My way through the ECMO Essay Example | Topics and Well Written Essays - 500 words - 3

My way through the ECMO - Essay Example The huge network base has just caused me to understand the sort of understanding and unity a general public can have inside its folds. Accordingly I value the solidarity that exists inside such domains and credit my prosperity to my seniors and the general public basically. I as of late cleared my path through with the ECMO (the Extracorporeal Membrane Oxygenation) Lab at the University of Michigan. My work inside this undertaking has been for a time of around a half year now. It has empowered me to act and respond to various changing circumstances and conditions and has consequently rented a new life inside me. It has shown me a considerable amount about the various parts of wellbeing and human sciences, and has imparted in me the certainty to push forward further with the progression of time. I anticipate being a piece of the Health and Human Sciences, and this is the explanation that I wish to apply at the University of Michigan as a rookie to the school of writing, science and ex pressions. It would assist my future with the sort of understanding that I have wanted for myself. This regards more criticalness as I will have the option to advance my desire towards achievement. Essentially, I have chipped in for this job at the research center which includes put strong confidence inside me that I can clear my path through and get familiar with the subtleties with such fields today and apply them for a superior use in the coming occasions. My involvement in various individuals at the research facility has caused me to understand that one needs to value the little snapshots of joy that life brings inside it. Also, this is the motivation behind why I might want to seek after my up coming instruction inside similar quarters. It would impart in me a feeling of pride and accomplishment that I have not yet achieved in my life.

Poverty Project Essay Example

Neediness Project Essay There are such a significant number of things weve seen or caught wind of destitution. We have heard stories, read about it in papers, and more often than not we have seen it on the TV. We are altogether mindful that there are a large number of individuals experiencing neediness; regardless of whether they are dark, white an old individual, or youthful honest youngster. In spite of the fact that we are mindful towards the subject of destitution, we barely ever take care of business. The things we see on the news or read in the papers about individuals dieing due to neediness appear to be so unreasonable to our gullible personalities that we dont think to remove a brief period from our day to really attempt to help and maybe have any kind of effect in someones life. A long time, weeks, and days have gone with somebody passing on in light of destitution or somebody looked downward on as a result of neediness. What is the societys meaning of neediness? Who are the poor in our nation today? All things considered, the first meaning of destitution is: 1. the condition of being poor; absence of the methods for giving material needs or solaces. 2. ineffectiveness; fruitlessness: the destitution of the dirt. 3. Renunciation made by an individual from a strict request of the option to claim property. The societys meaning of being poor would be a vagrant with absurd grimy garments, absence of instruction, living in the city with a cup or some likeness thereof and requesting cash from the individuals who stroll by. Society today has ordered needy individuals and a considerable lot of us have gotten some distance from them and have started to disregard the way that they are individuals, as well, and that they are needing assistance. We will compose a custom paper test on Poverty Project explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Poverty Project explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Poverty Project explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The general public has confused poor people with being unsanitary with useless. We look downward on them as though it were their own issue. Indeed, some needy individuals may have had the chance to make a big deal about themselves, yet shouldn't something be said about the ones who didnt have a chance? Shouldn't something be said about the individuals who attempted to make a big deal about themselves yet never got an opportunity since they were raised into a poor family? We never ask ourselves that; we simply knock some people's socks off with no blame or pity thinking it was their own flaw, giving them no acknowledgment for anything by any means. We have to grasp the affection for poor people, which means we have to take the positive qualities in with the terrible. We are for the most part individuals, some might be wealthier than others, however we have to meet up as an association and help each other live. For in the event that we dont help each other live and improve the world a spot, at that point this world would be wrecked. We need to typify it in our lives and not look down on poor people yet take a gander at them as our siblings and sisters that need assistance and backing from all of us. Regardless of whether we start a food drive, give garments, or cash; these demonstrations of graciousness may affect their lives so that gives them trust that they can in any case transform themselves to improve things. A solitary demonstration of graciousness is rarely squandered. The littlest signals can have the greatest effect in a people life.

The Marching Band Refused to Yield

The Marching Band Refused to Yield DID YOU KNOW? Kelly Clarkson was the most-played artist on American radio in 2006, even though she only released one single: Walk Away. Today, 3/4, is unofficially national marching band day. Get it? Anyway, to celebrate, I was going to do an entry about the MIT marching bands slush-infested Valentines day crusade to deliver something like 2,000 love-infested band-o-grams, but my good friend Ben is in Boston this weekend visiting some college or other, so I probably wont get a chance to do it tonight. Anyway, blame Ben, because I am infallible. But I at least wanted to start writing today because theres only one national marching band day per year. So until I get a chance to get all the pictures together, heres a poem I wrote when I was seven: Seen in Winter Never Summer Oh, hes melting. What, hes water? Mr. Snowman is gone After the fun Now its snowing, make him again! I think its basically the greatest artistic achievement of my short life. Hokay. So. Nine days and 10,000 miles of flight later, Im finally about ready to finish up this entry on marching band with some pictures. So, to answer all of your questions, here is the marching band in its full 14-member glory. I think in total we have about 20-25 people who are associated with the band on a rotating basis, but most performance days range around 16 due to MIT students busy schedules, and the fact that most of the events are on Saturday afternoons, which means like 3 people oversleep every week. Also of note: the awesome drum cart that our clarinet player, Michael 09, built for us. Since we dont have enough percussion players to have, you know, more than just a snare drum, we decided to lug a trap set everywhere we go with us. The cart rolls along the ground with great ease, and can also be fitted into any set of bleachers that MIT can throw at us. One instrumentalist who I forgot to mention in my earlier breakdown of the band is Mary Beth 10! She plays piano! In a marching band. We cant really afford a marimba or glockenspiel or anything, so, engineers that we are, we adapted a snare drum harness into a 1986 Casio Keyboard harness, outfitted her with an amplifier and battery pack, and told her to play whatever she wanted. Sometimes when the drummer gets tired of making up a cadence, we just let her use one of the preset drum beats so we can keep time marching. My favorite is samba! And even dragging like 20 pounds of electrical equipment around, Mary Beth was still unafraid to march around Boston on the slushiest day of the year 2007. In order to spread some love and, more importantly, make some money, the band decided to sell band-o-grams to unsuspecting MIT students. Basically it meant that you give us $15 and we show up wherever you want on campus and play your beloved a song. Example songs included a vocal version of All You Need Is Love and Dragostea Din Tei. No, really, the MIT marching band plays Dragostea Din Tei. As trombonist Caroline 08 put it, I think we should play only the numa numa song, and not only would I never get sick of it, I would enjoy it even more each time. Earlier that night we needed something from a printer, so we had our tubist Ken head into the cluster and grab it. That was more of an ordeal than you can surmise even from this picture. In conclusion, the MIT marching band is the greatest musical group of the new millenium and will probably win a Grammy before you die.

Developmental Psychology Essay examples - 918 Words

Developmental Psychology Attachments in Developments =========================== Developmental psychology is concerned with how our cognitions, emotions and behaviour change as we grow with age and experience. Babies, only a few months old develop close bonds called attachment bonds with some people in particular. These people are able to settle the child, if upset, more easily than others and the baby will become upset if separated from the attachment object for too long. There has been a big debate in psychology over the precise role the mother figure takes in child development generally and especially the emotional development. Topic 4 - The Development and Variety of†¦show more content†¦Infants physically cannot survive for themselves and so must form attachments with someone in order to feed, be cared for and be protected and so it is likely they are born with a tendency to form these attachments to increase their chance of survival. It is also likely that the attachment bond has longer beneficiaries apart from survival. It may form the fundamental basis for emotional relationships that will be formed in the future. Bowlby called this the internal working model, a mental model of the world that allows us to predict, control and manipulate the world around us. There is also evidence that attachments between individuals affects later sexual relationships. Westermarck (1891) described the fact that if children spend a considerable amount of time together with each other they tend NOT to form sexual relations with these individuals. This is known as the Westermarck effect and there is evidence to support this. Shepher (1971) found that not one of 3000 Israeli marriage records he studied was between individuals who had been raised together on the same kibbutz, a kind of communal farmingShow MoreRelatedDevelopmental Psychology3823 Words   |  16 PagesDevelopmental Psychology There are three main theories of development that I shall discuss in this assignment, Cognitive, the main theorist being, Piaget, (1896 - 1980), The, Psychosocial Theory, Erikson, (1902 - 1994), and, The Psychosexual, of, Freud, (1856 - 1939). Cognitive Psychology draws the comparison between the human mind and a computer, suggesting that we like the computer process the information we acquire from around us and then react accordingly. Hearnshaw, (1987)Read MoreDevelopmental Psychology : An Introduction2958 Words   |  12 PagesDevelopmental Psychology: An introduction Psychology is a field that is broken down into many subfields, each field distinctive in their nature. One of the most studied fields is developmental psychology. Before I explain the field in depth, it is important to understand what developmental psychology is, and how it came to be. Developmental psychology is mainly a scientific approach, which aims to explain how children and adults change overtime (Lerner, Lewin-Bizan, Warren, 2011). Most uniquelyRead MoreDevelopmental Psychology : Understanding The Developmental Process978 Words   |  4 PagesDevelopmental Psychology has widened my perspective and knowledge of the nature of development from humans’ infancy to adolescence and emerging adulthood. Although I have learned about biological, cognitive, and socioemotional processes and periods of development, I am especially interested in socioemotional development in infancy because it is the foundation for a child’s future development. That is to say, if children h ave a healthy socioemotional development from infancy, they will have a healthyRead MoreThe Developmental Psychology Of A Child983 Words   |  4 PagesThe developmental psychology of a child is one that is in many ways difficult and very special to understand. I would like to start by saying that a child’s development depends on many factors and circumstances. In finding if a child has a developmental problem or a psychological problem takes time and a delicate nature in finding the problem. The child that I am going to represent and defend on his or her actions, is a child that needs the proper representation of his or her age of developmentalRead MoreThe Theory Of Developmental Psychology1896 Words   |  8 PagesDevelopmental psychology is viewed as different types of approaches which aim to look at how people develop. Theories such as Bowlby s attachment theory can explain how a child s development can be altered by their attachment, thus leading to the ideology of the nature vs nurture debate, nature referring to the process of biological maturation while nurture is referring to the influence of the environment or surroundings, which involves the idea that a person learns through experiences.(McLeodRead MoreDevelopmental Psychology : Psychology And Psychology943 Words   |  4 Pagesof the fields of psychology that have influenced me and my current major in biology are Developmental Psychology, Neurological Psychology, and Clinical Psychology; they have influenced me by Developmental Psychology relating to my future goal to work with pediatrics, Neurological Psychology relating to both biology in a general sense and also my potential interests in the neurology field, and Clinical Psychology relating to being a doctor in general. One of the fields of Psychology that has influencedRead MoreDevelopmental Psychology And The Life Of Anne Frank1068 Words   |  5 Pages DEVELOPMENTAL PSYCHOLOGY AND THE LIFE OF ANNE FRANK Name: Professor: Course: Date: Introduction Developmental psychology is rapidly becoming an inalienable branch of the subject of psychology. Developmental psychology can be defined as the scientific study concerned with how and why human beings develop over the course of their life. Although connected with infants and children, the scope of developmental psychology has expanded over the years. It also describes the concepts of adolescenceRead MoreDevelopmental Psychology : The Biological Examination Of Changes951 Words   |  4 PagesPSYCHOLOGY ESSAY: Introduction Developmental psychology is the the biological examination of changes that happens to human beings during the course of their life time. During the course of a life time of a human being ,certain biological changes happens. The development stages are divided into different stages. According to Erikson ,†the eight ages of development and the major life crisis are significant in terms of individual growth and development.†(Care human development,Student support SessionRead MoreDevelopmental Psychology Essay1110 Words   |  5 PagesDevelopment Psychology Development psychology refers to the scientific study of the systematic psychological changes that normally occur to human beings throughout their growth period from birth to old age. It was originally concerned with children and infants, but it has since expanded to include the entire life span of mankind including adolescence and adulthood. Development psychology covers the extent to which human development occurs through gradual accumulation of knowledge, and the extentRead MoreThe Theory Of Developmental Psychology1336 Words   |  6 PagesDevelopmental psychology is viewed as different approaches which aims to look at how children and adults develop. Theories such as Bowlby s attachment theory can explain how a child s development can be altered by their attachment, thus leading to the ideology of the nature vs nurture debate, nature referring to the process of biological maturation while nurture is referring to the impact of the environment or surroundings, which involves the idea that a person learns through experiences. (McLeod

How to Use the Preposition To

To is one of the most common prepositions in English. The preposition to also a part of the infinitive form of the verb. For example, these are all infinitives: To doTo playTo sing Infinitives can be combined with other verbs such as hope, arrange, want, etc. I hope to see you next week.Tom arranged to have his sister picked up at the airport.Your sister wants to help you understand mathematics. The preposition to is also used as a preposition of movement or direction. To is sometimes confused with at or in. Both at and in show the place, but to shows movement to this place. For example: I live in Boston. Lets meet Tim at the town center for lunch. BUT I drove to Boston. We walked to the town center for lunch. Here is a summary of the uses of the preposition to. Important prepositional phrases with to are also used as discourse markers beginning sentences to link one sentence to the next. The Preposition To for Movement Use the preposition to when indicating that there is movement from one place to another. In other words, the preposition to with verbs such as drive, walk, go, hike, fly, sail, etc. Were flying to San Francisco on Thursday for a meeting.We thought we should walk to the bakery for breakfast because it is such a beautiful day.The captain sailed to the closest port. It should be noted that the preposition to is never used with the verb arrive even though it indicates movement. Use the preposition at with the verb arrive I arrived at work early in the morning.The children arrived at the park to meet their friends. To as Time Expression The preposition to can also be used to refer to time in the same sense as the time expressions till or until. Meridith worked to (OR until, till) five and then left.Were going to wait another three weeks to the end of the month. From/To Time Expressions When a starting time and a finishing time is mentioned, use the preposition from to express the beginning and to for the end. We usually work from eight in the morning to five oclock.She played the piano from ten to twelve. To in  Phrasal Verbs The preposition to is also used in many phrasal verbs. Here is a short list of some of the most common: look forward to somethingobject to somethingappeal to someoneboil down to somethingget to something I look forward to seeing you soon.Peter objected to the way he acted.That car really appeals to Susan.It boils down to this: You need to work hard.Just a moment, Ill get to that subject soon. To as Infinitive of Purpose   The preposition to is used as an infinitive of purpose to mean in order to. For example: I spent some money (in order) to get some help.Susan hasnt worked so hard (in order) to give up! Linking Phrases With To The preposition to is also used in a number of common phrases to link ideas, often at the beginning of a sentence. To a great extent To a great extent begins or ends sentences expressing that something is mostly true. To a great extent, the students work hard in this schoolI agree with Toms ideas to a great extent. To some extent To some extent is used to express that something is partially true. To some extent, I agree with the ideas introduced in this discussion.The parents are at fault to some extent. To begin/start with To begin/start with is used to introduce the first element in a discussion with many points. To begin with, lets discuss the problems weve been having in the classroom.To start with, Id like to thank you for coming tonight. To sum up To sum up introduces a final review of the key ideas in a discussion. To sum up, we need to invest more money in research and sales.To sum up, you think that its all my fault!. To tell the truth To tell the truth is used to express an honest opinion. To tell you the truth, I think Doug is not doing a very good job.To tell you the truth, Im tired of listening to politicians tell us lies.

Microalbumin Creatinine Ratio And Diabetes Health And Social Care Essay Free Essays

Microalbuminuria ( MA ) is one of the first indexs of kidney harm in diabetics. MA is considered to be a hazard factor for kidney disease, hence, it is recommended by the ADA that type 2 diabetics are screened for MA at diagnosing and yearly. This is so that diabetic kidney harm can be treated every bit shortly as microalbuminuria manifests, detaining patterned advance of kidney disease. We will write a custom essay sample on Microalbumin Creatinine Ratio And Diabetes Health And Social Care Essay or any similar topic only for you Order Now Microalbuminuria occurs infinitesimal measures of albumin enter into the piss from the kidneys. Such bantam sums of urine protein normally can non be detected by conventional urine dipstick methods. Highly specific and sensitiveness immunochemical assaies are utilised to observe microalbumin. MA is defined by the ADA as elimination of 30-300 milligram of urinary albumen /24 hours or elimination of 30 to 300 mg/L of urinary albumen in a random or topographic point urine sample. Urinary albumin-to-creatinine ratio is frequently times measured alternatively of urinary albumen entirely, because ciphering the ratio corrects for the day-to-day fluctuations in protein elimination by the kidneys. Creatinine is excreted by the kidneys at a changeless rate and when compared to urine albumen as a ratio, it is a more dependable step of kidney map. Normoalbuminuria ( NA ) is defined as A ; lt ; 30 ug/mg in a random urine sample. Microalbuminuria ( MA ) is defined as 30-300 ug/mg and Macroalbumi nuria or open albuminuria ( OA ) is defined as A ; gt ; 300 ug/mg in a random urine sample. Recent surveies have indicated that there might be a nexus between cardiovascular disease ( CVD ) and microalbuminuria diabetes and in non-diabetics. The intent of this reappraisal is to happen out what is the grounds of an association between increased urine microalbumin and hazard of developing cardiovascular disease in type 2 diabetic grownups. Methods The database utilized to supply the original and secondary literature research was Ovid MEDLINE ( R ) 1996 to 2nd hebdomad of October 2010. Evidence-based literature databases provided by the Cochrane Library were besides searched. These included The Cochrane Database of Systematic Reviews ( Cochrane Reviews ) , The Database of Abstracts of Reviews of Effects ( Other Reviews ) and The Cochrane Central Register of Controlled Trials ( Clinical Trials ) . Cardinal footings were mapped to medical capable headers ( MESH ) before carry oning an Ovid hunt. Boolean AND was used to unite the cardinal PICO constituents of the research inquiry to contract hunt. Table 1 below shows a list of MESH footings utilized in the hunt. Cardiovascular diseases Urine microalbumin Type 2 diabetes Hazard Adults Cardiovascular Abnormalities Cardiovascular Infections Heart Diseases Pregnancy Complications, Cardiovascular Vascular Diseases Albuminurias Albuminurias Diabetic Kidney diseases Microalbuminuria Diabetess mellitus, type 2 Type ii diabetes Type 2 Diabetes Mellitus Diabetess Mellitus, Slow Onset Hazard Hazard appraisal Hazard factor Adults Table 1 There were 122 articles retrieved, 16 commendations were considered relevant to the research inquiry. Figure 1 below shows the hunt scheme used to recover relevant commendations. Database: Ovid MEDLINE ( R ) A ; lt ; 1996 to October Week 2 2010 A ; gt ; Search Scheme: — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — 1 Cardiovascular Diseases/ur [ Urine ] ( 132 ) 2 Diabetes Mellitus, Type 2/ and Albuminuria/ and Creatinine/ and Biological Markers/ ( 60 ) 3 Risk/ ( 28311 ) 4 Diabetes Mellitus, Type 2/ and Adult/ ( 14744 ) 5 1 and 2 ( 1 ) 5 1 and 2 ( 1 ) 6 Diabetes Mellitus, Type 2/ and Adult/ ( 14744 ) 7 Cardiovascular Diseases/ur [ Urine ] ( 132 ) 8 Diabetes Mellitus, Type 2/ and Albuminuria/ and Cardiovascular Diseases/ ( 194 ) 9 Risk/ or Risk Factors/ ( 353907 ) 10 8 and 9 ( 122 ) Figure 1 Seven commendations retrieved were original surveies and after application of inclusion/exclusion standards, five surveies were chosen for the literature reappraisal. Table 2 below shows inclusion/exclusion standards applied. Choice standards Inclusion Criteria* Exclusion Criteria* Population Adults with diabetes mellitus, type 2 Adults without diabetes mellitus, type 2 Interventions Measure urine micro albumen and creatinine ratio, ( albuminuria, proteinuria ) No measuring of urine microalbumin and creatinine ratio. Result Examine consequences for positive correlativity between urine microalbumin and creatinine ratio and cardiovascular hazard factors Lack of comparison/correlation of UACR values with cardiovascular hazard factors. Study Design Prospective cohort surveies with comparing to gold standard trial. Prospective cohort missing a gilded criterion or cross-sectional or retrospective survey Case series/reports, non-systematic reappraisals, Journal reappraisals Table 2 Other relevant commendations were retrieved by manus seeking mentions of primary and secondary beginnings. These are included in the mention subdivision of the reappraisal. Literature reappraisal Microalbuminuria as a cardiovascular hazard factor in type 2 diabetic patients After finishing the literature hunt, five surveies clearly established a strong association between the presence of microalbuminuria and increased hazard of cardiovascular events. Four of the surveies were similar in that they were prospective cohort surveies look intoing the [ possible nexus between increased urinary elimination of albumen and cardiovascular disease in type 2 diabetics. Prospective cohort surveies provided the strongest grounds for forecast surveies. The research workers used multivariate statistics to command confusing variables such as age, sex, entire and HDL cholesterin. The surveies likewise showed on norm a two to three fold addition in cardiovascular end points in diabetics with microalbuminuria than those without it. These two surveies besides showed that microalbuminuria, more specifically urinary albumen -to- creatinine ratio ( UACR ) , gross albuminuria and decreased eGFR were independent hazard factors for cardiovascular disease in type 2 diabetics. In t he Action in Diabetes and Vascular disease: preterAx and diamicroN-MR Controlled Evaluation ( ADVANCE ) survey, Ninomiya et Al. ( 2009 ) investigated the effects of urinary albumen -to- creatinine ratio ( UACR ) and eGFR on cardiovascular and nephritic events in 10,640 patients. Patients were followed for about four old ages. After accommodations for other hazard factors utilizing multivariate statistical analysis, the survey research workers concluded that patients with baseline albuminuria ; UACR A ; gt ; 300 mg/g and eGFR A ; lt ; 60 ml/min per 1.73 M2, had 3 times greater hazard of cardiovascular events and 22 times greater hazard for nephritic events than with patients without these hazard factors. Validity was high in this survey because the sample size was sufficiently big plenty to acquire precise estimations of the effects of proteinuria, and at that place was statistical control for other variables set uping high proteinurias and low eGFR are independent hazard factors f or cardiovascular and nephritic events in patients with type 2 diabetes. Similarly, Valmadrid et Al. ( 2000 ) established that microalbuminuria and gross albuminurias were independent hazard factors for developing cardiovascular disease in type 2 diabetics. A prospective cohort survey of 840 people with diabetes mellitus type 2, established a 1.8-fold increased hazard for cardiovascular decease and a 2-fold increased hazard for CHD mortality in this population than other type 2 diabetics with normoalbuminuria. In this survey, patients were followed for 12 old ages. Persons with normoalbuminuria were compared with those with microalbuminuria and gross albuminuria for hazard of cardiovascular mortality. The comparative hazard RR for CVD was 1.84 ( 95 % [ CI ] , 1.42-2.40 ) for those with microalbuminuria and 2.61 ( 95 % CI, 1.99-3.43 ) for those with gross albuminurias. In another prospective cohort survey by Gimeno et Al. ( 2006 ) , 436 type 2 diabetic patients with a average age of about 65 old ages were followed for approximately 7 and a half old ages until a cardiovascular event occurred. Study topics did non hold albuminurias, and were classified into four groups: based on prevalent or non-prevalent CVD and normoalbuminuria or microalbuminuria.The control group had normoalbuminuria and no CVD. Researchers in this survey found out that the hazard of microalbuminuric patients without open CVD was similar to the hazard of normoalbuminuric patients with open CVD. In cross-sectional analysis by Savage et Al. ( 1996 ) conducted in the Denver country increased urinary protein was associated with an increased prevalence of diabetic retinopathy, neuropathy, and cardiovascular disease. A 2004 Double blind, randomized test by de Zeeuw et Al. ( 2004 ) showed that cut downing proteinurias in the first 6 months appears to afford cardiovascular protection in type 2 diabetic patients. Losartan, an angiotonin II adversary was used dainty proteinurias in these patients and was compared to placebo. Patients with low-level proteinurias were compared to patients with high degrees of proteinuria. Upon posthoc analysis, there was a 1.92-fold ( 95 % CI, 1.54 to 2.38 ) hazard for CVD and a 2.70-fold ( 95 % CI, 1.94 to 3.75 ) higher hazard for bosom failure compared to patients with low proteinurias Other Studies and related reappraisals Several surveies including hypertensive patients, diabetics and non-diabetes showed association of microalbuminuria and CVD. Third National Health and Nutrition Examination Survey ( NHANES ) analyzed informations for 14,586 grownups in the US after a 13year follow-up period from 1988-2000. Low eGFR and high UACR independently predicted cardiovascular and general mortality. Discussion/summary The literature reappraisal shows that there is an association between microalbuminuria and cardiovascular events in type 2 diabetic patients. Some of the literature established that microalbuminuria predicts CVD in patients with high blood pressure. All of the primary surveies reviewed utilized a prospective cohort research design, which is a flat one evidenced for forecast surveies. Internal cogency was really strong for the surveies but external cogency was low for the Gimeno survey because patients ‘ were selected from a specialised clinic so they could non be representative of the full diabetic population. In contrast, the ADVANCE survey patients were selected from many different locations supplying strong external cogency. The Gimeno survey used one urine sample for baseline line categorization of urinary albumen degrees and could hold improved cogency by proving at least three urine samples earlier categorization as this is normally recommended. When proving topographic p oint urine samples for microalbumin, one of the restrictions is that there is day-to-day variableness in urine protein degrees and degrees can be affected by transeunt protein signifier vigorous exercising, desiccation urinary piece of land infections. Choice prejudice could hold been farther reduced in the Savage et Al. survey in the Denver country but including a more representative sampling of the country demographics. There was a higher per centum of minorities enrolled in the survey than is true of the Denver country. The mechanism by which microalbuminuria is linked to CVD is non yet known. Further probe is needed so as to effectual cut down microalbuminuria in diabetics and in the general population. Recent surveies have shown angiotensin-converting enzyme ( ACE ) inhibitors and angiotonin II adversaries such as Lorsatan, to cut down urinary albumen degrees in patients. The efficaciousness of other drug therapies to cut down proteinuria is being investigated. The thiazolidinediones drugs used to better glucose control have besides been shown to cut down microalbuminuria in diabetics. In the Framingham Heart Study, MA was determined to be a hazard factor for CVD at really low degrees that were below the recognized scope for subclinical kidney disease. Microalbuminuria is an independent and signii ¬?cant forecaster of CVD events and all-cause mortality in patients ( Astor B.C. , Hallan S.I. , Miller, 3rd, 3rdE.R. , et Al ) ( 2008 ) How to cite Microalbumin Creatinine Ratio And Diabetes Health And Social Care Essay, Essay examples

Long Range Casues Of WWII Essay Research free essay sample

Long Range Casues Of WWII Essay, Research Paper World War I was a really complicated war. It goes back as far back as 1870. Of class the was didn? T last for that many old ages, but it had many casues. Not merely one flicker that started it off. The Franco-Prussian War was one of these casues. There were sevral Franco-Prussian Wars. The last Franco-Prussian War started in 1870. Prussia was in a alliance. A alliance is a group of provinces that are loosly joined together and hold more power than the authorities of the whole state. Prussia was the biggest province. France and Prussia ever fought over Alsace-Lorraince. It was land with really rich dirt. It was on the boundary line between France and Prussia. They kept contending over the land. One clip Prussia would win and would take the land. The the following clip France would win and would take the land. This kept occurrence, but in the last war, which started in 1870, Germany eventually won Alsace-Lorraine. They signed a pact in Versailles, France. The Franco-Prussian War ended in 1871. After the Franco-Prussian War, Bismarck, who was Prussia? s leader made the fusion of Germany. That meant that all the separate provinces joined together to be one counrty. After this, Bismarck became the leader of Germany. After the Franco-Prussian War, France was afraid that Germany would assail France for more land. So so France started constructing up it? s ground forces so that Germany wouldn? t onslaught. Germany wanted a war. This caused the six stronge countires in Europe to get down constructing up their ground forcess and acquire ready for the war. The six stronge states were England, France, Germany, Austria-Hungary, Russia, and Turkey. All of these countires were compeating to be the strongest. Russia and Germany did non acquire along. Russia, excessively, was afriad Germnay would assail, so Russia started to construct up it? s ground forces to do Germany afriad. Russia and Austria-Hungary besides didn? t get along. Austria-Hungary was afriad Russia would assail so they started to construct up their ground forces to intimidate Russia. Turkey didn? t get along with Austria-Hungary. Turkey saw that Austria-Hungary was constructing up their ground forces, and that frightened Turkey, so they sta rted constructing up their ground forcess to frighten Austria-Hungary. All of thse states were compeating to be the best and the strongest. This is an illustration of militerism and patriotism. Nationalism is a deep feeling of pride for one? s state with a desire to turn out that it? s better than all other countires. Patriotism could acquire really unsafe becasue it could get down a war. It was one of the factors that started World War I. What all the states were making was besides an illustration of militerism. Militerism is the manner states build up their ground forcess to construct up for war.Before the war, all immature males had to develop to be soldiers in school. This was called cosmopolitan military preparation. Another one of the casues of World War I is confederations. An Alliance is and agreemnt of friendly relationship with two or more states. The states all started to do allinaces becasue they needed aid incase of a war. So if state A got into a war with state B, and state A had an confederation with state C, state C would assist state A battle against state B. Then possibly state B would hold an allince with state D, and state D would ahve an allince with state E. So count ries B, D and E could contend against countires A and C. So what would be a small war between states A and B would turn into a really large war. In 1872, Germnay Russia and Austria-Hungary made the first Ternary Alliance. Russia left after the Franco-Prussian War. Alternatively of Russia, Italy came, and in 1882, it became known as the Second Triple Alliance. After Russia backed out of the first confederation, it became friends with France. In 1891, France and Russia made the Double Alliance. In 1904 England jioned the Double Alliance, and so it became the Triple Entant. If a large state makes and confederation with a little state, it doesn? t mean that they? re seeking to be nice. It? s because they want something. All the large states in Europe wanted something in the Balkans. Russia wanted land for sea ports. They couldn? T usage thiers by the Black Sea becasue they hads to go through through aturkey and they were enemies with Turkey. They besides couldn? T use the 1 by the Pacific Ocean becsue it ever froze. Germany wanted a railway that went from Beryn to Baghdad. The railway would travel threw Austria-Hungary. That? s why Germany made an confederation with austria-Hungary and Germany. It besides had to travel threw Turkey so Germany made an confederation with them in 1914. Austria-Hungary wanted sea ports every bit good. Italy wanted natrual resorces. The people in the Balkans though, wanted all the large states out and they wanted to go portion of Serbia. All of this was slightly and illustration of Imperialism. Imperialism is a forigen policy where a state tries to benifit it? s ego at the disbursal of other states. All the large states were jus utilizing the Balkans for what they wanted. Another manner that the confederations are a signifier of Imperialism is that possibly state D has nil has nil against state A, but they? rhenium still contending. Besides, state D has to blow their soldiers becasue they had an confederation with state D had confederation with state B. In order to hold Imperialism you need to ahve a stronge ground forces and navy. England had the strongest naval forcess so they had the biggest imperium. Austria-Hungary and Turkey besides had large imperiums. Germany and France were merely get downing. The lone topographic point left to acquire settlements was Africa, but it wasn? t large plenty. All the states compeated for settlements. This reinforced bad realationships between some states. becasue they were all compesting and nto all the states really got settlements. It was merely a affair of clip before the war started. All of these elemnt together casued World War I. Not merely one factor casued it. Now merely one little thing would casue the war. These are short scope casues. Such as the Balkan Wars and the blackwash of Archduke Ferdinand. These were the short scope casues. Archduke Ferdinand got assassinated on June 28, 1914. Austria-Hungary sent Serbia and ultimatum and said that they had to acknowledge to the violent death of Archduke Ferdinand and to halt seeking to acquire Bosnia off from Austria-Hungary. Leaderships from other states besides tried to convert other leaders to halt the war, but Serbia refused. Austria-Hungary gave Serbia one month to fofill the ultimatum. On July 28. 1914, World War I began. Therefore, many asspects caused World War I. Some of which are the Franco-Prussian War, patriotism, militerism, imperialism and confederations.

Analysis of the French & Indian War essays

Analysis of the French & Indian War essays The ostensible reason of rivalry caused the French Both England and France shared an uncertain, dangerous border in Quebec and Montreal and their Indian allies; this was the spark to ignite the war. Massachusetts soldiers captured French fortresses in Louisbourg, Nova Scotia. From 1754-176l, British In 1747, Virginians formed the Ohio Company. The Company obtained a grant from the king requesting 200,000 acres of forests aside to the Monongahela, Allegheny, and Ohio Rivers. Virginians were interested in this land because of the profits from the resale of land. The French had already settled in this territory. The British were interested in blocking advances of French as well. So, Virginia Governor, Robert Dinwiddie, sent George Washington to warn French that they were on Virginia Land. In the spring of 1754, a small military British force with George Washington went searching for nine-hundred French troops; Washington recruited the Indian support of two dozen Mingos. This was the opening battle of what came to be called the French The French had no intention of departing ...

Using the French Expression Bien Sûr

Using the French Expression Bien Sà »r Bien sà »r,  pronounced  byeh(n) soor, is an adverb that means literally very sure, but in everyday use, this French phrase  has come to mean of course and certainly. It is one of the most common idiomatic expressions in the French language, and other European speakers have informally adopted it as well. There are also more colloquial translations of  bien sà »r  that reveal its  versatility. These include: Oh yes  Sure I will  Of course, we do  Sure  Sure thing  By all meansYes indeed  I sure will Bien Sà »r as a Response The French expression bien sà »r  is most often used as a stand-alone response to a question or statement: Est-ce que tu viens la fà ªte ?   Are you coming to the party?Bien sà »r !   Of course! Un moment, sil vous plaà ®t.   Just a moment, please.Bien sà »r.   Of course. Tu me donnes mon stylo ?   Can you give me my pen?Bien  sà »r, voici.   Sure, here it is. Bien Sà »r as a Link ​Bien sà »r can link clauses and ideas: Jai besoin de ton assistance, et bien sà »r je te payerai.   I need your help, and of course Ill pay you. Nous allons visiter le monument franà §ais le plus cà ©là ¨bre, je parle bien sà »r de la tour Eiffel.   Were going to visit the most famous French monument; Im speaking of course about the Eiffel Tower. The Ironic Bien Sà »r The phrase can also be used ironically: Je meurs de faim, et bien sà »r jai oublià © mon portefeuille.   Im starving  and of course I forgot my wallet. Nous sommes pressà ©s, et Lise est en retard, bien sà »r.   We in a hurry, and Lise, of course, is running late. Bien Sà »r Que Oui / Bien Sà »r Que Non Bien sà »r can be followed by que oui to be even more emphatic (of course yes)  or que non  (of course not): Tu le veux ?   Do you want it?Bien sà »r que oui.   I certainly do. / Of course I do. Ne vas-tu pas y aller ? Arent you going to go?Bien sà »r que non.   Of course not. The Conjunctive  Bien Sà »r Que Bien sà »r can also be followed by que plus a subordinate clause.  Bien  sà »r  que  functions as a conjunction: Bien sà »r quil va luniversità ©.   Of course hes going to college. Bien sà »r que nous mangerons ensemble.   Of course well eat together. Bien sà »r quelle navait rien compris  !   Of course, she hadnt understood a thing! Synonyms of Bien Sà »r bien entendu  Ã‚  of course, certainlymais oui, bien sà »r   yes, of coursecertainement  Ã‚  certainlycertes  Ã‚  certainly, admittedly, of courseà ©videmment  Ã‚  obviouslyforcà ©ment  Ã‚  necessarily, inevitablynaturellement  Ã‚  naturally, of course

Research paper Essay Example | Topics and Well Written Essays - 1750 words - 2

Research paper - Essay Example Even in the process of delivery, the female is worried whether she will have a normal or a cesarean delivery involving surgical procedures. The typical cesarean delivery leaves the mother weak and she has to take time and effort to recuperate from her labors. Apart from that, the pain of the surgical procedure makes women dread the prospect of a normal delivery and they would like to do anything to avoid it. This paper focuses on the usefulness and value of parent craft classes in reducing the fears of the females awaiting delivery, by arming them with the required knowledge and confidence in going through even a cesarean delivery. A sample of 30 females awaiting delivery were surveyed and interviewed at a local hospital to get an idea of how much attending parent craft classes helped in assuaging their fears of even a normal delivery. Background The process of childbirth is still one of the world’s scientific miracles. Though medical science has progressed in great strides al ong this path, we still marvel at the intricacies of fertilization, conception and delivery. There are so many different variables and intrinsic and extrinsic factors that can affect the entire process that it is a wonder nevertheless how the whole process goes from start to finish. We have managed feats like invitro-fertilization, test tube babies, cloning, surrogate parenthood and what not, yet there is no disputing the fact that the process of pregnancy is still one of nature’s modern miracles. Medical science may take all the wait and wonder out of the process, even regarding the sex of the child, and reduce it to mechanical principles, but that does in no way reduce its importance. The delivery of a new born child after nine months in its mother’s womb is no less of an event- in fact it is the culmination of the entire process of pregnancy and the result is a healthy breathing baby that is ready to add its voice to the world. Deliveries can be touch and go, from t he simple to the complex, and that is why doctors, surgeons and gynaecologists spend months preparing the would-be mothers in all aspects from diet to exercise and rest, to noting the signs that delivery is imminent. As midwives, we are part and parcel of the delivery process and clients even confide some of their personal feelings and apprehensions regarding delivery and its complications to the surgeon or the midwife as delivery time comes near. Many are concerned about the chances of a normal delivery as compared to a caesarean one, and this remains one of their chief concerns. This paper will show the importance of parent craft classes in reducing the fears and apprehensions of the would–be mother and helping her manage the delivery process in a much more knowledgeable and ready manner. In recent decades, as medical science progressed and customer service and care took on an increasingly important role, involving one or both parents in the process of delivery and pre-nata l and post-natal care also became more important. In fact you would be hard pressed to find a hospital in the UK these days that does not impress upon first time parents, the need for Lamaze and Parent Craft classes. The importance in the nuclear family is all the more accentuated, as the new parents have less help and almost no experience to fall back on in case of issues regarding infant care and health. At the

The strategic management processes of KPMG Assignment

The strategic management processes of KPMG - Assignment Example This essay explores the Human Resource Management (HRM) practices of the company with focus given on the management of employee resources, employee voice and employee relations so as to understand the effectiveness of the management of KPMG in strategically managing the most significant resource of the organization which is the people resource. In relation to the study the company which has been selected is KPMG as one of the biggest professional services and consulting firm in the world. Along with Ernst & Young, PricewaterhouseCoopers and Deloitte Touchà © Consulting, KPMG is one of the Big Four auditing companies in the globe. The headquarters of the company are located in Amstelveen, Netherlands. KPMG is one of the most famous and preferred employers in the financial services sector. Currently, the company employs more than 162000 people in more than 16 geographical locations. The company has three main divisions of service which are advisory, Tax and audio services. The audit s ervices account for 42% of the revenues as of 2014, the advisory services account for 37% and the tax services account for 21% of the total revenue generated by the consulting firm in the year 2014. The company has been able to establish and maintain an ethical, sustainable and responsible image for the business over the years of its operations through a number of strategic management processes including employee management and Corporate Social Responsibility (CSR) activities.

Is there Democratic Deficit in the EU?

Is there Democratic Deficit in the EU? It is argued by many commentators[1] that there exists a `democratic deficit` within the European Union although others argue[2] that there exists no such `democratic deficit`, there are also those who acknowledge the existence of a `democratic deficit` but that argue that it is not problematic[3]. This assignment will look at those arguments and consider whether or not in despite of numerous reforms the democratic credentials of the EC still remain a concern. This argument will be considered in light of the evolving nature and the role of parliament. It is important first to understand what is meant by the `democratic deficit`. It is difficult to find a common definition however, in basic terms this argument suggests that the European Parliament as the only directly elected body holds too minor a role in the legislative process. Supporters of the `democratic deficit` argument, argue that the European Parliament, as the only elected and democratic element of the European Community, should exert more power over the legislative process and that the current situation means that the legislative process is controlled by the non-elected Council. It is argued that one of the major problems that this `democratic deficit` creates is a possibility that â€Å"a small minority in a state could be over-represented in the intergovernmental process and thus be able to impose its preferences even in the face of an overwhelming European majority†[4] Conversely those that support the notion that the current situation does not create a `democratic deficit` point to the fact that public interest in elections to the European Parliament is low[5] and as Bermann points out â€Å"participation in elections for European Parliament in June 2004 dropped to a record low of 45.3 percent across the twenty-five member states.† The argument is therefore that even though the MEP’s are, in theory elected by the public, in reality they are not supported by the majority and if they were provided with greater power it would be of little relevance to persons within a member state. This supports the argument, which will be discussed later, that the solution is not to increase the power of the European Parliament but to increase the power of member states within the legislative process. In order to understand the evolution of the European Parliament it is important to consider briefly the legislative process and the growth of European Parliament’s role in that process. Originally a limited number of Treaty Articles[6] provided that the Council was required to consult the European Parliament as to its opinion before arriving at a decision on Community secondary law[7]. This position was confirmed by the case of Roquette Freres SA v Commission[8], although the Council was permitted to ignore and overrule any opinion expressed by the European Parliament[9]. The Maastricht reforms amended Art 251. The new regime creates a co-decision procedure whereby the European Parliament can reject a legislative proposal. Once the European Parliament has provided its views on a legislative proposal, the Council shall adopt a common position by a qualified majority. The European Parliament can, within three months, either approve or take no decision in which case the Council can adopt the measure. Alternatively the European Parliament can reject or amend the proposal by an absolute majority, if this situation occurs then the Council can approve those amendments by a qualified majority within a three month time limit. However if the Commission has issued a negative opinion on the amendments, the Council are only able to approve by unanimity. If the Council does then not agree this amended proposal it will be referred to a new Conciliation Committee to in an effort to accomplish a compromise within six weeks. If a joint text is approved, the Council and European Parliament can then accept the provision together within six weeks and the European Parliament may finally reject it within six weeks by an absolute majority. It is arguable that these reforms do not go far enough in addressing the `democratic deficit` and that they only provide a negative power of veto and in addition they will only apply to limited specific areas. Further changes were introduced by the Treaty of Amsterdam, which whilst go someway to decreasing the democratic deficit do not, it is argued, go far enough. The Treaty of Amsterdam increased the use of and streamlined the co-decision procedure. The Treaty also extended the areas in which the assent of the Parliament is to be required to incorporate the structural and cohesion funds. However, it is pointed out that these do not actually increase the level of participation of the European Parliament and its capacity to insist on a specific measure and thus do little to reduce the `democratic deficit` and make the Union more democratic[10]. Finally changes were implemented via the Nice Treaty, although these were very limited in scope and did little to improve the `democratic deficit`. Although they it did extend the Qualified Majority Voting into new areas and also increased the effect of the co-decision procedure which was extended to include more treaty articles. The changes proposed in the Constitution for Europe[11] are likely to set the foundation of the legislative procedures for many years to come and in this regard they are very important. There are essentially three main changes that are proposed by the constitution which seek to improve the `democratic deficit`. The first of these is that there should be more involvement of the European Parliament in the adoption of all EU legislation and this is to be achieved by greater use of the â€Å"Co-decision procedure†, which it is intended, will be the normal procedure for enactment of legislation. The second change that is proposed by the Constitution is that the member states’ parliament has a greater involvement. One of the main proposals is to enact a procedure whereby national parliaments can register formal objections to a European Commission proposal because it failed to respect the principle of subsidiarity[12]. The final proposal is that Council meetings must be public or televised where legislative procedures are being discussed or voted upon, whether or not these proposals will rectify the `democratic deficit` remains to be seen. It is too early to conclude whether or not this will solve the problem. There are two main suggestions for the improvement of democracy in Europe. The first argument, and the one which has been the subject of this assignment, is to increase the power of the European Parliament. The second suggestion involves increasing the power of national parliaments in the legislative process as the general public have little interest in who is elected into the European Parliament. Steiner and Woods consider this second argument but conclude that â€Å"at the level of individual pieces of legislation, national parliaments become involved in the process too late to have any real impact on the outcome, and the level of control exercised by the individual national parliaments may vary significantly between Member States[13]†. Despite the increased power given to the European Parliament following the various treaties that have been discussed above, and as Weiler points out, the European Parliament â€Å"is still characterised by a lesser degree of parliamentary representation and majority decision making in the European political process than its counterparts in national democracies[14]†. However Dehousse[15] argues that the argument that there is a democratic deficit is fundamentally flawed and that the EU encounters similar problems with democracy as are encountered in domestic systems and that some of the â€Å"loudest complaints over a European democratic deficit may be based on idealisations of democracy in the nation-state†. Those who do not support the concept of a `democratic deficit` argue that â€Å"the preoccupation with the concept of democratic deficit is limiting and does little to improve our understanding of the role of the European Parliament†[16]. Finally, Majone argu es that the EU is a â€Å"regulatory state-a state which despite its democratic deficit can be accountable†[17]. Having considered the arguments it seems clear that perhaps one of the primary reasons for the belief that there exists a `democratic deficit` is that powers that were once controlled by national parliaments have now been transferred to the EU where they are subject to a lower degree of parliamentary participation[18]. Therefore it is argued that the `democratic deficit` does exist, but only in so far as it does not match political ideologies and does not mirror the political system of other member states. It is arguable that deficit does not in fact exist and that the EU system is simply different to member states political systems. Even if it could be concluded that a `democratic deficit` did exist how to correct this deficit is problematic in itself. Some argue that a democratic model similar to that of the state should be developed whereas others argue that democracy can only be achieved through national democracies.[19] One certainty is that it is an argument that will not be se ttled in the near future and it is doubtful that the constitution will resolve the problem to the satisfaction of all member states. Bibliography Cases EP v Council (C-65/91) Parliament v Council (C-392/95) Roquette Freres SA v Commission (Case 20/88) [1989] ECR 1553 Treaties Maastricht Treaty 1997 Nice Treaty Treaty of Amsterdam 1997 Journal Articles Barnard C, Dashwood A, (2006) â€Å"The EU Constitution – Dealing with the Deficit†, 156 New Law Journal 173 Bermann G, Monet J Gelhorn W, (2005) â€Å"Executive Power in the New European Constitution†, International Journal of constitutional Law 3.2 (440) Maduro M, (2005) â€Å"The Importance of Being Called a Constitution: Constitutional Authority and the Authority of Constitutionalism†, International Journal of Constitutional Law 3.2 (332) Majone G, (1998) â€Å"Europes Democratic Deficit: The Question of Standards†4 European Law Journal 5 Weiler J, (2005) â€Å"On the Power of the Word: Europe’s Constitutional Iconography†, International Journal of Constitutional Law 3.2 (173) Books Craig P De Bà ºrca G, (2003)†EU Law, Text, Cases and Materials, Third Edition, Oxford University Press Fairhurst J , (2004) â€Å"Law of the European Union†, Fifth Edition, Pearson Longman Harlow C, (2002) â€Å"Accountability in The European Union†, Oxford University Press, Oxford Hartley T, (2003) â€Å"The Foundations of European Community Law†, Fifth Edition, Oxford University Press Horspool M Humphreys M, (2006) â€Å"European Union Law†, Oxford University Press Lenaerts K Van Nuffel P,(2005)†Constitutional Law of the European Union†, Second Edition, Sweet and Maxwell Steiner J Woods L, (2003) â€Å"Textbook on EC Law†, Eighth Edition, Oxford University Press Weatherill S, (2005) â€Å"Cases and Materials on EU Law†, Seventh Edition, Oxford University Press Weiler J Winds M (eds) (2003) â€Å"European Constitutionalism Beyond the State†, Cambridge University Press Websites http://european-convention.eu.int/ accessed on 21.10.2006 1 Footnotes [1] See for example the comments of Weiler J, (2005) â€Å"On the Power of the Word: Europe’s Constitutional Iconography†, International Journal of Constitutional Law 3.2 (173) [2] See for example the comments of Dehousse R in Weiler J Winds M (eds) (2003) â€Å"European Constitutionalism Beyond the State†, Cambridge University Press [3] See for example Majone G, (1998) â€Å"Europes Democratic Deficit: The Question of Standards†4 European Law Journal 5 [4] Weiler J, (2005) â€Å"On the Power of the Word: Europe’s Constitutional Iconography†, International Journal of Constitutional Law 3.2 (173) [5] Bermann G, Monet J Gelhorn W, (2005) â€Å"Executive Power in the New European Constitution†, International Journal of constitutional Law 3.2 (440) [6] 17 [7] old Arts 54 or 56 [8] (Case 20/88) [1989] ECR 1553 [9] Although consider EP v Council (C-65/91) and Parliament v Council (C-392/95) where the Court annulled Regulations which the Council had amended without further Consultation to the European Parliament. [10]Lenaerts K Van Nuffel P,(2005)†Constitutional Law of the European Union†, Second Edition, Sweet and Maxwell at page [11] http://european-convention.eu.int/ accessed on 21.10.2006 [12] For further discussion see Barnard C, Dashwood A , (2006) â€Å"The EU Constitution – Dealing with the Deficit†, 156 New Law Journal 173 [13] Steiner J Woods L, (2003) â€Å"Textbook on EC Law†, Eighth Edition, Oxford University Press at page 25 [14]Weiler J, (2005) â€Å"On the Power of the Word: Europe’s Constitutional Iconography†, International Journal of Constitutional Law 3.2 (173) [15]Dehousse R in Weiler J Winds M (eds) (2003) â€Å"European Constitutionalism Beyond the State†, Cambridge University Press – Chapter 6 Page 135 [16] Harlow C, (2002) â€Å"Accountability in The European Union†, Oxford University Press, Oxford See Chapter 1 generally [17] Majone G, (1998) â€Å"Europes Democratic Deficit: The Question of Standards†4 European Law Journal 5 [18] Maduro M, (2005) â€Å"The Importance of Being Called a Constitution: Constitutional Authority and the Authority of Constitutionalism†, International Journal of Constitutional Law 3.2 (332) [19] Maduro M, (2005) â€Å"The Importance of Being Called a Constitution: Constitutional Authority and the Authority of Constitutionalism†, International Journal of Constitutional Law 3.2 (332)

How Literature Displays Positive Character Trait Through Characters Essay

Traits Through Its Characters It is known that a piece of writing can do more than tell a story, but can also portray indirect ideas to the reader. A narrative piece is able to show positive traits, presented through its characters. Literature can display a variety of positive attributes, through different characters, and situations. This is demonstrated in the story, â€Å"The Blue Bead,† through Sibia’s acts of selflessness, and again in the text â€Å"Long, Long, After School,† through Miss Tretheway’s acts of kind-heartedness. In the story â€Å"The Blue Bead,† an example of how literature shows positive raits through its characters, is composed by Sibia’s displays of selflessness when saving a woman from an attacking crocodile. In the text, the narrator states, â€Å"Sometimes it had seemed difficult to cross these stones, especially with the big gap†¦ But now she came on wings†¦ and in a moment, she was beside the shrieking w oman (pg. 61). † This shows selflessness because Sibia, usually hesitant on the slippery stones, flies across them making rapid footing decisions, throwing herself towards to woman being attacked, aware of the fact that if she falls, she could harm herself severely. Another piece of evidence is shown when the narrator states, â€Å"Its eyes rolled on to Sibia. One slap of the tail could kill her. (pg. 61). † This shows selflessness because the young girl willingly put her life at risk, to save one that was not her own. Through the young girl’s displays of selflessness, one can see how the text, â€Å"The Blue Bead† portrays a positive trait through Sibia. Throughout the text, â€Å"Long, Long After School,† Miss Tretheway shows kind- heartedness through acts presented in the story. An illustration of this is when a flashback occurs, back to when Miss Tretheway states, â€Å"Why, Marilyn, Wes’s hands re much cleaner than yours. Maybe Wes doesn’t like to get his hands dirty†¦ (pg. 114). † This shows kind-heartedness because though Miss Tretheway is Wes’ teacher, she stood up for him when his classmate insulted him in front of his peers. Another illustration of how Miss Tretheway shows ki nd-heartedness is when a character states, â€Å"She gave me a whole quart, just as soon as she found out that hers would match. † This shows kind-heartedness because one was willing to give up blood, an element that signifies life, almost immediately to save someone who with the woman shared a student-teacher relationship. Through the acts of kind- heartedness displayed through the story, â€Å"Long, Long, After School† shows that literature shows positive attributes through its characters. A piece of writing can portray positive traits through its developed characters. Sibia shows selflessness through her acts of saving the woman being attacked by the crocodile, putting one’s own life at risk. Miss Tretheway displays kind-heartedness by standing up for a student, and giving the aforementioned student a much needed blood transfusion. These examples show that positive traits can be demonstrated through characters presented in literature.

Leadership Case Study

Leadership in General The study of leadership has an extremely long history, and presently is one of the most popular areas of management study and publishing. Yet, despite this long history of interest in the subject of leadership much is still unknown and unresolved about the idea of leadership. Today, there are many different conceptions about what constitutes leadership and effective leaders. Notice that most people talk about leadership as if they clearly understand what constitutes leadership. They also assume that other people share that unspoken understanding.Yet, both of these assumptions are probably false most of the time. Leadership in General For example, try to clearly and concisely define what you mean by â€Å"leadership. † Then ask someone else for their definition of leadership. Can either of you define it well? Do your definitions agree? Are your definitions so broad that they could describe activities that you do not think constitute leadership? Conversely, are your definitions so narrow that they cannot describe leadership in a variety of different situations? Now define â€Å"management. Is your definition of â€Å"management† different than your definition of â€Å"leadership? † Should â€Å"management† and â€Å"leadership† be defined differently, or are they in reality the same concept? The questions could go on, but you get the point. Leadership is difficult to define and differentiate from other concepts. Now think about what constitutes â€Å"effective† leadership? Hundreds, if not thousands, of books on leadership have been published over the past two or three decades. Each book propounds a somewhat unique theory of what constitutes â€Å"effective† leadership; each supporting its claims with anecdotes and testimonials.Similarly, magazine articles, television shows, and books constantly herald the newest effective leader. Often, a few years later, either the company fails or the lead er acts in a manner that calls into question whether that person ever possessed the leadership qualities and behaviors attributed to him or her. Think about the rise and fall of some chief executive officers over the past few years. But, does defrauding people, ending up in jail, or bankrupting a company necessarily mean that the person was never an effective leader?  Also you can read about  History of the Culinary Arts.Some might argue the final results determine the effectiveness of leadership; others might argue that it is the process of leading, not the outcome, that defines effective leadership. Despite all this uncertainty, people are so fascinated by the idea of â€Å"leaders† that they continue to believe that â€Å"leadership† exists and matters. This course cannot possibly reconcile all the competing leadership theories, nor can it do much to explain why some apparently effective leaders fail miserably later, or fail as leaders in some other aspect of th eir life. Moreover, few of us want to read about every leadership theory ever espoused by someone.Rather, the primary objective of this course (and the textbook) is to introduce you to a variety of different leadership theories that have some research support and have stood the test of time (to varying degrees). When people make conflicting claims about leadership, the scientific model proposes that research should be conducted to determine which of the competing theories has more factual support. Without research, there would be no way to determine which plausible theory better reflects reality, or whether any theory actually reflects reality.Chapter 1- The Nature and Importance of Leadership There are many different definitions of leadership, and the textbook outlines several definitions. However, most definitions have the common theme that leadership is about influencing people to achieve goals that are accepted by the group members, or followers. Notice that this theme doesn't l imit leadership to formal leadership positions, nor does it say that there can only be one leader at a time, or that leadership only flows from the â€Å"top-down. † The other common theme in many definitions is that leadership is a process, not a role.Thus, many people can be leaders at the same time because all are involved in the leadership process. One person may be more effective than the other people. But all of the people could be acting as â€Å"leaders† in the process sense of leadership. In this light, leadership is a broad construct that encompasses many different types of influence from many different types of people in many different types of contexts. While this is a broad definition, maybe more of a description, some people question whether there is any great value in trying to more narrowly define leadership.The study of what determines the effectiveness of different influence techniques in organizations doesn't necessarily require agreement on the defi nition of the overarching construct, or what is called leadership. On the other hand, the argument can be made that a better definition of leadership helps ensure that everyone is discussing the same concept. There is no clear answer to this debate, but for the purposes of this course leadership refers to the processes that people use to influence other people to achieve accepted goals. The leader is simply the person or persons who are making that influence effort.Another critical point of the chapter is that leadership outcomes result from the reciprocal interactions of the â€Å"leader,† followers (or â€Å"group members†), and the situation. Although we often think of leadership as a one-way influence, the leadership process necessarily includes the context in which the influence attempt occurs (i. e. , the situation) and the object of the influence attempt (i. e. , the followers). Thus, followers shape the leader's behaviors and attitudes just like leaders shape t he followers' attitudes and behaviors.In the extreme case of â€Å"servant leadership† and â€Å"stewardship† models of leadership, the general thrust is that effective leaders focus on aiding or facilitating the followers. This in turn helps the leader accomplish organizational goals. This general framework shapes the organization of the book (see Figure 1-2). The distinction between â€Å"leaders† and â€Å"manager† is discussed in this chapter (see Table 1-1 Leaders versus Managers). Leader| Manager| Visionary| Rational| Passionate| Businesslike| Creative| Persisitent| Inspiring| Tough-Minded| Innovative| Analytical| Imaginative| Deliberative| Experimental| Authoritative|Warm and Radiant| Cool and reserved| Initiator| Implementer| Acts as a coach, consultant, teacher| Acts as a boss| Does the right things| Does things right| Inspires through great ideas| Commands through position| Knows results are achieved through people| Focuses on results| Focuses o n uplifting ideas| Focuses on plumbing| The distinction is largely unproductive because the extent to which a person performs managerial versus leadership roles is largely a question of degree, as the book points out. Managers' jobs are difficult enough without considering them to be second-class citizens incapable of leadership.In fact, effective leaders need to be good managers, and vice versa. This is highlighted in the textbook's discussion of leadership roles because many of them could also be characterized as â€Å"managerial† roles. Moreover, according to a common framework proposed by Henry Mintzberg, leadership is only one of many managerial roles. (See Mintzberg, H. (1980). The Nature of Managerial Work. Prentice Hall. ) A major concern relating to the first chapter is the issue of whether leadership makes a difference in reality. While this question could have been put off until the end of the course it is useful to at least think about it now.Then, you can see if your opinions change during the course. Moreover, before devoting time to studying leadership one should know whether the time will be well-spent. The general conclusion is that leadership makes a difference in many cases, but not in all situations. When there are factors that substitute for leadership (or even neutralize leadership attempts), leaders may not be able to make much difference. The book outlines a number of factors that substitute for leadership, but there are many more factors that have been researched with mixed results.In reality, there is no evidence that leadership substitutes always exist, or that they necessarily undercut attempts at leadership. Therefore, people should be careful about attributing success or failures solely to leadership. Leaders can only do so much given the constraints they face. The existence of constraints is the basis for Pfeffer's â€Å"leader irrelevance† theory. Similarly, â€Å"complexity† theory holds that leaders have l ittle influence in complex organizational systems. For example, look at coaches and managers in profession sports.Often they are fired after poor seasons, yet no new manager or coach can succeed either because their players simply aren't as good as the other players and teams in the league. Usually they have little control over which players are hired, which makes it even more irrational to attribute the success or failure of the coach to his or her leadership ability. Another common example is organizational success in good economic times and organizational downturns in poor economic times. Obviously, the economy is out of any individual's control, so good times and bad times cannot be attributed to the leader.On the next page, you will read an excerpt from an article that suggests that leadership does make a difference. Leadership Makes a Difference Below you can read a short excerpt from an article about Commander D. Michael Abrashoff and what he calls â€Å"Grassroots Leadershi p. † This article suggests that leadership does make a difference. But what makes this a particularlyinteresting leadership anecdote is that it appears that the best explanation for the dramatic improvement on the ship is probably the change in commanders. The reason is that all Navy ships operate under substantially similar rules with basically similar crews.Therefore, when a change occurs on one ship that doesn't occur on other ships, then the change is quite likely due to whatever changed in the situation, in this case the change in leadership. Whether you find the article persuasive or not, the other point is that by the end of the course you should be able to characterize Commander Abrashoff's leadership style in terms of the theories you will be studying in this course. Enlightened Leadership in the U. S. Navy by Jonette Crowley Commander D. Michael Abrashoff had a mission. Through what he calls â€Å"Grassroots Leadership,† he turned around the operations of the USS Benfold, one of the U.S. Navy's most modern warships. His methods aren't complex, yet the results are astounding. * Under Mike Abrashoff's 20-month command, the Benfold operated on 75% of its allocated budget, returning $1. 4 million to the Navy coffers. * During that time, the ship's combat readiness indicators were the highest ever in the history of the Pacific Fleet. * The promotion rate of his people was 2-1/2 times the Navy average. * The pre-deployment training cycle, which usually takes a total of 52 days, was completed by the Benfold crew in just 19 days. During a 12-month period under the previous command, there were 28 disciplinary actions for which 23 sailors were discharged. During Abrashoff's tenure there were five disciplinary cases and no discharges. * Under his predecessor 31 people were detached from the ship for limited duty, usually for complaints of â€Å"bad backs. † He had only two crew members leave for health reasons. * A third of all recruits don' t make it through their first term of enlistment, and only 54% of sailors stay in the Navy after their second duty tour. Commander Abrashoff had 100% of the Benfold's career sailors signing on for another tour.It is estimated that this retention alone saved the Navy $1. 6 million in 1998. What did he do to stage such a turnaround in less than 20 months? He asked questions, he listened, he acted on what he heard. Almost immediately upon taking command, he had a 15 to 20 minute personal interview with each of his staff of 300. He asked these questions: * â€Å"What do you like best about this ship? † * â€Å"What do you like least? † * â€Å"What would you change if you could? † He made it a point to â€Å"see the ship from the eyes of each crew member. † Abrashoff acted as quickly as he could to institute the ideas that came from these interviews.He focused on what was important: morale and combat readiness. â€Å"I didn't put an emphasis on paperwork,â⠂¬  says Abrashoff. He encouraged his middle managers (junior officers) to delegate the paperwork that had always swamped them and focus instead on the training that enabled them to run the weapons and the ship. â€Å"That inspires confidence in the officers for our combat readiness, and the lower level people loved the responsibility for the paperwork stuff that the officers used to do,† the commander reports. Abrashoff analyzed the processes, always assuming that there has got to be a better way.Simply following SOP (Standard Operating Procedures), or doing things the way they've always been done, didn't hold water. The rules were changed or bent, always with the vision in mind of doing what was best for the crew. â€Å"Saving money wasn't the focus, it was a by-product of efficiency. We did things right the first time. † He set the vision and trusted his crew. He helped people take pride in their work. â€Å"I gave my officers my trust and free rein. They didn't w ant to lose that trust. † Abrashoff said, â€Å"I focused on doing right by the crew, not by the admirals.I didn't even care if I ever got promoted again. That gave me the freedom to do what made sense. † One of the biggest complaints was the food, so he sent five of the Benfold's cooks to culinary school. The ship is now known as having some of the best food in the Navy, making it a showcase for VIPs. By focusing on the needs and ideas of his people, by relaxing the rules, by giving control over to his officers, a ship's culture has been changed, and with it the lives and confidence of scores of young sailors. A â€Å"virtuous cycle† has been set up that is continuing to inspire the crew to do even better.Even after Mike Abrashoff has taken up other duties at his home base in San Diego, the USS Benfold continues to have the highest combat readiness indicators ever seen in the entire Pacific Fleet.  © 1999 Enlightened Leadership Int'l, Inc. Enlightened Leadersh ip International Transforming Organizations Through People www. enleadership. com [email  protected] com 800-798-9881 or 303-729-0540 Chapter 2 – Traits, Motives and Characteristics of Leaders Trait-based theories of leadership are among the oldest leadership theories, and they are still considered somewhat important today.The earliest theories were â€Å"universal† theories that tried to find the leader's personal qualities that differentiated effective from ineffective leaders in all situations. Although these personal characteristics and qualities are usually called traits, they are not limited to personality traits (inner qualities). For example, the textbook refers to many different personal characteristics, including personality traits, in Chapter 2. Unfortunately, the trait approach does not tell us which traits are most important, in which situations or how much of a trait is required.The biggest problem was that people who possessed the traits deemed critica l were not always leaders, i. e. , the traits were necessary, but not sufficient for leadership. Moreover, trait-based theories cannot explain why people are not always successful leaders in all situations. History is full of military leaders who were effective in war, but not in peace. The converse is also true. On the other hand, recent research has found that some traits are important in a wide-variety of situations, but not all situations. In addition, in specific situations there are likely to be specific traits that are important.The â€Å"trait-based† theories do not limit themselves to personality traits, so do not be fooled into limiting the scope of the personal qualities to personality dimensions. The theories include any characteristic on which individuals differ, such as intelligence, physical characteristics, attitudes, values, and personality traits, to name a few. At some point, the distinction between a trait and a behavior is blurred, but in general the dist inction is between â€Å"who you are† versus â€Å"what you do. † The textbook lists a wide-range of traits found to be important, and categorizes them into: * Personality Traits Motives and Drives * Power Motive * Tenacity * Strong Work Ethic * Drive and Achievement Motive * Cognitive Factors * Analytical Intelligence * Knowledge of the business * Creativity * Insight into people and situations * Farsightedness and conceptual thinking While you don't need to memorize every possible leadership trait, it is worthwhile reading the lists. You should be able to recognize the most important traits. Perhaps more importantly, you should be able to reject some traits as unrelated to effective leadership, such as gender and race.In conclusion, research suggests that effective leaders possess different personal characteristics than ineffective leaders or non-leaders. Knowing which traits are associated with leadership effectiveness helps in the selection of leaders. To the exten t you can train people to develop a trait, knowing the importance of different traits helps organizations to design leadership development programs. For example, some aspects of emotional intelligence, which is a collection of traits and behaviors, can be taught and practiced. The trait-based approach to leadership is less valuable ecause present research cannot definitively specify which traits, and how much of those traits, are most useful in a specific situation. General Comments about Assignments Write your answers and comments concisely, answering the question(s) as directly as possible. Remember, you must answer the questions about cases using the facts of the case and the concepts introduced in the textbook and any additional readings. The general format for all your case answers is to relate the concepts and principles from the textbook or other readings to the facts in the case.Reporting all sorts of background information is unnecessary. However, you do need to refer back to the facts in the case that support your statements and conclusions. Your answer will be graded on the quality of your analysis and its clarity. It is difficult to describe the length of and amount of detail that should be in good answers. Obviously, this is a judgment call that varies case by case, and question by question. However, usually you can write good answers in 500-700 words per case, although obviously this varies according to the number of questions you are asked to answer.You may exceed the word limits without penalty when necessary to adequately answer the questions. Review the Syllabus for more information on answering case assignment questions, but in general good tests of the quality of your analysis is to ask yourself â€Å"Does this answer show that I read and understood the material in the text? † and â€Å"Could I have written this answer without reading the book? † As for the self-assessment exercises in this course, if there is more than one se lf-assessment exercise assigned during the week, then you must submit all of your scores and comments in one assignment submission.When more than one self-assessment exercise is assigned in a week, clearly identify the separate exercises. Don't forget to discuss whether you think the score is an accurate reflection of you or the person being evaluated. Other reflections are also valuable. Refer to the Syllabus for more detailed comments about answering questions and the grading standards. The Syllabus controls in the event of some accidental inconsistency between the Weekly Schedule and the Syllabus. General Instructions for Submitting Assignments What follows is a brief review of how to submit assignments. For details, efer to the Welcome page. Submit your answers to the assignments by locating the assignment within each weekly module. You can also find the list of assignments by going to the Assignments tool over in the toolbar on the left. But if you only use the toolbar, you may miss important information that is contained within each weekly module. Make certain you choose the correct assignment and submit the correct answer for that assignment. This week you will be submitting†1. 1 – Week 1 Case Assignment† for your answer to the case assignment and â€Å"1. 2 – Week 1 Self-Assessment Exercise† for your self-assessment answers.Next week and in the following weeks, the set-up will always be the same. You will NOT be attaching a document to submit. I suggest you compose your answer in a Word document so that you can edit and spell check but for submission, copy and paste your answer into the text box under the word â€Å"submission† in the assignment tool. If you submit the answer to the wrong link, your answer will not be graded. You can be penalized for late submissions, as outlined in the Syllabus. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findi ngs, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 1: The Nature and Importance of Leadership * Chapter 2: Traits, Motives and Characteristics of Leaders Copies of these two chapters are included in the â€Å"Textbook eReserves† folder on the Course Homepage for your convenience. If you have not yet purchased your textbook, you should do so immediately. Please go to MBS Direct to find the appropriate textbooks for this course. Discussions After reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 1 Discussion – Effective LeadersIdentify a person you interact with and regard as an effective leader. * What traits described by DuBrin in Chapter 2 apply to this person? * What traits do not apply? * Do these affect his or her overall performance? If so, how Once you post your answer please respond to at least one other students' post. A link to the discussion can be found on the follow ing page. Assignments Please complete the following assignments and submit via the Assignments tool. You will find a link to each of these assignments within this module. Directions for completing the assignments can be found in the syllabus.Remember to use the text box for your submission – Do not attach a document. * Case Study * Ch. 1 Leadership Case Problem A – Mike Todman Makes a Splash at Whirlpool. Pgs. 30-31 * Questions 1, 2, and 3. * Self Assessments * Ch. 1 Quiz 1-1 Readiness of the Leadership Role. Pgs. 11 – 12 * Ch. 2 Quiz 2-2 Behaviors and Attitudes of a Trustworthy Leader. Pg. 42 This week you will continue studying leader traits in the context of charismatic leaders and transformational leaders. Charisma is clearly a trait the some people possess, which suggests it may be difficult to teach, i. e. the â€Å"right stuff† of leadership. However, there is some evidence that if a person exhibits behaviors that followers associate with charismat ic people, the person will be seen as charismatic. Thus, perhaps charisma can be taught, or, at least, faked. When a leader's charisma is oriented towards transforming an organization, it becomes one factor in transformational leadership. However, transformational leadership encompasses more than charismatic leaders. Transformational leaders focus on developing the followers and getting them to direct their efforts towards changing the status quo.This contrasts with the idea of â€Å"transactional† leaders who primarily focus on exchanges with the followers that result in the maintenance of the status quo. Thus, transformational leadership relates to organization development and change; therefore, this aspect of leadership is taught in most organizational behavior courses. Then we completely shift the focus away from â€Å"trait-based† theories of leadership to â€Å"behavior-based† or â€Å"behavioral† leadership theories. Behavioral theories suggest tha t â€Å"leaders can be made† by teaching would-be leaders the behaviors used by effective leaders.As you will see, leader's traits are not part of this group of leadership theories, although they may predispose people to behave certain ways. Basically, the simplest model divides leader behaviors into relationship-oriented and task- or performance-oriented behaviors. There are many variations on this dichotomy, which is the main point of the chapter. Several â€Å"universal† models of leadership emerged from the research on leader behaviors, but like the universal â€Å"trait† models studied last week, the models do not explain why the same leader behaviors are effective in one situation and not in another.However, pay attention to these behavioral models because they form the bases for many of the contingency theories you will see later in the course. Leadership studies conducted at Ohio State University identified the importance of two broadly defined categorie s of leadership, â€Å"consideration† and â€Å"initiating structure†. Consideration is the degree to which leaders interact with others in a friendly and supportive manner. Initiating structure, the second factor, represents how the leader structures his or her subordinate's roles to accomplish common objectives.The Ohio State studies were accompanied by a comprehensive research program at the University of Michigan. The focus of the research at Michigan was on relationships related to leader behavior, group processes and group performance. The principle types of leader behavior identified in the Michigan studies were â€Å"job centered† which is similar to consideration and â€Å"employee centered† which is similar to initiating structure. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed).Mason, OH: South-Western * Chapter 3: Charisma and Transformati onal Leadership * Chapter 4: Leadership Behaviors, Attitudes and Styles Additional Readings * Review the article on leadership and emotional intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The Hidden Driver of Great Performance. Harvard Business Review, 79(11), 42-51. This and other articles are available from the library website. Click on the Library link in the Course Menu to get direct access to the Webster University library. Be sure to read the material before doing the assignments and discussions.Hover your mouse here: Directions for accessing the Library to see the steps for accessing a database in the Webster University Library. 1. The Library link under the Course Menu on the left side of your course page will take you directly to the Library Resources for Walker School of Business and Technology. 2. In the area â€Å"Find other database content by subject: Choose Business and Financials 3. On the right side of the page, under More Informa tion, choose Journal/magazine/newspaper list. 4. In Find the Journal title, type Harvard Business Review and click Search. 5. The journal will be identified on the next page.Click on Look up Article. 6. In the box that says â€Å"Article Title† type â€Å"Primal Leadership† and in the Date box type â€Å"2001† then click Search. 7. The next page lets you know the article is available. Click Article. 8. On the Journal/Magazine/Newspaper List page, at the middle of the page where it indicates â€Å"Find a journal title†, enter Harvard Business Review and click on Search 9. You will be required to enter your last name, your student number, and EWL at the end of your student number to gain access to the library databases. Chapter 3 – Charismatic and Transformational LeadershipCharismatic Leadership The oldest line of leadership research appears to be the search for the defining traits of leaders. One line of this research was the attempt to explain cha rismatic leaders. Charismatic leaders are so exciting, stimulating, magnetic, and visionary that followers willingly accept their leadership. This clearly roots the idea of charismatic leadership in the realm of trait-based leadership models. As you might expect, the original theorizing about charismatic leaders was not in the organizational context, but around religion and social movements.There are several theories of charismatic leadership, and according to most, charismatic leaders have the following attributes: Charismatic Leadership Attributes| They have compelling visions. | They have masterful communication skills. | They have the ability to inspire trust. | They are able to make group members feel capable. | They have energy and an action orientation. | They have emotional expressiveness and warmth. | They romanticize and take personal risks. | They use unconventional strategies. | They have a self-promoting personality. | They challenge followers. | They are dramatic and u nique. |There are a variety of charismatic leaders, but the most important distinctions are between leaders with personalized power motives versus leaders with socialized power motives. A socialized charismatic leader uses power to benefit the followers and the group, whereas the personalized charismatic leader uses power to serve his or her own interests. This may or may not help the group attain its goals, but attaining those goals is not the focus of the personalized charismatic leader. Research suggests that a person can increase his or her charisma by copying the behaviors of charismatic leaders. These behaviors include the following: 1.Articulate compelling visions for the future 2. Be enthusiastic, optimistic, and energetic (perhaps these are traits, but you can act like you are enthusiastic, optimistic, and energetic) 3. Persist in the face of adversity 4. Personalize your interactions with people, such as remembering their names 5. Maintain your physical appearance 6. Appea r to be candid 7. Reject the status quo or be defiant. Transformational Leadership Transformational leadership is related to charismatic leadership, but this newer group of theories focuses not on the leader's traits, but on the transformation of the organization.Perhaps being charismatic helps, but it is not enough to transform an organization. The transformational leader helps bring about major, positive changes in the organization. Four factors are seen as elements of transformational leadership are : * charisma * inspirational leadership * intellectual stimulation * individualized consideration According to one transformational leadership theory, the transformational leaders can be contrasted with a transactional leader. The transactional leader focuses on routine, day-to-day exchanges (or transactions) with the followers.The transactional leader rewards followers who meet existing standards of performance. While the concept of transactional leadership highlights the distinction between maintaining versus transforming an organization, the concept is not used much. Instead, the research focus has been on the more specific theories that you will learn later in the course, such as behavioral or contingency theories of leadership. Chapter 4 – Leadership Behaviors, Attitudes, and Styles This chapter introduces students to research on leadership behaviors, sometimes called leadership styles.When the research on leader traits and other characteristics was relatively unsuccessful in explaining leadership, the research changed orientation from â€Å"what a leader is like† to â€Å"what a leader does. † The focus was on leaders' behaviors, not on their underlying traits. This was a somewhat optimistic shift as well because this line of research indicated that leaders could be trained. This is in contrast to the â€Å"leaders are born† orientation of the trait-based leadership research. There are relatively few important behavior-based uni versal models, and most have been superseded by newer contingency models (discussed in Chapter 5).Knowing these early behavior-based models are important for a couple reasons. First, knowing them help students appreciate how leadership models evolve. Second, they are important because contingency theories (discussed in Chapter 5) attempt to incorporate these behaviors into their frameworks. Behavior-based Leadership Models Researchers at Ohio State University and the University of Michigan were among the first to study what behaviors were used by effective managers or leaders. The research found that effective leadership behaviors can be categorized as focusing on: 1. Relationships with followers (i. . , addressing their social and emotional needs) or 2. The tasks that need to be performed to increase productivity. There are many different terms or phrases describing effective leaders' behaviors. Task-oriented behaviors are called a variety of names, such as: * Work-oriented * Task- oriented * Production-oriented * Concern for production * Initiating structure * Directive behaviors With respect to the social and emotional focus, the labels or names include: people-oriented, worker-oriented, relationship-oriented, social, consideration, concern for people, and concern for relationship. Note: There are subtle differences among the different concepts, but you do not need to know them for this course. ) Some theories assumed that leaders could be either task-oriented (Concern for Results) or relationship-oriented (Concern for People), but not both. However, researchers at Ohio State assumed that leaders could demonstrate high or low amount of each type of behavior. In other words, task-oriented and relationship-oriented behaviors were not mutually inconsistent and a leader could be high on both dimensions, low on both dimensions, or high on one and low on the other dimension.This last view became the foundation for contingency theories and more modern universal mod els, such as the â€Å"Leadership Grid† (see Figure 4-3 pages 126 and 127). The descriptions of the positions on the chart are as follows: * 9,1 Controlling * 1,9 Accommodating * 5,5 Status Quo * 1,1 Indifferent * Paternalistic (1,9 and 9,1) * Opportunistic (all green quadrants) * 9,9 Sound Although behavior-based leadership theories are usually considered to be universal leadership models, the textbook's discussion of â€Å"adaptability† suggests more of a contingency approach. Undoubtedly, the behavioral research can be modified to accommodate ontingencies, but they were originally universal in nature. Other dimensions have also been investigated since the original research, but the importance of behavior-based theories rests primarily in the recognition of two broad dimensions of leader behaviors. You will see this more clearly when you study contingency leadership theories. Participative Leadership The chapter then briefly addresses â€Å"participative leadership. † Despite the relatively little coverage of this topic in the text, a key decision managers and leaders must make is how much to â€Å"empower† the followers.Tannenbaum and Schmidt developed an early model that had a continuum of leadership decision making behaviors that ranged from â€Å"boss-centered† to â€Å"employee-centered† behaviors. This theory focused on allocating decision making authority to employees, ranging from autocratic (â€Å"boss-centered†) to more or less participative (â€Å"employee-centered†) decision making. These two leader decision making behaviors were at opposite ends of a continuum. Therefore, in theory, a leader cannot be autocratic and participative at the same time. However, towards the center of the continuum the two styles blur together somewhat, with moderate levels of each style.The textbook addresses this topic in terms of a subsequent model that divides this continuum into autocratic and participative s tyles. The participative style is subdivided into consultative, consensus, and democratic styles. Issues The text next discusses two issues related to leadership. First, the book describes entrepreneurial leaders' traits and behaviors as if there was one way to be an entrepreneur (i. e. , a universal approach to entrepreneurship). However, this may be misleading because the best entrepreneurial style may depend on the followers and entrepreneurial idea.In other words, quite possibly there are no universally effective entrepreneurial styles. Perhaps future research will shed more light on this issue. Next, the textbook discusses whether men and women have fundamentally different leadership styles that are relatively consistent across situations. If so, in essence these differences would be universal styles for each gender. Past research on gender differences in leadership has been hampered by many factors, such as there being relatively few female leaders of large organizations. In d dition, the observed gender differences may be due to the followers' expectations based on their stereotypes about each gender's typical leadership styles and relatively inflexible social norms that shaped both gender's behaviors. You can draw your own conclusions about the chapter's comments on gender differences in leadership styles. However, it may be useful to reflect on a couple points. First, if you reject the importance of universal models of leadership, then any difference in male and female leadership styles becomes relatively unimportant. If contingency theories are correct, there is no one best way to lead.Thus, neither gender can corner the market on leadership, even if there are relatively stable differences in male and female leaders' preferred leadership styles. Second, there is so much individual variation in preferred leadership styles within each gender that discovering a â€Å"typical† or average style is unlikely to adequately describe the leadership style of any specific person. Many men are relationship-oriented, and many women are task-oriented, contrary to the typical stereotypes. The text concludes this chapter by stating that there is no one best leadership style. This idea sets the stage for the next chapter on contingency theories.Self-Assessment Quizzes I want to make a couple comments about the self-assessment quizzes. My hope is that by answering the questions in the self-assessments you will get a better sense of what the concepts mean and that hopefully you will gain some insight into your traits, styles, and preferences. However, the scores should be taken with a grain of salt because no inventory, and especially short inventories like those you are completing in this class, can accurately assess all your nuances. If you think the total score doesn't reflect you, or that certain questions do not measure you accurately, that is fine.Reflection upon the self-assessment inventories is valuable. Whether you agree with that assessment is of lesser importance. Analysis Paper One of the requirements of this course is for you to complete an Analysis Paper which will be due the last week of the course. For this assignment, you are to read one of the four books listed below. You are to identify the author's purpose for the book, its major themes, principles and concepts, and describe how those themes, principles, and concepts relate to the themes, principles and concepts presented by DuBrin in the text.In other words, I want to see at minimum four (4) concepts from your â€Å"chosen author† and how they to compare to DuBrin: where they agree, where they don't or if they don't. This is not a book review but rather it is an analysis of an outside reading, and the documentation of that reading's relatedness to the material you have been studying throughout this class. Technical Requirements: * The paper should be submitted as a Word document attached to the assignment. * APA citation style is required * Length: 6-10 pages – no more, no less * Double- spaced, 12 point font Must include, at a minimum: * an Abstract * an Introduction Section * a Discussion Section * a Conclusion Section * a Reference page * Both your name and page number must be included on each page of the paper (in a header is preferred). * Be certain you have carefully reviewed the paper for the requirements, misspellings, syntax errors and page numbers. The book you select will need to be obtained from a local library, Webster's library, a bookstore, an online book service such as Amazon. com (linked below), or some other book source.I would encourage you to actually purchase the book so you can retain it for future purposes. The books from which you must choose are: * Outliers: The Story of Success by Malcolm Gladwell ( 2011) * It's All politics: Winning in a World Where Hard Work and Talent Aren't Enough by Kathleen Kelley Reardon ( 2006) * Tribal leadership: Leveraging Natural Groups to Build a Thriving Organization by Dave Logan, John King and Halee Fischer-Wright (2011) * The Zen leader: 10 Ways to Go From Barely Managing to Leading Fearlessly by Ginny Whitelaw (Apr 22, 2012) If, because f special circumstances (i. e. you are out of the country), you are unable to obtain one of the books listed above, and would like to review and report on an alternative, you must send me, no later than the beginning of Week 5, the title of the book you are requesting to use, the date of its copyright, and a valid rationale for using the alternative. An appropriate rationale could be, for example, that none of the books are available to you because you are on military deployment, and book resources at your location are limited.Just wanting to review a book that is: 1) more easily available, 2) one you are currently using in another course, 3) one you have read previously for another class or 4) one you would like to review for personal reasons, is not an adequate reason and will not be approved. Once you have decided on your book, go to the Course Home Page and click on the link entitled â€Å"Analysis Paper Book Sign Up. † Click â€Å"Sign Up† next to the book that you are choosing so that I know which book you will be using. You should choose your book for analysis, and indicate your choice on the sign up sheet, by the end of Week 5.Please be aware: 1. This assignment is due on Wednesday of Week 9 2. Late submissions will NOT be accepted unless arrangements have been made with me personally no later than the beginning of Week 7. 3. You will be required to submit your paper to Turnitin prior to submitting it in the Assignments tool. The Turnitin assignment will be found on the course homepage. Make a copy of the Turnitin originality report to include with the assignment submission. Should you have any questions or concerns, please let me know. Week 2 Activities Required Readings The following items are required reading for this week: . DuBrin, A. (2013) Lead ership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 3: Charisma and Transformational Leadership * Chapter 4: Leadership Behaviors, Attitudes and Styles Copies of these two chapters are included in the â€Å"Textbook eReserves† folder on the Course Homepage for your convenience. 1. Also, review the article on leadership and emotional intelligence: Goleman, D. , Boyatzis, R. , & McKee, A. (2001). Primal Leadership: The Hidden Driver of Great Performance. Harvard Business Review, 79(11), 42-51. DiscussionsAfter reading the course materials and required readings, you should be prepared to participate in our weekly discussion. * Week 2 Discussion – Charasmatic Leadership In Chapter 3 of the text, DuBrin suggests it might be artificial to separate charismatic from transformational leadership. In fact, on page 93 of the text, DuBrin clearly states that charismatic leadership is a component of transformational leadership. Respond to al l 3 questions using concrete examples to support your answer and then respond to at least 1 other student’s posting whose answer you relate to. 1.Have you experienced charismatic leaders who were unable to be transformational? 2. Have you experienced transformational leaders who were not charismatic? 3. What were the circumstances surrounding the situation(s) you have experienced? Once you post your answer please respond to at least one other students' post. Assignments Please complete the following assignments and submit via the Assignments tool. You will find a link to each of these assignments within this module. Remember to use the text box for your submission – Do not attach a document. Directions for completing the assignments can be found in the syllabus. Case Study * Ch. 3 Leadership Case Problem B – Time to Rebound at Willow Pond. Pgs. 101- 102 * Questions 1, 2, and 3. * Self Assessments * Ch. 3 Quiz 3-1 The Emotional Expressiveness Scale. Pgs. 79 †“ 80 * Ch. 4 Quiz 4-2 What Style of Leader Are you or Would You Be? Pgs. 125-126 Analysis Paper The list of available books from which you will choose one will be provided this week. By the end of Week 5, please use the â€Å"Analysis Paper Book Sign Up† link on the Course Homepage to indicate which book you will be reading. You are responsible for obtaining this book on your own. Ch. Quiz 3-1 â€Å"The Emotional Expressiveness Scale†: My composite score for the Chapter 3 Quiz was 72. This score places me in the level that defines my emotionality as â€Å"about right for a charismatic individual† and that I am â€Å"emotionally expressive†. I believe this is fair assessment. On numerous occasions in my past jobs, my employees and co-workers have commented on their trust in my abilities to get the job done and that I will not â€Å"throw them under the bus† for my own gain or as a result of a decision I have made. Also, my last supervisor commente d to me on my vision in leading my division. Ch. Quiz 4-2 â€Å"What Style Leadership Are You or Would You Be? †: I scored 14 on this assessment. The scale defined in the text is that a score of 15 and higher indicates a Participative style and a score of 5 or below indicates an Authoritarian style. There is no description for the scores (like mine) that do not fall in either range. I submit that the leadership style required will depend on the situation and environment you are in at the moment. There are times where you have to be the authoritarian and other times where you have to be more democratic in your approach. The trick is to know when. ) There are several reasons while this case pertains to this chapter on charismatic and transformational leadership. As indicated in the issues Heather and the owners see as most pressing, Willow Pond as an organization that must transform itself from a low performer to a higher level to survive. Considering the task at hand, Heather will have to demonstrate many of the traits of a charismatic leader to be successful. This case demonstrates the need for both utilized in unison to achieve success. 2) There are several key leadership areas where Heather can focus to transform Willow Pond.I will present the three areas that I believe to be the highest priority. First, Willow Pond has been losing money for the past three years. She must concentrate resources where most needed. Especially in the areas that could impact passing the state inspections which could close them down. If this were to occur, not only would the residence by impacted but also the employees. Also, there are services (i. e. wireless internet/fresh paint/improved food quality) that could be put into place that would improve the physical appearance of the facility and the quality of life for the residence.Second, she must work to help the staff understand the need for change. Not only from the possible loose of income but in that the focus of their organization is to take care of people. Mistreating the residents when they make simple requests is an unacceptable behavior. This not only impacts the morale of the residents but can generate a reputation that can cause others not to choose Willow Pond as their assisted living choice. Lastly, I believe she needs to build trust not only in the management and employees but also with the residents that all parties have a vested interest in success.If the residents trust that the staff will take care of them and the employees trust that she is doing all she can to support them, the cumulative effect will be success. 3) Heather can utilize many charismatic aspects of her personality to aid in the transformation of Willow Pond. She will have to employ her â€Å"masterful communication skills† to get her vision on how great Willow Pond can become with everyone’s support. She must be very tactful in her communication to ensure she keeps folks on board with her plans.This is very important considering that Willow Pond has lost money for the last three years and the possibility of the facility being closed if it does not turn around. Additionally, she will need to set the example for others with her energy and her actions by going the extra mile to ensure success. 1. Have you experienced charismatic leaders who were unable to be transformational? 2. Have you experienced transformational leaders who were not charismatic? 3. What were the circumstances surrounding the situation(s) you have experienced 1) Yes. Dubin implies for a leader to be transformational he/she must be charismatic.However, charisma on its own does not make one a transformational leader. If the charismatic leader cannot provide the vision and focus required to change the culture and/or subculture of the organization, he/she will not be effective. 2) Honestly, I cannot say that I have worked for a transformational leader that was not charismatic at some level. 3) What I have experienced are transformational leaders that have several difference levels of charisma. What drove the success of these leaders was their type of charisma match to organization required for transformation.For example, one of my past supervisors was a more reserved personality but was very personable, good at promoting individual growth and setting goals. These traits proved to be valuable in merging two product offices and building a project office organization. He would be a â€Å"Hedgehog† utilizing Jim Collins definitions in the book â€Å"Good to Great†. The flip side, I have had one supervisor who was very charismatic but was not effective in leading transformation. He could not focus the organizations energy on a common goal. Jim Collins would classify him as a â€Å"Fox†.It sounds like he may have been successful in some aspects, but at what cost. This type of work environment not only drives a lot of good people away it has a tendency to taint those who stay. The long term impacts on the organization and personnel may be more harmful than any perceived short-term success. V/R, JS Week 3 Activities Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5: Contingency and Situational Leadership * Chapter 6: Leadership Ethics and Social ResponsibilityWeek 3 Overview Overview The contingency model discussed in Chapter 5 assumes that the most effective leadership style or behavior depends on the situation or the followers. The leader's   behaviors are similar to those discussed before, but in this case the appropriate behavior depends on the situation, i. e. , is contingent upon some other factors. The theories differ in terms of what types of contingent factors are important and how leaders should behave in light of those contingent factors. You will need to become familiar with the key contingency variables th at differentiate the various contingency theories.Chapter 6 introduces the concepts of ethical and moral leadership as well as social responsibility. While these topics have always been important, recent events involving arguably unethical leader behaviors makes these ideas more relevant today. Required Readings The following items are required reading for this week: DuBrin, A. (2013) Leadership: Research Findings, Practices, and Skills (7th ed). Mason, OH: South-Western * Chapter 5:   Contingency and Situational Leadership * Chapter 6: Leadership Ethics and Social Responsibility Week 3 Instructor NotesChapter 5 – Contingency and Situational Leadership This chapter introduces the concept of contingency leadership, or what has also been called situational leadership ( Hershey and Blanchard). . The theories collected in this general category extend the behavior-based leadership research by recognizing that specific leader behaviors are more effective in some situations than o ther situations. In other words, the most effective leadership behavior is contingent upon the situation, which can be broadly defined to encompass anything in the leader's environment.For example, one contingency factor that is found in almost every contingency theory focuses on the follower's personal characteristics. Other common contingency variables include: the nature of the task, the nature of the work group, the organization's culture, and the amount of power the leader possesses. Each theory incorporates specific factors based on what factors the researcher felt were most important. There are many different contingency theories, but the textbook introduces the most important theories. Fiedler's Contingency TheoryThe first contingency theory introduced in the textbook ( pages 144-146) is Fiedler's Contingency Theory, or what is sometimes called â€Å"leader match† or â€Å"LPC theory. † In this theory, the contingent factors are 1) the leader's relationship wit h the group or follower, 2) how clearly defined or structured the task is that the person or group must perform, and 3) the amount of position power possessed by the leader. Dichotomizing these three variables results in eight possible combinations that range from little leader control to high leader control.The theory matches the leader's preferred style, either high task or high relationship, with one of the possible combinations. When the leader's style matches the existing situation, this should result in effective leadership. Fiedler's model is important because it was one of the first theories to highlight the contingent nature of leadership. While the research support is mixed for his theories, nevertheless Fiedler's theories were important in the development of leadership research. Another contingency theory developed by Fred Fiedler and his colleague Joseph Garcia is called the Cognitive Resource Theory.This theory describes how stress plays a key role in determining how a leader’s intelligence is related to group performance. These are the three points made by Cognitive Resource Theory. 1. Those leaders with greater experience but lower intelligence are like to have higher-performing groups under high-stress conditions. Or under low stress conditions – the leader’s experience e is less relevant. 2. Leaders with high intelligence are more valuable than an experienced leader when innovation is needed and stress levels are low. 3.The intellectual abilities of a leader who is experience stress will be diverted from the task at hand. As a result, measures of leader intelligence and competence do not correlate with group preference when the leader is stressed (New Approaches to effective Leadership: Cognitive Resources and Organizational Performance, 1987). Path – Goal Theory The next major contingency theory introduced in the textbook is path–goal theory, which is usually associated with Robert House's theories. While th ere are several variations of this theory, the book presents the most common version.Although the theory is relatively complex, it focuses on the followers and the situation, just like Fiedler's LPC theory. However, the important characteristics of the followers and the situation are different than in Fiedler's LPC theory. The contingency variables in path-goal theory are based on expectancy theory, one of the more powerful motivation theories. Because effective leaders must motivate followers, it makes sense to integrate a motivation theory with a leadership theory. Unlike many other contingency theories that focus on only two leader behaviors or styles, path-goal theory attempts to explain in which situations each of four ifferent leadership styles are most effective: directive, supportive, participative, and achievement oriented leadership styles. A newer version of the theory adds transformational leadership behaviors, but this is not covered in the book and you do not need to k now it for this course. Blanchard Situational Leadership Model The next leadership model, the Situational Leadership II model, is one of the most popular leadership models. Many companies train managers in this theory. The Situational Leadership model was specifically developed to simplify the complexity of most contingency theories (see Figure 5-4).As leadership theories become more complex, they also become more difficult for managers to use on a day-to-day basis. Accordingly ,Blanchard developed a simplified theory focuses only on the followers' characteristics. They concluded that the follower's readiness to perform a task is the most important contingency factor, even though there are many other relevant factors. Followers' â€Å"readiness† levels are comprised of their abilities and willingness to do a specific task. In this model, the leaders' behaviors are either task oriented or relationship oriented, which makes it similar to the Leadership Grid and Fiedler's LPC mo del.Although the logic of Situational Leadership's prescriptions is somewhat questionable, and the research support is somewhat weak, nevertheless this theory has had a big impact on management and leadership training. Blanchard subsequently developed a modified version of this Situational Leadership model that shares the same name, which can create confusion. Normative Decision Model The next contingency model introduced in the textbook is the Normative Decision Model proposed by Vroom and Yetton, and later modified by Vroom and Jago.As the name indicates, this theory attempts to prescribe the best type of decision-making in a given situation: autocratic, consultative, or group-based decision making. This is a contingency theory because the critical decision nodes or points in the theory reflect either a concern with the situation or with the followers. When diagrammed, the decision nodes or points in this model create a decision tree. Thus, this model is also referred to as the â €Å"decision tree model. † Leader-Member Exchange (LMX) Theory Another perspective under the contingency approach is the Leader – Member Exchange (we will see this model again in Chapter 9).The textbook finishes with a short description of how top executives actually lead and a discussion of leading during a crisis. These two topic areas are descriptive, and lack the kind of theoretical reasoning found in other theories and they have very limited research support. According to the text, top executives perform multiple leadership styles, the choice of which depends on the situation (a contingency approach). All of the styles reflect some combination of strategic leadership and change leadership, with relatively little emphasis on motivating individual followers.In a sense, these styles are variations on the transformational leadership style discussed earlier in the textbook. Week 3 Instructor Notes Chapter 6 – Leadership, Ethics, and Social Responsibility This ch apter introduces the concepts of ethical and moral leadership behaviors. Whether you can prevent unethical or immoral behaviors by teaching ethics and morality is not clear. However, being aware of ethical and moral issues is valuable, if for no other reason to have students reflect on their own ethics and morality. The text has a multifaceted approach to ethics. To be ethical, you should: * Be honest and trustworthy (have integrity) Pay attention to all relevant stakeholders * Find compatible goals for all stakeholders (â€Å"build community†) * Respect individuals by treating them fairly and honestly * Demonstrate modesty and restraint in accomplishing moral victories (â€Å"accomplish silent victories†) Leaders, of course, differ in their morality and ethical nature. One of the more interesting ideas is that leaders' level of moral development varies (from pre-conventional, to conventional, to post-conventional levels). However, the situation can also have a large i mpact on the leader's behavior.Certain corporate cultures seem to ignore ethical issues, while others have extremely strong ethical values. There is a table outlining leaders who have questionable ethics, which will no doubt become longer over the near future. Whether leaders recently have become less ethical, or they are simply being detected and publicized more is an unanswered question. Corporate social responsibility is the next concept in the chapter. This refers to the idea that organizations, and thus their leaders, have an obligation to society beyond simply following laws and making money for owners and shareholders.This idea reflects an ethic, but goes beyond any simple ethical principle (see Figure 6-1 Initiatives for Achieving a Socially Responsible and Ethical Organization). As the book notes, the topic cannot be covered well in the space allotted, but being sensitive and responsive to the community and the employees is the key idea. Whether an organization should lose money to help the community and employees is the key issue. If the concept of a â€Å"virtuous circle† is correct, then there is no trade-off between profits and social responsibility because social and financial performance reinforce each others.Week 3 Discussion Description (click to collapse) Week 3 Discussion| Refer to the leadership styles shown on page 153 of the text (Figure 5-4 Situational Leadership II ). * What is your present style of leadership in most situations (directing, coaching, supporting and/or delegating)? * Is this leade