Faux Pas The French Theatre Academy’s Probable Rejection of Hamlet - Literature Essay Samples

Aristotle, in his 335 BCE work of dramatic theory, Poetics, wrote several observations on the nature of ancient Greek theatre and poetry, and also gave his opinions about the qualities he thought theatre and poetry ought to have. Poetics was largely thought to be commentary on theatre and poetry until it received a surge of popularity in France as part of the neo-classical movement. The views and opinions Aristotle expressed in Poetics became wildly popular, especially among the members of the French academy, a panel established to maintain the purity of French arts and literature. Soon after the rediscovery of Poetics, the academy established a rule that no play could be produced unless it lived up to the Aristotelian standard. The Aristotelian standard the French academy set was that all plays had to adhere to the three unities Aristotle wrote about, and also have verisimilitude. In other words, all plays had to have unity of time, unity of place, unity of action, and also had to b e believable. While these rules generated some great works, most notably from Corneille and Moliere, ironically enough, some English plays that were written and produced at the same time and probably would have been rejected by the Academy are considered some of the best plays ever written. For instance, even though William Shakespeare’s Hamlet is often considered one of the best plays of the English language, it is likely it would have been rejected by the French academy for not living up to what they perceived to be Aristotle’s standard of theatre. The first unity Aristotle writes about in Poetics is the unity of time. Aristotle wrote that â€Å"tragedy endeavors, as far as possible, to confine itself to a single revolution of the sun, or but slightly to exceed this limit† (Aristotle V). While it is worth mentioning that the sun does not revolve around the Earth, the French academy interpreted the quote to mean that no play’s plot should cover more than twenty four hours. As far as Hamlet is concerned, Shakespeare does not often make mention of the amount of time that has elapsed throughout the text. However, at one point Horatio reads a letter from Hamlet, who has been exiled to England, and the first few lines read â€Å"Horatio, when thou shalt have overlooked / this, give these fellows some means to the king: / they have letters for him. Ere we were two days old / at sea, a pirate of very warlike appointment / gave us chase† indicating that Hamlet spent at least two days at sea, and that story could not have taken place in a span of only twenty hours (4.6.12-16). Aristotle would have been wholly unaccustomed to this form of storytelling, as Greek tragedies often had a very late point of attack, and what’s more, it is likely the French academy would have censored Hamlet on the grounds that the play spans more than one day in the life of the Prince of Denmark. Hamlet may have also been censored for not having unity of place. In Poetics, Aristotle wrote that â€Å"nor, again, can one of vast size be beautiful; for as the eye cannot take it all in at once, the unity and sense of the whole is lost for the spectator; as for instance if there were one a thousand miles long† (Aristotle VII). The French academy interpreted these lines to mean that plays should not have a large setting, and rather, should be limited to one definitive location. Hamlet may have been close to passing inspection in terms of having unity of place because almost the entire play takes place within King Claudius’ castle. However, the stage directions for act four, scene four read â€Å"A Plain in Denmark,† indicating that for that scene the characters are outside of the castle and therefore, in a different location than the rest of the play (4.4.0). Aristotle’s firm belief that theatre should imitate real life as closely as possible would have made it difficult for him to accept the change in location, as obviously the stage’s location has not moved, and therefore, the setting should not change either, in order to establish a sense of realism and consistency. The French academy would certainly not have accepted the change in location as it means Hamlet does not have unity of place, and the academy would have had yet another reason to censor the play. Furthermore, Hamlet would have likely been censored by the French academy for not adhering to Aristotle’s idea of unity of action. Aristotle wrote that in a play, â€Å"the plot manifestly ought†¦to be constructed on dramatic principles. It should have for its subject a single action, whole and complete, with a beginning, a middle, and an end. It will thus resemble a living organism in all its unity, and produce the pleasure proper to it,† (Aristotle XXIII). Hamlet is presented in a linear fashion, which aligns with Aristotle’s idea of unity of time; however, Hamlet does not have a single action as its subject. While the play remains fairly focused on Hamlet’s breakdown, and his plot to expose the king as a murderer, there are digressions within the text. A notable digression is the inclusion of the characters Rosencrantz and Guildenstern. In the first scene they appear in, King Claudius says to them â€Å"I entreat you both, / That, being of so youn g days brought up with him, / And sith so / neighbourd to his youth and havior, / That you vouchsafe your rest here in our court / Some little time: so by your companies / To draw him on to pleasures,† which not only serves as being his instructions to them, but also communicates to the audience that these characters are to be the comedic relief (or at least, as close to comedic relief as the play will come) (2.2.10-15). Later on in the scene, Guildenstern confirms his role as a clown of sorts when he says â€Å"Heavens make our presence and our practices / Pleasant and helpful to him!† (2.2.37-38). The inclusion of Rosencrantz and Guildenstern would distract from the single action Aristotle talks about, and therefore, it would likely be another reason for the French academy to censor Hamlet. Aristotle’s final guideline for plays is that they be believable, or have verisimilitude. On the subject of verisimilitude, Aristotle wrote â€Å"since Tragedy is an imitation†¦the example of good portrait-painters should be followed. They, while reproducing the distinctive form of the original, make a likeness which is true to life† which reifies the concept of mimesis, and conveys Aristotle’s belief that the closer to reality a play can come, the better it will be (Aristotle XV). It is difficult to determine whether or not something is believable or not, as few events are completely outside of the realm of possibility. Judging a play based on how likely the events described in it are to occur may expose a bit of a flaw in Aristotle’s thinking, and certainly the thinking of the French academy, as even among groups as broad as optimists and pessimists, believability is subjective. That being said, the end of Hamlet has been criticized for being a bit far-fetched as four characters (the Queen, Claudius, Laertes, and Hamlet) all die within 50 lines of one another (5.2.295-345). Given how often such rapid slaughters occur in reality, it’s likely that Aristotle would have rejected this ending, and that the French academy would have rejected not only the ending, but the play itself. When looked at solely through the lens of Aristotelian rules such as the three unities and verisimilitude, Hamlet would not be considered a masterpiece, the French academy would have prevented the show from being produced, and the English language’s best play would have never seen the light of day. But even though society’s views on art have shifted such that the work we believe to be the best would be rejected thousands or even hundreds of years ago, society should not be too quick in rejecting the theories in Aristotle’s Poetics, as it is still a valuable piece of literature. There are few other extant works that describe the theatre of the ancient Greeks in such detail, and it offers valuable insight into cohesion and the value of grounding work into reality. Art has ostensibly grown out of Poetics, as well as the French academy. Even so, it is important to continue to read works like Poetics, because by knowing our artistic and literary heritage, we allow art and literature the room to continue grow in the future.

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The Gravity of Our Decisions Expressed in The Road not...

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Human Trafficking through History - 545 Words

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Romanticism in poetry, William Blake Essay Example For Students

Romanticism in poetry, William Blake Essay Basic concerns of the Romantics in this period were; Simple language Incidents and situations from common life Coloring of the imagination Ordinary things presented to the mind in an unusual aspect Making these incidents and situations interesting by tracing them Associating ideas in a state of excitement Humble and rustic life Because of the spiritual possibilities which the Romantics believed human feelings offered, sentiment had an almost religious significance. They loved all extreme natural phenomena; high mountains, violent storms, torrential rivers, anything that had terrible beauty. There were two generation of romanticism the first generation are William Blake, William Wordsmith, P. Coleridge, Robert Burns. And the second generation is Shelley, Keats, and Byron. Wordsmith is the most famous of the romantic poets and his most productive years took only ten years although he had lived 80 years. He was a great supporter of Roman Words rd the French Revolution. The main differences between Coleridge and Word Coleridge believes in education and was fond of reading whereas Woo believes in the education of nature and did not believe in books. We will write a custom essay on Romanticism in poetry, William Blake specifically for you for only $16.38 $13.9/page Order now Tog Lyrical Ballads most of the ballads are anonymous, they were songs a rally. Events usually take place through sectional dialogue. Lyrical Bal collection of poems written by Wordsmith and Coleridge. The aim of new way of poetry. They write about supernatural but form a realistic Wordsmith undertook to write about simple rustic people but as to colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ball because its Just like a manifesto of Romantic Movement. Robert Burns is also another Romantic poet of the first generation buy can say that he did not belong to any other group. He was Scottish an full of Joy. He was also a revolutionary character both in religion and s reflected in his poems. Unlike the others he used dialogues in his p humor can be observed in his poems, which are full of Joy. One of the second-generation Romantic poets is Shelley who was a r He lived in extremes and had radical ideas, which were reflected, in h Because of his radical ideas he was kicked out from Oxford University publishing Necessity of Atheism. He was strongly against didactic p his works are Prometheus Unbound and Queen Mob. Another poet of the same generation is Keats who died at the age of was interested in the Greek language and culture and was inspired b beautiful, Just like other Romantic poets. His works include Ode to G Domino. The most famous but arguably not the best poet of the period was By the most individual and created a character called Byronic Hero hi colorful character. Some critics say that the hero shows Byron is limit When we compare the two generations we can see that the main dif them is that the second generation spent the majority of their time in countries or by traveling, whereas the first spent most of their time in countries. As a result of this the second generations poetry touches of topics whereas the first one is more limited to the observations of t smaller boundaries. The first generation poets had less experience; t reflected less in their poetry. Another difference was in the religious generation was pan-atheist while the second were atheist. Atheism c in Shelley and Keats poetry. Whether the first or the second generation I think it is great to read t Romantics. It is an escape from the industrial world into nature where rest and forget about the daily problems. French Revolution. The main differences between Coleridge and Wordsmith is that Coleridge believes in education and was fond of reading whereas Wordsmith believes in the education of nature and did not believe in books. Together they wrote Lyrical Ballads most of the ballads are anonymous, they were songs and transmitted orally. Events usually take place through sectional dialogue. Lyrical Ballads is a collection of poems written by Wordsmith and Coleridge. The aim of this is to form a new way of poetry. .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c .postImageUrl , .ue5467f513263676844d408ba872d7e2c .centered-text-area { min-height: 80px; position: relative; } .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c:hover , .ue5467f513263676844d408ba872d7e2c:visited , .ue5467f513263676844d408ba872d7e2c:active { border:0!important; } .ue5467f513263676844d408ba872d7e2c .clearfix:after { content: ""; display: table; clear: both; } .ue5467f513263676844d408ba872d7e2c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue5467f513263676844d408ba872d7e2c:active , .ue5467f513263676844d408ba872d7e2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue5467f513263676844d408ba872d7e2c .centered-text-area { width: 100%; position: relative ; } .ue5467f513263676844d408ba872d7e2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue5467f513263676844d408ba872d7e2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue5467f513263676844d408ba872d7e2c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue5467f513263676844d408ba872d7e2c:hover .ctaButton { background-color: #34495E!important; } .ue5467f513263676844d408ba872d7e2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue5467f513263676844d408ba872d7e2c .ue5467f513263676844d408ba872d7e2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue5467f513263676844d408ba872d7e2c:after { content: ""; display: block; clear: both; } READ: Thou Art Indeed Hopkins EssayThey write about supernatural but form a realistic effect. Wordsmith undertook to write about simple rustic people but as to make them quite colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ballads is important Robert Burns is also another Romantic poet of the first generation but actually we can say that he did not belong to any other group. He was Scottish and his poems are full of Joy. He was also a revolutionary character both in religion and politics and this is reflected in his poems. Unlike the others he used dialogues in his poems and his One of the second-generation Romantic poets is Shelley who was a rich familys son. He lived in extremes and had radical ideas, which were reflected, in his poems. Because of his radical ideas he was kicked out from Oxford University after publishing Necessity of Atheism. He was strongly against didactic poetry. Some of Another poet of the same generation is Keats who died at the age of twenty-five. He as interested in the Greek language and culture and was inspired by anything beautiful, Just like other Romantic poets. His works include Ode to Grecian and The most famous but arguably not the best poet of the period was Byron. He was also the most individual and created a character called Byronic Hero which was a very colorful character. Some critics say that the hero shows Byron is limited. When we compare the two generations we can see that the main difference between them is that the second generation spent the majority of their time in foreign countries or by traveling, whereas the first spent most of their time in their home Mounties.

Behaviors Of Transformational Leaders †MyAssignmenthelp.com

Question: Discuss about the Behaviors Of Transformational Leaders. Answer: After graduating from school the first job in which I have landed was in OPTUS SINGTEL as a Customer Service Representative which has been established as one of the biggest telecommunications company in Australia. The main reason behind this step was that n previous experience was required by the company regarding the selected designation. Being inexperienced I was of the opinion that effective communication s required by every organization in order to fit into any role perfectly. On the first day of my job, I reported directly to the line manager who was at the authority to manage a team consisting of 20 staff members. However, my primary role in the organization was to receive phone calls from residential customers and answer their inquiries regarding internet and telephonic connections. Gradually in-depth understanding and communicative skills were developed by me that encouraged me to interact with people of different cultures during the phase of my life. In this regard, the company dynamic proved to be fast changing and at the same time crowded as over 300 people were always engaged in telephonic conversation. In such environment, I learnt to be a good listener in order to communicate with the associates and at the same time acquiring sufficient knowledge in order to execute my work. My current designation is Senior Desktop Administrator at the Universal Music Australia where I have been working for three years. Universal Music is a start-up company in which no formal dress code was followed. The I.T department comprises of six people which is my area of working along with the junior desktop support person, system administrator and the I.T General Manager. We provide services to a limited number of contractors/consultants however; the core stakeholders include our staff. In this regard, it is noteworthy to mention here that change in cultural pattern is something which requires time for a person to get themselves adjusted. However, in my new working environment I interacted with the associates and the managers freely as there were no formal way to interact with the superior authorities. The office environment has been designed in a way in order to promote a relationship of trust. Therefore, during my days at the Universal, a healthy relationship with the staff an d the executive team was established by me. Playing a senior role in my team I have acquainted myself with leadership qualities which were recognized by the General Manager. In this regard, I have undergone a complete personality test in order to determine self awareness. According to the test five personality traits appeared emphasized and in relation to which the national and organizational cultures to relation can be explained. According to the evaluation I do not look for new experiences however I am very well organized and people can rely upon me. From the very beginning I enjoy the company of other people as I am relatively social. I do not get irritated over nominal issues however; I do not forgive easily. I do not get nervous at tense situations however; I do not remain calm during emergencies. The day to day management issues are now shared with my manager and my colleagues in order to assist them in monitoring the desktop administrator. In this regard, I can rightfully explain the relevance of the leadership style assessment that has been recognized with the concept of national and organizational cultures to leadership. It is noteworthy to mention in this regard that since time immemorial, the concept of national culture is related to the values governing the relationship between good and bad, rational and irrational (Aktas, Gelfand and Hanges 2016). National cultures to leadership are generally learnt at an early stage of the career which undergoes major changes from time to time (Allison and Goethals 2014). On the other hand organizational cultures are those which are deep rooted within the organizational framework (Breevaart et al. 2016). There have been major cultural differences between the concepts of national and organizational cultures to relationship. It is worth noting that various ideas including active support are required by the leaders around the world in order to overcome the challenges of leadership (Dabke 2016). For effective leadership practice, it is necessary to develop competitive strategies and ideas (Day et al. 2014). In this regard, it is worth mentioning that an efficient leadership strategy belonging to a national culture can prove to be counter-productive in an organizational culture (Dinh et al. 2014). However, it is important on the part of the leaders to identify the impact of national and organizational cultures to leadership for efficient management of day to day activities (Donate and de Pablo 2015). The leadership experience which I had recently was regarding the implementation of a new video conferencing system in order to enhance video calling between our staff and the clients. It included the process of finding the appropriate vendor in order to provide right to access the devices and thereby appointing the vendor for successful installation of the devices. After providing the cost list, the proposal was presented by me to the executive team in which the budget and the timeline of executing were set. After the final installation process, I directly communicated with the associates of the other offices for the purpose of conducting tests and finalizing installation. My recent experience was regarding the communication to three different people that included- the vendors by using formal approach, the executives in a formal approach and the associated with a casual approach. However, the majority of the project has been surrogated to the vendors by me as they actively assisted in providing me with the balance sheets and inauguration of the units. However, my associates completed the rest of the task and I guided them as a leader. In order to exercise my leadership skills I provided them with a fair vision of my project so that the execution of such vision turns into reality. Since time immemorial, I had a clear vision regarding the project and the fact that should be the extreme result and how to reach the destination by comprising the right people. From the beginning, I was of the view that no issues shall arise during the tenure of the project; however I could still improve my leadership styles by providing distinct price estimates from distinct ive vendors in order to ensure that there shall be a resolution if the budget fluctuates. The greatest challenge which was involved in my leadership practices is conquering the barriers to the powers of making efficient decision. In modern world, a person is considered as a leader when he possesses qualities of a delegator and a commander. Sometimes situation may arise where various ideas needs to be implemented. In this regard, an individuals own belief and the fear of defeat can be questioned. In my opinion efficient leaders are generally considered as idealist and according to them failure is not only an alternative it is an individuals mindset. It is important to have a separate plan or Plan B for every situation. It is important on the part of a good leader to foresee the upcoming consequences and plan accordingly (Drescher et al. 2014). The leaders should make themselves ready to overcome their fears and failures (Zhang Wang and Pearce 2014). In this regard, it is noteworthy to mention here that in order to involve in the process of effective construction of decisio n for the purpose of having susceptible discussion promotion of collaborative and relational skills are required (McCleskey 2014). In order to shape brilliant ideas and decisions, one needs to incorporate good plans (Savolainen 2014). These factors in the long run have increased my confidence and my potentiality as a leader (Fernandez et al. 2015). It is noteworthy to mention here that efficient planning has proved to be beneficial in shaping career as a leader (Shatzer et al. 2014). However, my leadership style is the transformational leadership style which is associated with motivation, effective communication and productivity in order to achieve organizational goals. In some situation, my associates asked me that what should be done when the instructions were not precise. Therefore, in such cases I shall present my view point my asking back to my associates and co-employees that what you people would have done in such situation? Do you have better ideas to deal with such situation? I prefer the transactional leadership approach which involves the opportunity of interacting with my associates by providing them with initiative ideas in order to deal with such situations. However, I do not like to order people regarding what to do rather in order to establish myself as an efficient leader I must be a good listener at first and discuss various ideas with my co-workers. During the early years, this leadership technique was preferred by my manager and he executed it professionally. I was grateful to my manager for those experiences as my hard work counted in order to contribute to a substantial impression. I must develop effective leadership skills in order to be good leadership skills however; these skills needs to coordinate according the changing trends and values of the cultural framework of my organization. In this regard, the dimensions of shared values, norms and practices of an organization help to categorize one institution from another. I have been working for Universal for a long time and as a result of this I have adjusted myself to the cultural and traditional framework of the organization. This has been possible because my associates are of the same age as mine and are energetic having charismatic personalities. However, the culture of the executive department is corporate in nature which comprises of traditional formalities and dress codes. Communication in the executive department is quite different and not flexible like our team. In this regard, it is worth mentioning that in order to perceive the culture of the organization there must be effective interaction between small groups and different cultures in order to reach the corporate ladder (Vaculik, Prochazka and Smutny 2014). It is important that while introducing a proposal to the executive board I should sound more active and confident and much more precise as I am making a presentation to a crowd of more experienced people which is much bigger than my meager group of associates. The environment would be much more professional and the casual approach cannot be enhanced. In order to enhance effective leadership practices, I should embrace the cultural and traditional activities of my organization in order to adapt myself to the changing trends. In order to address business issues it is important to change oneself according to the organizational values. Finally, I would like to improve myself as leader by focusing on my principles and individuality. In my perspective, a leader should have the ability to interact directly to its associates from time to time. A leader should be selfless and must be at the authority to take care of certain responsibilities. Therefore, it is important that I must share my ideas with my co-employees in order to set an example for those people who do not work for the organization. Since time immemorial, character helped individuals to gain leadership abilities. In my view, character is an essential element. When a task is delegated to a supplementary, the person delegating the task is at the responsibility to make sure that the task is well performed by the subordinate (Allison and Goethals 2014). The burden upon the leader is much more as he is liable for the acts of the associates working under him (Drescher er al. 2014). In this regard, my project partner Julio Tovar expressed that communication is also essential in a team. He was also enchanted by the idea when he came to know that there is no formal dress code in my organization. However, a question regarding social and corporate culture can be raised by the society which in practical is not the interest of the organization. To conclude the areas which I want to improve in future is to be an active listener, manage time, proper communication and develop technical knowledge. However, the efficiency to delegate tasks in a team and accepting responsibility with honor needs to be improved. References: Aktas, M., Gelfand, M.J. and Hanges, P.J., 2016. Cultural tightnesslooseness and perceptions of effective leadership.Journal of Cross-Cultural Psychology,47(2), pp.294-309. Allison, S.T. and Goethals, G.R., 2014. Now he belongs to the ages: The heroic leadership dynamic and deep narratives of greatness. InConceptions of Leadership(pp. 167-183). Palgrave Macmillan, New York. Bottomley, K., Burgess, S. and Fox III, M., 2014. Are the behaviors of transformational leaders impacting organizations? A study of transformational leadership.International Management Review,10(1), p.5. Breevaart, K., Bakker, A.B., Demerouti, E. and Derks, D., 2016. Who takes the lead? A multi?source diary study on leadership, work engagement, and job performance.Journal of Organizational Behavior,37(3), pp.309-325. Dabke, D., 2016. Impact of leaders emotional intelligence and transformational behavior on perceived leadership effectiveness: A multiple source view.Business Perspectives and Research,4(1), pp.27-40. Day, D.V., Fleenor, J.W., Atwater, L.E., Sturm, R.E. and McKee, R.A., 2014. Advances in leader and leadership development: A review of 25 years of research and theory.The Leadership Quarterly,25(1), pp.63-82. Dinh, J.E., Lord, R.G., Gardner, W.L., Meuser, J.D., Liden, R.C. and Hu, J., 2014. Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives.The Leadership Quarterly,25(1), pp.36-62. Donate, M.J. and de Pablo, J.D.S., 2015. The role of knowledge-oriented leadership in knowledge management practices and innovation.Journal of Business Research,68(2), pp.360-370. Drescher, M.A., Korsgaard, M.A., Welpe, I.M., Picot, A. and Wigand, R.T., 2014. The dynamics of shared leadership: Building trust and enhancing performance.Journal of Applied Psychology,99(5), p.771. Drescher,, K.T., Chen, Y.H., Wang, C.W. and Chen, M., 2014. E-leadership effectiveness in virtual teams: Motivating language perspective.Industrial Management Data Systems,114(3), pp.421-437. Fernandez, C.S., Noble, C.C., Jensen, E. and Steffen, D., 2015. Moving the needle: A retrospective pre-and post-analysis of improving perceived abilities across 20 leadership skills.Maternal and Child Health Journal,19(2), pp.343-352. McCleskey, J.A., 2014. Situational, transformational, and transactional leadership and leadership development.Journal of Business Studies Quarterly,5(4), p.117. Savolainen, T., 2014. Trust-building in e-leadership: A case study of leaders' challenges and skills in technology-mediated interaction.Journal of Global Business Issues,8(2), p.45. Shatzer, R.H., Caldarella, P., Hallam, P.R. and Brown, B.L., 2014. Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice.Educational Management Administration Leadership,42(4), pp.445-459. Vaculik, M., Prochazka, J. and Smutny, P., 2014, November. Competencies and leadership effectiveness: Which skills predict effective leadership?. InEuropean Conference on Management, Leadership Governance(p. 337). Academic Conferences International Limited. Zhang, W., Wang, H. and Pearce, C.L., 2014. Consideration for future consequences as an antecedent of transformational leadership behavior: The moderating effects of perceived dynamic work environment.The Leadership Quarterly,25(2), pp.329-343.