. (2016). Are Leaders born or made? Leadership Training Effects on Employee Perceptions of Leadership. The 2016 Academy of Management Annual Meeting.

Cherry, B. D., Grasse, N. J., & Ihrke, D. M. (2018). Perceptions of Privatization in Michigan. Human Service Organizations: Management, Leadership & Governance42(1), 86-94.

Deshwal, V., & Ali, M. A. (2020). A Systematic Review of Various Leadership Theories. Journal of Commerce8(1), 38-43.

Islam, M. Z., Said, T. F., Sumardi, W. A., & Rahman, S. (2020). Factors Affecting Organizational Effectiveness: A Proposed Framework for Brunei’s Public Sector. International Journal of Asian Business and Information Management (IJABIM)11(2), 15-27.

Jensen, U. T., Andersen, L. B., & Jacobsen, C. B. (2019). Only when we agree! How value congruence moderates the impact of goal‐oriented leadership on public service motivation. Public Administration Review79(1), 12-24.

Laub, J. (2018). The Purpose of Leadership: Leadership That Moves the World. In Leveraging the Power of Servant Leadership, 1-14. Palgrave Macmillan, Cham.

Mufti, M., Xiaobao, P., Shah, S. J., Sarwar, A., & Zhenqing, Y. (2019). Influence of leadership style on job satisfaction of NGO employee: The mediating role of psychological empowerment. Journal of Public Affairs, e1983.

Rassa, H., & Emeagwali, L. (2020). Laissez fair leadership role in organizational innovation: The mediating effect of organization structure. Management Science Letters10(7), 1457-1462.

Saxena, A., Desanghere, L., Stobart, K., & Walker, K. (2017). Goleman’s Leadership styles at different hierarchical levels in medical education. BMC medical education17(1), 169.

Tran, L. (2020). International NGO Centralization and Leader-Perceived Effectiveness. Nonprofit and Voluntary Sector Quarterly49(1), 134-159.

Evolution” of the Roman Catholic Church’s

The “Evolution” of the Roman Catholic Church’s Responses to Scientific Discovery

Introduction

Scientific discoveries constantly challenged the Roman Catholic doctrines, prompting the church to respond. These responses varied according to the different times and situations facing Roman Catholicism. During Galileo Galilei’s time in the late sixteenth and early seventeenth centuries, the church adopted an authoritarian response. Sir Isaac Newton faced a moderate response while upon Charles Darwin’s discovery on evolution; the papacy went quiet for a long time before finally agreeing with science. This ‘evolution’ of the responses depicts a gradual change in the Church’s attitude towards science as well as an effort to remain relevant in the wake of the scientific revolution. The response of the Roman Catholic Church to science was also set in the background of ongoing tensions between Roman Catholicism and Protestantism. Hence, an array of factors should be considered when discussing the changes in the Vatican’s response to science.

Galileo and the Heliocentric Model

One of the earliest conflicts between the Roman Catholic Church and Science resulted from the work of Galilei (1564-1642). The topic at the center of this controversy was the heliocentric model, championed by Galilei (McGrath 18). This model originally developed by the Polish Polymath, Nicholas Copernicus (1473-1543), explained that the sun is at the center of the solar system instead of the earth. It, therefore, contradicted the geocentric model that had been advanced by the Greek scholar, Claudius Ptolemy, and accepted throughout the middle ages (McGrath 18). The geocentric model depicted the earth at the center of the universe. Furthermore, it was believed that all the heavenly bodies including the stars rotated in circular motions around the earth (McGrath 18). The Roman Catholic Church accepted this view since it was accommodated by the scripture. The idea of the earth being at the center was a false proof that the earth was at the center of the creation with the heavens above it, as depicted in creationism. Galilei’s advocacy for the heliocentric model was, hence, viewed as an opposition to the Church and condemned.

The Church had reasons for criticizing Galileo’s work. Among them is that the heliocentric model was found to be incompatible with the bible (McGrath 22). One of the commonly cited verses by the critics was Joshua 10: 12-13. In this verse, Joshua is said to have ordered the Sun to stand still so that he could defeat his enemies. This verse was interpreted literally as evidence that it is the sun that moves around the earth. Paolo Antonio Foscarini, a Carmelite friar, came to Galileo’s defense and argued that the heliocentric model was not necessarily incompatible with the bible (McGrath 22). According to the friar, there were three aspects of the bible that the Roman Catholic Church had not considered. The first aspect was the fact that the bible is not written literally, but rather metaphorically and with similitude. Secondly, the scripture was composed according to our understanding and level of knowledge. Finally, Foscarini argued that the writings of the bible are according to the common way of speaking at the time (McGrath 22). With this understanding, Foscarini explained that Joshua’s Bible story was written according to the common understanding of nature in those days and in the common language spoken at the time. Galileo also endorsed this explanation. However, the Church was quick to reply to Foscarini’s views, terming them as mere innovations without precedent in Christian thought (McGrath 23). Additionally, the Church maintained that the Bible was to be interpreted literary. New interpretations that defied the common understanding of the Holy fathers and theologians were unacceptable.

The other reason for the Church’s condemnation of Galileo’s work was due to an ongoing debate between the Roman Catholics and the Protestants. The thirty years war that lasted from 1618-1648 led to a split between the Roman Catholics who insisted upon Christian traditions and the Protestants who favored liberal thinking. Hence, amid that tension, the Roman Catholic Church rejected any new interpretations of the bible advanced by the Protestants. Submitting to Galilei’s thinking was, therefore, a risky move that would be translated as a concession to Protestant teachings. The official position of the Roman Catholic Church was that any new interpretation of the Bible was mere innovation, hence, erroneous (McGrath 24). As such, the heliocentric model was dismissed.

The conflict between Galileo and the church commonly referred to as the ‘Galileo Affair,’ was a series of events. It would, however, be erroneous to state that there was no dialogue between the two parties. Galilei made six trips to Rome, each trip lasting many days. During the trips, he had the privilege of meeting high ranking members of the Church including the pope, with whom he shared his work. The second trip, in 1611, was the beginning of Galilei’s opposition as he defended the heliocentric model in public (Shea and Artigas 19). His ideas were not only rejected by the church, but also by his fellow scientists who followed Aristotle on the geocentric model. The holy office denounced his ideas prompting Galilei to make a third trip to Rome in 1615 (Shea and Artigas 49). He intended to defend his views and avoid the rejection of the heliocentric model. His efforts, although brilliant, were unsuccessful leading to the banning of his works and an order not to teach it (Shea and Artigas 82). Galilei had no option but to go silent. Fortunately in 1623, Pope Urban VIII who was a friend of Galilei, as well as an admirer of his works, came to office. As a result of this change in the papacy, Galilei made a fourth trip to Rome where he was readily welcomed. Pope Urban VIII allowed Galilei to publish his work on the condition that it was to be presented as mere opinions and not facts. The next few years were successful for the scientist as he wrote several celebrated works (Shea and Artigas 96). In 1630, Galileo made a fifth trip to Rome where he requested permission to print his book. This request was not readily granted although eventually, he managed to print the book outside of Rome. This was followed by a public outcry against Galilei’s book forcing the Church to act. In 1633, the father of modern science was summoned to Rome and put to trial (Shea and Artigas 258). The result of the trial was a censoring of Galilei’s book and house arrest, where he spent the rest of his life until he died in 1642. Nevertheless, Galilei’s work had already spread across Europe.

Newton and the Watchmaker’s Analogy

A few decades after Galilei’s death, the Church was confronted again by science. In this case, Sir Isaac Newton (1642-1727) was at the center of the controversy due to his findings on the mechanics of the universe (McGrath 26). Upon discovery of the laws of physics that governed the universe, Newton was convinced that mechanical perfections were underlying the operation of the universe. Consequently, the watchmaker’s analogy was developed. This analogy compared the mechanics of the universe to that of a watch. This popular teleological argument considers the working of the universe. It can be observed how the earth revolves around the sun while rotating around its axis in coordinated harmony to bring about seasons, days, and nights. The moon revolves around the earth periodically lighting the nights and so on. Newton compared these mechanics to those of a watch with the hour, minute, and second hand moving in a coordinated fashion to determine the time. Such a watch does not appear out of thin air but is designed by a watchmaker for a purpose. Similarly, it could be deduced that the universe too, had a designer and a special purpose (McGrath 29). Hence, suggesting a creator.

Initially, Newton’s work was embraced by the Roman Catholic Church. The watchmaker’s analogy served as a confirmation for the existence of God (McGrath 29). Furthermore, the analogy implied that God is the creator of the universe. Also, the church favored the idea that the universe was created for a purpose as this was compatible with the doctrines of Christianity. However, further studies into the celestial mechanics uncovered additional facts that the Church found unacceptable. This was the beginning of the conflict between Newton’s scientific findings and religion.

Newton’s work on celestial mechanics appeared to suggest that the world was self-sustaining. The creator had defined the fixed laws upon which the universe would operate such as the laws of motion (McGrath 30). For instance, the earth does not need any interference to keep rotating. Hence, the sun rises and sets without any continuous meddling but due to the fixed laws set at the beginning. As such, according to Newton, there was no need for continued divine intervention. This implied that God has no continuing role to play in our world. This view was heavily criticized by the Roman Catholic Church. The common belief of the Church, which persists up to date, is that God is ever-present in our lives. Such beliefs are supported in the Bible with stories such as the flood during the time of Noah, where God made it rain leading to a catastrophic flood as described in the book of Genesis. Therefore, due to the literal interpretation of the Bible by Roman Catholicism, it was believed that the universe is sustained directly by God.

The effect of Newtonian physics on religion went beyond simply casting doubts onto people’s minds regarding accepted doctrines of the faith. The scientific discoveries were so revealing that they fuelled a new religious movement. The movement of Deism used Newton’s work to legitimize itself (McGrath 29). Deism maintains the role of God in creating the universe but denies God’s special presence in the creation. In the late seventeenth century, following Newton’s discovery, Deism gained a massive following as former Roman Catholic followers joined the movement (McGrath 29). The failure of the Church to accommodate major scientific views was seen as an intellectual weakness. Furthermore, the Church also took major hits from famous scholars such as John Locke and Matthew Tindal. In one of Locke’s essay regarding human understanding, he suggested that the idea of God is as a result of human rationality and the highly regarded moral qualities at their highest and purest form (McGrath 30). Tindal was motivated by Newton’s assertion that God could be understood through nature. Consequently, in 1730, he argued that the religion of Christianity is nothing but a republication of the religion of nature (McGrath 30). This was a huge blow to not only Roman Catholicism, but also the entire Christianity.

Unlike in Galilei’s case, Newton did not get involved in a one-on-one tussle with the Roman Catholic Church. While Galilei made personal efforts to visit Rome and argue his case with the Church, Newton made no such efforts. It should be noted that Newton was not a Roman Catholic but an Anglican. Despite his immense scientific discoveries, he was devoted to matters of religion and was in fact, a theologian. Iliffe states that the most important aspect of Newton’s life was his Christian faith (4). Surprisingly, behind his Christian faith was a deep resentment for the Roman Catholic Church that qualified for heresy. Newton was not happy with many of the Roman Catholic practices. He felt that the Roman Catholicism was the biggest political and religious threat during the time, terming it as satanic and anti-Christian (Illife 6). He accused the church of cruelty, idolatry, and persecution. However, he never spoke of these accusations publicly and they only came to be known openly after his death. The conflict between the Church and Newton was, therefore, not mainly as a result of him publicly defending his scientific findings, but due to other scholars advancing his work. Among them were Newton’s associate John Locke and later on, Matthew Tindal.

The Roman Catholic’s response to Newton and his supporters was not as strong as during the Galilei’s Affair. This corresponds to the change in the perception of the Church. Roman Catholicism was no longer valued by many in the late seventeenth century as it had during the persecution of Galileo in 1633. The thirty years war that ended in 1648 dealt a heavy blow to the Church. Many had left the Roman-based Church and moved to the much accommodating Protestantism and emerging movements such as Deism (Lucci 14). Therefore, the Church’s stand on scientific matters was no longer held in high regard. Instead, these views were considered outdated. The refusal of the church to embrace science was not working in their favor. It was a relief when Newton’s findings seemed to confirm a major Catholic belief in creation. However, this harmony between science and Roman Catholicism was short-lived.

Darwin and the Evolution Theory

In the 19th Century, the Roman Catholic Church received yet another huge blow. This time, the blow came from the scientific findings of Charles Darwin (1802-1882). Darwin closely studied the work of selective breeding among animals. He observed how a breeder could choose which characteristics were desirable and which were not. The desirable ones would then be passed on to future generations. Ultimately, this would bring in variations between past and future species (McGrath 36). Darwin extended this observation to nature. He noticed a peculiar similarity between selective breeding and nature’s mechanisms. Nature appeared to select the species that would survive. The strong and adaptive species survived while the weak ones perished. He labeled this as natural selection within the natural order (McGrath 36). In 1859, Darwin published his controversial findings in his book, ‘On the Origin of Species.’

Darwin’s findings were against Roman Catholic doctrines. His findings contradicted the foundation upon which Christianity was built. At the center of this tension between science and religion, was the creation story. Unlike Newton’s findings which supported the creation of the universe, Darwin’s work suggested no creator. According to him, all species resulted from a long and complex process of biological evolution (McGrath 37). Up to this point, the church had insisted on interpreting the Bible literally. Hence, it was believed according to Genesis, that God created the world in seven days including man, animals, and plants. Darwin contradicted this by stating that these species had evolved from other organisms over millions of years through a process of adaptation.

Darwin’s work not only challenged the creation story but also the importance of man. According to the Bible, it was believed that man has a special place in God’s creation. The Roman Catholic regarded humanity as having a special place in the world, set apart from the rest of nature (McGrath 37). Additionally, it was believed that man is created in the image of God. Darwin disputed these beliefs by stating that according to his findings, there were no fundamental distinctions between the origins of people and animals (McGrath 37). Hence, the biological processes that had led to people were similar to those that had resulted in animal species.

‘On the Origin of Species’ also dismissed the notion that man had a special purpose in the universe. Roman Catholic teaching was that man was created for a purpose. This belief had been supported by Newton in his watchmaker’s analogy. The Scientific revolutionist had argued that a perfect mechanical system such as the universe could not be designed without a special purpose. Newton’s natural selection suspended any sense of purpose within nature. Instead, he depicted nature as a random process. A close associate of Darwin, Richard Dawkins, further disputed the watchmaker’s analogy by stating that the blind forces of physics were responsible for the world (McGrath 37). The depiction of physics as blind in this case implies random processes with no specific purpose. The Bible story that man had purpose and dominion over all other creation was, therefore, challenged by Darwin.

In Darwin’s case, there was yet another change in the Roman Catholic’s response to science. This time, the Vatican went quiet (Artigas et al. 4). Although there was opposition to evolution from various church authorities, the papacy never offered official communication regarding Darwin’s work. According to Artigas et al., Rome was not eager to have another conflict with the natural sciences as it had been the case with Galilei (5). Although they had managed to censor Galilei, his discoveries had been widely embraced across Europe. The church was, therefore, cautious in engaging in yet another conflict and sought to avoid it. One of the major Roman Catholic’s unofficial opposition to Darwin was titled ‘La Civilta Cattolica.’ However, such works were never endorsed by the papacy.  Some Catholic authors attempted to harmonize evolution with Christianity. Such authors were not condemned publicly by the Church authorities but would instead be asked to retract their ideas (Artigas et al. 6). The church was trying hard to avoid another Galileo Affair. It was not until 1950, almost a century later after the publication of ‘On the Origin of Species,’ that the Papacy commented on evolution. Pope Pius X11 stated that there was no apparent conflict between the evolution theory and matters of the church provided that Christians did not abandon important doctrines of the faith (Artigas et al. 1). Among the doctrines is the belief that people are created in the image and likeness of God and the recognition of the spiritual dimension. This was a great step towards creating harmony between religion and science. In 1996, another milestone was achieved when Pope John Paul II released an address stating that it was evident that evolution was not a mere hypothesis after conducting numerous independent studies.

Conclusion

Since the beginning of the scientific revolution, the Roman Catholic’s response to science has gradually changed. While studying these changes, various factors should be considered. The Galileo Affair was set up in the background of the thirty years war between the Roman Catholic and Protestants. The conflict with Newton happened during the rise of Protestantism and other movements such as Deism. Finally, in deciding how to respond to Darwin, a similar situation to the Galileo Affair had to be avoided. However, all the three scientist’s discoveries were mostly heretic and incompatible with the church’s doctrines at the various times they were made. Despite the conflict lasting for centuries, the Roman Catholic Church is gradually embracing science as shown by Pope John Paul II’s address regarding evolution.

 

Works Cited

Artigas, Mariano, et al. Negotiating Darwin: the Vatican confronts evolution, 1877–1902. JHU Press, 2006.

Iliffe, Rob. Priest of nature: the religious worlds of Isaac Newton. Oxford University Press, 2017.

Lucci, Diego. Scripture and deism: The biblical criticism of the eighteenth-century British deists. Vol. 3. Peter Lang, 2008.

McGrath, Alister E. Science & religion: a new introduction. John Wiley & Sons, 2011.

Shea, William R., and Mariano Artigas. Galileo in Rome: The rise and fall of a troublesome genius. Oxford University Press, 2003.

Air Pollution in Pakistan Compared to Finland

 

Problem Statement

Air pollution in Pakistan is a critical issue. The country is rated as the second most polluted country in the world (IQAir, 2019). The pollution levels in the South-Asian country exceed limits set by the World Health Organization (WHO). According to Amnesty International (2019), about 125,000 Pakistanis die every year due to air pollution. The situation has been labeled as a violation of human rights to life and health.

Prevalence of Air Pollution in Pakistan

Pakistan is ranked as the second most polluted country in the world (IQ Air, 2019). The company monitors the levels of particulate matter measuring up to 2.5 microns in size (PM2.5). These particles are relevant as they are capable of being absorbed through the lungs into the bloodstream, hence, leading to adverse health effects. Although no amount of PM2.5 is deemed healthy, the WHO advises that the levels should not exceed 10µg/m3. Shockingly, according to 2019 average levels, Pakistan has an average of 65.8µg/m3 (IQ Air, 2019). Gujranwala, the 3rd most polluted city in the world, has PM2.5 levels of 105.3µg/m3. Faisalabad follows closely with 104.6µg/m3. Other highly polluted cities in the country include Raiwind at 92.2µg/m3, Lahore at 89.5µg/m3, Karachi at 40.2µg/m3, and Peshawar at 63.9µg/m3 (IQ Air, 2019). Additionally, PM10, Carbon monoxide (CO), and Sulphur Dioxide (SO2) also exceed recommended levels. According to Colbeck, Sidra, Ali, Ahmed, & Nasir (2019), 81% of the population uses solid fuels resulting in 70,700 deaths from complications related to inhaling carbons, nitrates, and sulfates.

Types of Pollution in Pakistan

Primary pollutants in Pakistan include carbon emissions, sulfates, and nitrates. Vehicular emissions are mainly responsible for these pollutants as vehicles mainly use adulterated fuels and are poorly maintained (UNEP, 2013). The number of vehicles in the country has continued to increase rapidly. These consume about 47.4% of the petroleum products (UNEP, 2013).

Secondary pollutants in Pakistan include Particulate matter, ozone, and photochemical smog. Particulate matter or atmospheric aerosol is a chemically complex mixture of solid and liquid particles (Shahid, Kistler, Shahid, & Puxbaum, 2019). Ozone is formed indirectly by the action of sunlight on nitrogen dioxide (UNEP, 2013). Pollutants such as the phytotoxic Nitrogen oxide and PM react with sunlight to form photochemical smog, a common occurrence in Pakistan.

Sources of Pollution in Pakistan

            There are different sources of air pollution in Pakistan. Vehicular emission is the leading cause. This is due to an increase in poorly maintained motor vehicles in the country and the use of impure fuels. Vehicles emit 65% of nitrogen oxides in the country. They also account for 6% of PM and 16% of SO2 (UNEP, 2013). The use of dirty fuels in industries is also a contributor to air pollution. Fuels such as paper, wood, brick kilns, textile waste, and low-grade coal result in PM, SO2, and nitrogen oxide emissions from the industries.

Effects of Air Pollution on Health and Environment and Related Economic Cost

Pollution affects both health and the environment. The WHO reports that outdoor air pollution in Pakistan accounts for 22,000 premature adult deaths (WHO, 2020). 40 million cases of acute respiratory infections are reported each year in the country due to indoor air pollution, resulting in 28,000 deaths per year (WHO, 2020). According to health data from the country, lower respiratory infection is the fifth leading cause of death (Institute for Health Metrics and Evaluation, 2017). Amnesty International (2019), reports that 125,000 people each year due to air pollution. The pollution also causes chronic ear-nose-throat problems, asthma, and tuberculosis. The annual health cost due to air pollution in Pakistan is estimated at 65 billion Pakistan Rupees (UNEP, 2013). This corresponds to 1% of the country’s Gross domestic product (GDP) (Colbeck et al., 2019). The environment is also negatively affected. Winter fog is a common occurrence in Pakistan as a result of high concentrations of SO4.

Strategies Implemented by the Government to Reduce Air Pollution

            Various strategies by the Pakistan government are in place to curb air pollution. However, these are hardly implemented. The Pakistan Environmental Protection Agency (EPA) sets the air quality and emission standards for the country. Some of the successful strategies include the introduction of unleaded gasoline, a reduction of sulfur in diesel, using unleaded fuel, and the use of compressed natural gas (UNEP, 2013). The use of alternative and clean energy sources in all sectors is advocated through mass awareness of the public.

Comparison to Finland       

Pakistan can learn a lot from Finland, one of the most environmentally friendly countries in the world. Compared to 5.2% of forest cover in Pakistan, 70% of Finland has forest cover which contributes to clean air. The Finnish government has put in place legislation to protect these forests. On the other hand, Pakistan’s limited forests are susceptible to deforestation and ineffective law enforcement (UNEP, 2013). Finnish laws are also in place to curb emissions from wood burning, transport sector, energy production, street dust, and industries. This is in contrast to the Pakistan government, which barely enforces environmental laws. 38% of Finland’s energy is renewable, compared to Pakistan which majorly uses thermal energy and other fossil fuels. Additionally, Finland aims to create a carbon-neutral society.

Solutions to Pakistan’s Air Pollution

            Pakistan’s major source of air pollution is vehicular emission. Hence, any solution must first address this problem. The government has already put in place measures to improve the quality of fuel used. Furthermore, poorly maintained vehicles are banned from operating. Unfortunately, the benefits of such laws have not been realized since they are barely enforced. In addition to their enforcement, the government should also discourage the use of motor vehicles. Instead, environmentally safe practices can be encouraged such as car-pooling and the use of bicycles. Another solution is to invest in renewable sources of energy. This would eliminate the thermal power plants which are a major source of pollution. Finally, the promotion of solar water heaters promotes the use of clean energy.

 

References

Amnesty International (2019, October 30). Pakistan: Hazardous air puts lives at risk. Retrieved April 15, 2020, from https://www.amnesty.org/en/latest/news/2019/10/pakistan-hazardous-air/

Colbeck, I., Sidra, S., Ali, Z., Ahmed, S., & Nasir, Z. A. (2019). Spatial and temporal variations in indoor air quality in Lahore, Pakistan. International Journal of Environmental Science and Technology16(6), 2565-2572.

Institute for Health Metrics and Evaluation (2017). Pakistan. Retrieved April 15, 2020, from http://www.healthdata.org/pakistan

IQAir (2019). 2019 World Air Quality Report: Region & City PM2.5 Ranking. Retrieved April 15, 2020, from https://www.iqair.com/world-most-polluted-cities/world-air-quality-report-2019-en.pdf

Shahid, I., Kistler, M., Shahid, M. Z., & Puxbaum, H. (2019). Aerosol chemical characterization and contribution of biomass burning to particulate matter at a residential site in Islamabad, Pakistan. Aerosol Air Qual. Res19, 148-162.

UNEP (2013). The Environment and Climate Change Outlook of Pakistan. Retrieved April 15, 2020, from https://wedocs.unep.org/bitstream/handle/20.500.11822/9396/-The_Environment_and_Climate_Change_Outlook_of_Pakistan-2014Environment_and_Climate_Outloo.pdf?sequence=3&amp%3BisAllowed=

WHO (2020). Pakistan. Retrieved April 15, 2020, from http://www.emro.who.int/pak/programmes/environmental-health.html