Leadership Models Assignment Example | Topics and Well Written Essays - 1250 words

Leadership Models - Assignment Example In the 21st century and a greater part of the 19th century leadership has become an exercise void of coercion. Scholars have in the recent past; therefore, put forth lucrative ideas as to how one should describe leadership. The English philosopher Herbert Spencer states that society defines leadership; meaning leaders and their subsequent leadership traits are a product of pre-existing, existing and future societal rules, laws and norms. Granted, this description takes into account the subjective nature of all dynamic societies (Kellerman, 2004). Types of leadership Based on Herbert Spencer’s description it is imperative that there exists various forms of leadership to satisfy the different set of societal circumstances. There are, therefore, various forms of leadership styles that may occur in both the formal and informal setting. Discussed herein are four types of leadership: Autocratic leadership Bureaucratic leadership Democratic leadership Delegative leadership Transforma tional leadership I) Autocratic leadership Autocratic leadership is the form of leadership where the person in power exercises full control over individuals. Decisions are enforced by rewards and the fear of punishment. Also, communication tends to be primarily in one direction that is, from the leaders to the followers. The followers in this case have little control over matters even those very personal to them. This is because the leader allows very little or no input at all to the decisions they make (Clawson (2006). Application in work setting: Autocratic leadership does not provide for consultation and is, therefore, very beneficial when a project requires quick decision-making. Such projects are usually time sensitive or of weighty ethical significance such that one cannot afford to engage in controversial consultation. Change in society is inevitable but there are forces that hold it back. In a situation where quick change is needed this is the best form of leadership to adop t as it does not give room for stalling. The leader should be the most knowledgeable member of the group in order to cement their assertiveness. However, this form of leadership can cause followers to be subject to abuse by the leader. This is because the leader has so much power on their side. Secondly societies under this form of leadership are not cohesive as there is always conflict between the followers and the leaders. Finally, progression is hindered when autocratic leadership is in play. In most cases the leader makes decisions on their own, disregarding other peoples opinions that may be more lucrative hence hindering creativity (Kellerman, 2004). II) Bureaucratic Leadership In bureaucratic leadership, the leader is keen on ensuring that followers adhere to rules, regulations and procedures in an accurate and consistent manner. This leadership style emerges from the transactional theories, which base leadership on a system of rewards and punishments. The leader in this case expects that followers conduct themselves in a formal manner towards each other and even those outside their setting. The leader has certain distinct privileges that set them apart from the rest. This feature causes this form of leadership to be big on titles and roles. Adhering to the set rules results in reward while going against them may result in punishment or exclusion. This form of leadership flourishes over long periods and is, therefore,

Todays Marriages and Families Assignment Example | Topics and Well Written Essays - 250 words - 210

Todays Marriages and Families - Assignment Example The magazine photo that I selected has a young girl roughly four years old reaching her arms out to her father while the mother is seated next to her. I deemed this as a structure-functional perception. It appears like the family brought up their child responsibly, provided emotional security and support. Nevertheless, it also might be the attachment theory since the child appears to develop more attachment to her father rather than her mother (Bruhn, 2005). Â  I am always interested in how the number family members in my house are from my mother’s side, which is my grandmother. The only data collection techniques, which can be used, are interviews and questionnaires (Lamanna & Riedmann, 2011). I asked my mother, my mother’s brothers and my mother’s sisters. I discovered that my grandmother has 15 children. I did not discern that I had so many uncles and aunts. Â  The age group, which is rising as a proportion of the U.S. populace, is the elderly, 65-plus years (Bruhn, 2005). For the following two decades, million Boomers will stop working. There will be roughly 10,000 new retirees included in the Medicare and Social Security rolls every day. Individuals are living longer due to U.S.’s advance health care system and clean food (Schwartz & Scott, 2012).

Osama Bin Ladens Strategy Essay Example for Free

Osama Bin Ladens Strategy Essay What were Osama bin Laden’s intended strategies in response to the â€Å"Arab Spring and why did he consider it a formidable event?† In response to the revolutionary wave of demonstrations and protest (both non-violent and violent) throughout the Arab world, Osama Bin Laden wanted to reevaluate how Al-Qaida as a whole conducted their operations within the Muslim world. Osama Bin Laden viewed Al Qaeda’s in ability to attract followers as a weakness, â€Å"He believed that a media campaign should be launched to incite people who have not yet revolted and exhort them to rebel against the rulers†, (Lahoud et al. 2012, 3). By avoiding joining political parties and focusing on combat operations, for example in Afghanistan the Taliban were â€Å"weakening† the United States which had a negative effect on the United States ability to assist leaders in the Muslim world with combating the Arab Spring, (Lahoud et al. 2012, 3). Osama Bin Laden viewed the Arab spring, which was sweeping across the Muslim World causing riots and protest as a time filled with great opportunity because of the effect it was having on Governments such as Tunisia and Egypt. â€Å"At the time he was writing, the presidents of Tunisia and Egypt, Zein al-`Abidin bin `Ali and Husni Mubarak had fallen. Bin Laden was convinced that their fall was bound to trigger a domino effect, and â€Å"the fall of the remaining tyrants in the region was inevitable†, (Lahoud et al. 2012, 48). Explain Osama bin Laden’s relationship with regional jihadi groups at the time of his death. Senior Al Qaeda leadership held mixed feelings in regards to how to deal with regional jihadi groups. These regional groups were likely attracted to Al Qaeda after its much successful attack on September 11, 2009. While some Al Qaeda leadership felt that regional Jihadis should not be accepted into Al Qaeda, other leadership felt that only be including regional insurgents could Al Qaeda grow it’s numbers. â€Å"Bin Laden represented a third position, as he wanted to maintain communication, through his own pen or that of his inner circle, with â€Å"brothers† everywhere, to urge restraint and provide advice, without granting them formal unity with al-Qa`ida†, (Lahoud et al. 2012, 11- 12). Explain how King and Taylor describe the radicalization process for the purposes of their study, and why their study focused on the radicalization of homegrown jihadists. King and Taylor describe the radicalization process as one, which requires more than point of view to  understand. This is why King and Taylor conducted analysis of all five radicalization models at one time in order to understand the process of radicalization. By comparing each method King and Taylor were able to note similarities and difference amongst the methods. The study focused on â€Å"homegrown Jihadists† because of the current threat towards the west as a result of radical ideology produced by terrorist organization such as Al Qaeda, (King and Taylor, 2011). Why do King and Taylor take the position that basing counter-terrorism or counter-radicalization strategies on models that have not been empirically validated can be misleading and risky? In addition, why do King and Taylor take the position that the narrative promoted by jihadists is amenable to empirical research? King and Taylor believe the understanding and process of radicalization cannot be narrowed down to one method because the reason behind one individuals path towards terrorism may differ from another, (King and Taylor 2011, 616). Also, King and Taylor believe insurgents use propaganda to their benefit. For example, by leading Muslims to believe the West is attacking not only Muslim countries but also Islam itself they are able to instill into Muslim that they must defend their fellow Muslim brothers and sisters. This is one method that is used in describing the early stages of the Radicalization, as described by the NYPD, (King and Taylor 2011, 617). What conclusions do King and Taylor reach, regarding their study of radicalization of homegrown jihadists and what recommendations do they make regarding future research? At the conclusion of their research, King and Taylor decided that each method provided important information in regards to their own respected method. â€Å"When brought together, however, the commonalities and discrepancies between these models offered even greater insights, which may be used as a guiding framework for future research concerning homegrown jihadi radicalization†, (King and Taylor 2011, 617). The conclusion primarily focused on three factors which King and Taylor label as â€Å"contributing factors† to the radicalization process, reaction to group relative deprivation, management of identities and lastly personality characteristics, (King and Taylor 2011, 617-618). Along with these three factors King and Taylor suggest further research also focused on the internet and how it leads to ra dicalization and also the Jihadi narrative and its ability to influence homegrown jihadists, (King and Taylor 2011, 618)

Creative And Critical Thinking Among Students

Creative And Critical Thinking Among Students 7,987 straight As in SPM screamed the headlines of major newspapers when the Sijil Pelajaran Malaysia results were announced on the 10th of March 2010. The fixation with academic achievements among Malaysians knew no bounds. Every year, excitement and joy, anxiety and disappointment, pervade among students, parents and teachers when the Ministry of Education and Malaysian Examination Board releases the results of public examinations, be it UPSR, PMR, SPM and STPM. The obsession with academic achievement is overshadowing all other aspects of a holistic education system in Malaysia. The Malaysian Education Philosophy clearly states that the role of the school curriculum is to ensure the holistic development of the individual mentally, physically, spiritually and emotionally by imparting general knowledge and skills; cultivating, instilling and fostering healthy attitudes and accepted moral values. The curriculum aims to bring forth the Malaysian citizen who is a balanced and well-rounded individual, trained, skilful, and cherishes the national aspiration for unity. Why all the hype with students academic achievements? According to Professor Dr. Ray Wilks, Head of the School of Psychology, International Medical University, there is no evidence to show a positive correlation between academic achievement in examination and learning. Learning should not be about passing examinations. We should instead create more curiosity in childrens learning to nurture creativity and innovativeness, says Professor Dr. Ray Wilks. Indeed, the education systems in Malaysia aims to mould individuals to become better Malaysians with the right attitudes, and to equip them with the knowledge and skills necessary in the twenty-first century to make Malaysia a developed nation by the year 2020. To meet the challenges of the twenty first-century and Vision 2020, teaching and learning practices and school management are constantly reviewed to develop individuals who are technologically literate and can contribute to a creative and innovative workforce. This transformation will entail changing the school culture, from one that is predominantly memory-based to one that stimulates thinking, creativity, and innovativeness. Yet the importance placed on academic achievement has seriously impacted on the ability and efficiency of the Malaysian education system in developing holistic individuals that are able to handle the challenges of life after formal schooling. In fact many a times, newspapers highlighted employers complaints that school leavers and even universitys graduates have problems conversing and communicating effectively, let alone to think critically and creatively. In addition the lack of critical and creative thinking abilities among Malaysians school leavers and university graduates has been pinpointed by the Minister of Human Resource, Datuk Dr. S Subramaniam, as one of the main problems contributing to their low marketability in the job market. The lack of thinking skills among the present and future workforce of the nation will hamper the nations efforts toward achieving a developed nation status by 2020. What are critical and creative thinking? Critical thinking is a type of thinking that converges on a single thought or entity. One must organize, analyze or evaluate information, which might also be broken into parts and taught explicitly. A cognitive process complimentary to, but different than critical thinking, is creative thinking. This thinking diverges from a single thought or entity. One must generate, synthesize, find alternatives, adapt, substitute, or elaborate. Critical and creative thinking are the building blocks that will make certain our students will have the required thinking skills to succeed in life and at work and ensure the attainment of Vision 2020. Detractors of efforts to emphasize critical and creative thinking in the curriculum have point to the possibility of poorer academic achievements as a consequence. However, research has shown that when students develop their thinking skills by looking beyond the obvious, making creative connections, developing strategies, making decisions, planning ahead and reflecting, they also improved their academic performance. Thus, emphasizing critical and creative thinking will augment academic achievement. How to encourage critical and creative thinking? One way is to reduce the emphasis on the use summative assessments such as UPSR, PMR and SPM. Summative assessments are used for categorizing students and stress the use of written examinations. The UPSR and PMR summative assessment have deviated from its original purpose of diagnosing learning problems with the intention of preparing remedial actions to improve students learning. They are now used to stream children into classes. In psychological terms, it is bad to label children. It is positive reinforcement for smart children, as defined by our assessment system, but not for the children who do not do well. The tools used in our public examinations are picking up all the rote learners. Professor Dr Ray Wilks says, From a psychological point of view, to label a child of 12 is a kind of life sentence. He further states that experiments have shown that if we tell teachers that a child is of certain achievement level, they will teach t o that point. The teachers will not raise their teaching to the next level for that child. Instead we should encourage more formative assessment in the learning environments. Formative assessment also called continuous assessment is a more reliable way to look at the learning process. School-based continuous assessment looks at broader education skills, such as communication, critical and creative thinking, and teamwork, rather than just textbook skills. These skills are assessed by teachers through activities like debates, dramas, analysing issues and project work. Formative assessments also provide diagnostic information to enable teachers to assist students with learning difficulties. Furthermore, when there are less public examinations, children can have more time to explore other interests such as music and arts that would help instil creativity in them. Ive always wanted my children to learn to play the piano, but they are always tired after schools and tuition, says one parent. With less examination, teachers will also have more time to organize field trips and excursions, which will allow students to be in contact with nature and discover new learning opportunities for critical and creative thinking that may not be present in the classroom. Given appropriate opportunities, children can engage in sophisticated cognitive processes. Research suggests that either too much or too little structure can prevent development of critical and creative thinking and in the process children are not equipped with active and strategic approaches to learning tasks. Thus, appropriate instructional approaches could results in students enhancing their critical and creative thinking skills. Three approaches are commonly used in the teaching of thinking skills: stand-alone approach, immersion approach and embedded approach. Stand-alone approach consists of teaching thinking skills separate from subject matter content. In this case a general set of thinking skills are identified and taught as a separate course or subject. Students are taught how to transfer the skills to various subjects and situations. However, thinking skills taught in isolation tend to results in students having problems transferring thinking skills to academic or real world problems. The immersion approach does not involve teaching thinking skills. Rather it allows good thinking to develop naturally as a result of students being fully engaged or immersed in content-related activities which calls for higher levels of thinking. Students are provided with repeated practices in complex cognitive activities with the assumption that they will eventually develop the necessary cognitive skills to successfully engage in high-level thinking. However, research has shown that simply immersing students in thinking activities is not an effective instructional approach. The embedded approach involves teaching thinking skills within a subject-matter context. Thinking skills are taught in science, social studies, language, arts, and some other subjects. Students than apply these skills directly to the particular subject being studied. This allows students to use the skills in a meaningful context and helps them learn the subject matter more deeply. An embedded approach is an effective way to teach thinking skills. Rather than an additional subject, thinking skills are used to enhance whatever curriculum currently being taught. Training teachers in specific instructional approaches means that schools must invest in teachers professional development. Instructional approaches that help teachers integrate a learning to think component into their curriculum empower students to take responsibility for improving their thinking and learning. Although cognitive development is only one part of a childs overall development, it is essential that teachers respond to the community demand for and the childs right to cognitive competence. Teacher training providers need to become aware of the benefits of certain instructional approaches on pupil performance and incorporate training in such approaches in their courses. Thus, in conclusion, Malaysia needs to ensure that its future generation does not only perform well academically but should possess the ability to think critically and creatively. All Malaysians should support the integration of critical and creative thinking in its educational curriculum. It should not only merely be stated in printed documents. Affirmative actions should be put in place to ensure that the teaching and learning of critical and creative thinking is actualized in the classroom context. Lest, Vision 2020 remains a dream and Malaysia will stutter in its ability to achieve the New Economic Model towards achieving 1Malaysia, People First, Performance Now. (1497 words)

the mind Essay -- essays research papers

Free Your Mind - Free Your Life. Escape entrapment by developing: thought emotion, and communication. Clear out your mental garbage and Develop new ways of thinking. Avoid being overwhelmed - by your emotions or by another's. Be in control of your feelings and be in control your life. Renew your mind and renew your existence. We are trapped within our minds within our universes. Like the maker of the computer who becomes controlled by his creation, we as spiritual beings have become entrapped within our own creations - our minds. Developed, like the computer, to free us from the tedium of routine existence, our minds have become our masters. Made originally for us to control, they now control us. Minds full of junk As beings living now, we have minds filled with junk - perhaps from many aeons ago. And ways of doing things that belong in the days of tooth and claw! We need to both clean out our minds, and remake new, more useful programs to help us live effectively and to continue our spiritual quest. Our minds contain thoughts, procedures and images - pictures, sounds, feelings and taste-smells. We think by following procedures we have developed - but probably long forgotten and long been unaware of. For example, in a phobic situation, we see something which we associate with some emotions and consequently behave in a certain way. In the phobic state the emotion is fear and the behaviour is probably escape or attack. In a phobia the thing we are afraid of is not a threat to the body. "Nothing is a threat to the spirit!" (Nothing is a threat to the spirit!) The fear is irrational or extreme. Even if we do not have phobias, the principle affects all of us. The way we think in phobicly does not help us at all. At the very most it is a relic from some past threat. Phobias are not usually big issues with many of us, but their principle affects us all, when we think of irrational nervousness in situations where there is no physical threat. And the same mechanism works whenever we loose control of ourselves, either due to extremely pleasurable or painful emotions. We react with too much emotion and overwhelm ourselves. When we hear speech in a certain tone, for example, and we note certain actions we might conclude that the other person doesn't like us, and we think we should get our own back. Mental program: ... When ... ...fainted in a certain situation. She could not recall the image she made in that situation - that frightened her so much she fainted. So Freud sent her back to that situation, with the instructions that she should remember the image this time! By becoming aware and confronting the image, the girl was able to overcome her fainting attacks! Making Progress In making our progress we need to clear the mind of old, useless thoughts. We need to be aware of them and deal with them appropriately. These thoughts can be mental images, sounds, etc, and also language. Our minds can generalise and the troublesome thinking might be extremely abstract generalisations. By clearing the mind of this debris and replacing old, useless procedures with useful ones we can begin to make spiritual progress, and begin to learn about our true nature. Minds are useful, but not minds filled with garbage. The answer isn't to throw out the mind, but to clean it up and put the right data in it this time! Freed of our fears and our excitements, we can begin to live live more fully and happily, attaining our goals for the benefit of all. We will also have removed some of the impediments to spiritual development.

Funding and Lending Problems with China’s Three Gorges Dam Project :: Exploratory Essays Research Papers

Funding and Lending Problems with China’s Three Gorges Dam Project The Three Gorges Project continues to leave a wake of environmental and social transgressions. An assortment of activists and over 45 international groups, including the International Rivers Network and Sierra Club, have fought the project and all its detrimental attributes (Lammers 1). But because of the predetermination of its construction, certain consequences associated with the Three Gorges Dam are inevitable, especially those resulting from the inundation zones. Oppositely, there remain a variety of consequences, specifically concerning the impact of relocation and resettlement, which could be minimized and even avoided if the necessary steps were taken. Unfortunately, the current mixture of economics and politics between the State Development Bank of China and its lenders provides no safe guards against such transgression. Despite protests few if any changes have been made to rectify them. In the following passage, I will give a short background of the dam’s history and consequences, disclose China’s current resettlement efforts, and explain why little change has been made to correct these matters. In the end, I will provide an alternative solution and hopefully focus needed attention to the most influential aspect of the Three Gorges Project: funding and lending. The Three Gorges Dam and Reservoir is questionably the largest engineering feat and construction project ever undertaken. The project originated as a solution to Chi na’s long-standing problems with mainland flood control (Shen 1). Soon after, the plans were altered to incorporated a giant shipping lane to the reservoir and 26 hydroelectric generators to the dam (Sly 1). The project, which resides on China’s Yangtze river, has entered the second phase of completion. Following the diversion of normal river flow and traffic to a side channel, major construction of the coffer dam, which will reportedly span more than a mile in width, has ensued (Sklar 4). And major is no exaggeration considering the Chinese government is attempting to dam the world’s second largest river. The Three Gorges dam is estimated to be over 600 feet high and result in a reservoir of over 400 miles in length (Lammers 1). The resources and materials to be consumed, beyond the 29 billion dollar cost estimate, are to include: the "3.6 billion cubic feet of rock and soil... to be excavated, 1 billion cubic feet of embankment fill... moved, 900 million cubic feet of plain and reinforced concrete... to be poured, and nearly 300,000 tons of metal structures.

Interpersonnel Communication Essay

I have interviewed two individuals namely, Ana G. and Cleavon I. with regards to my interpersonnel communication abilities. They will speak about my behavior/attitude towards the following: 1) comfort with other cultures; 2) listening style & ability; 3) non-verbal communication style; 4) communication gestures that I typically utilize; 5) comfort in personal relationship; 6) power displayed or conveyed in the personal relationship I am involved in. The following are excerpts from the actual interview: First Interview (Ana G. ) Interviewer (I): â€Å"Could you please briefly describe my attitude towards individuals who belong to other cultures? Do I appear to be comfortable around them? † Interviewee (Ana G. ): I have been with you for about a year already, and being a member of a cultural minority myself, I am happy to say that your treatment towards people like us is beyond belief. You have treated us fairly and you never showed bias making it obvious that you are comfortable being with people regardless of their race or culture (Ana G. , 2007). Interviewer (I): â€Å"Please comment on my listening skills and abilities†. Interviewee (Ana G. ). I appreciate the fact that you are an â€Å"active listener† (Landsberger, 2007). You focus and you listen for the sake of comprehending whatever it is that the person is talking about (Landsberger, 2007). Interviewer (I): â€Å"Do I possess any non-verbal ability? † â€Å"Do I exhibit such communication style? † â€Å"Could you please shed light on the communication gesture/s that I typically utilize? † Interviewee (Ana G. ): Yes. In fact, I have observed how you establish eye contact towards the people you speak to. Maybe that is the â€Å"flow of communication is regulated† (Stein et. al. , n. d. ). This is also why I feel your interest, concern, and tenderness towards me (Ana G., 2007). Interviewee: (I): â€Å"Did you ever feel any comfort in my personal relationship with you? † Interviewer (Ana G. ): Yes, indeed, I have felt reassurance as well that you could be trusted and can be relied upon in times of need (Ana G. , 2007). Interviewee (I): My final question is this, â€Å"did you ever see or experience a power displayed or conveyed in the personal relationship I am involved in? † Interviewer (Ana G. ): The fact that I am drawn to speak or listen to you shows the â€Å"power displayed or conveyed in the personal relationship† (Ana G. , 2007). This is the type of power that is not abusive; instead it is exceedingly helpful on my part (Ana G. , 2007). Second Interview (Cleavon I. ) Interviewer (I): â€Å"Could you please briefly describe my attitude towards individuals who belong to other cultures? Do I appear to be comfortable around them? † Interviewee (Cleavon I. ): We belong to the same culture, but I have observed how you deal with those who belong to other cultures. You go along with them very well as if you don’t feel any kind of discrimination or intolerance of prejudice towards them (Cleavon I. , 2007). Interviewer (I): â€Å"Please comment on my listening skills and abilities†. Interviewee (Cleavon I. ): Even if you do not always agree with what others tell you, I am happy that you still listen in spite of such fact (Cleavon I. , 2007). I am contented enough that you take the time to listen and understand someone else’s side just like what you have done to me in the past few months that we have been working together (Landsberger, 2007). Interviewer (I): â€Å"Do I possess any non-verbal ability? † â€Å"Do I exhibit such communication style? † â€Å"Could you please shed light on the communication gesture/s that I typically utilize? † Interviewee (Cleavon I. ): Of course, you possess such. In fact, you have shown me this countless times already (Cleavon I. , 2007). Your facial expressions which include smiling made me feel that you like me somehow, that you are a true person & friend to me, and that you are happy conversing with me (Stein et. al. , n. d. ). I know that this is why we always carry out better communication as compared with my conversation with others (Cleavon I. , 2007). Interviewee: (I): â€Å"Did you ever feel any comfort in my personal relationship with you? † Interviewer (Cleavon I. ): Yes, in fact speaking with you and just being with consoles/soothes/relieves me always (Cleavon I., 2007). There has never been a dull moment with you and I greatly appreciate that (Cleavon I, 2007). Interviewee (I): My final question is this, â€Å"did you ever see or experience a power displayed or conveyed in the personal relationship I am involved in? † Interviewer (Cleavon I. ): Yes, I felt that ‘power’ when you speak to me (Cleavon I. , 2007). You inspire me to great heights; that is the power that you have over me (Cleavon I. , 2007). References Ana G. (2007). Personal Interview. Cleavon I. (2007). Personal Interview. Landsberger, J. (2007). Active Listening. Retrieved December 10, 2007 from http://www.studygs.net/listening.htm