Essay --

Introductory paragraph Nigeria has the largest population of any African country and it is the 6th in the world. Population Growth is the change in population overtime. Nigeria is also the most densely populated country in Africa, that means, nearly one in six Africans is a Nigerian. Nigeria’s population is unevenly distributed across the country and the world. In July 2001, Nigeria’s population was estimated at more than 123 million people about 345 people per square mile. The population growth rate is influenced by the interplay of the three main demographic processes of fertility, mortality and migration. The population growth of Nigeria can be analysed through the Antiquity of the population of Nigeria, the Current population, the Trends and the Future Predictions of the population of Nigeria. History The population growth of people in Nigeria started from the antiquity of Slavery, Tribes and Culture. Slavery was common in Nigeria long before the Europeans arrived. Slavery also known as â€Å"slave trade† started in Badagry, the second largest commercial town in Lagos, Nigeria. In the early 1500’s, people were being transported from Nigeria through Badagry, to North and South America. Slaves were brought from all corners and crannies of Nigeria mostly from raided villages and captives of war, who were also brought to Badagry for auctioning. Some of the main slavery countries from Europe that engaged in the slavery of Nigerians were England, Portugal, Spain and the Netherlands. The slave trade became a major source of income for the Europeans. It is reported that Badagry conveyed no fewer than 550,000 Africans slaves to America during the period of the American Independence in 1787. The exact number of people taken from Nigeria ... ...lation but also its composition† (2001). Migration could cause a numerical decrease and increase in the population of Nigeria. At the same time, people also move into Nigeria to explore the natural resources such as Zinc, Gold, Tin, Ignite, Oil and Gas etcetera. Nigeria is also free from natural disasters like hurricane, typhoon and so on. Nigeria has a lot tourist attractions, and offers job opportunities to people. This makes people move into Nigeria, and therefore brings an increase in the population growth of Nigeria. The current population of Nigeria is 173,611,131. The Migration, Immigration and Causes are some of the things that influences the population growth of Nigeria. Figure 1/Nigerian Current Population. Source: www.tradingeconomics.com As seen from the table, Nigeria’s current population is 13.61 million. Nigeria has a growing population.

Show how these poets illustrate different aspects of love in their Essa

Show how these poets illustrate different aspects of love in their poems. How do the poets communicate thoughts and feelings by the words and the images they use? The poems I have read are: Porphyria's Lover; by Robert Browning, The Lady Of Shalott; by Alfred Lord Tennyson, The Eve Of St. Agnes; by John Keats, A Trampwoman's Tragedy; by Thomas Hardy. A. - It is evident that in the four poems I have read, there are different aspects of love shown in each. In 'Porphyria's Lover', Browning puts across some rather dark kinds of love; obsessive, jealous and possessive love. I use the word dark, because in the poem, a clearly insane man kills his lover Porphyria, to secure all her love for himself, "And give herself to me forever". The man is besotted with Porphyria, but in an extremely selfish way. He thinks that she is seeing someone else, so he kills her to preserve her love for him forever, "That moment she was mine, mine, fair, Perfectly pure and good: I found A thing to do, and all her hair In one long yellow string I wound Three times her little throat around, And strangled her." This theme of tainted love is continued in 'A Trampwoman's Tragedy', with jealous love also occurring in this poem. The trampwoman's boyfriend became jealous after she started to flirt with 'jeering' John. Consequently, the boyfriend stabbed and killed John. "Then up he sprung, and with his knife - And with his knife He let out jeering Johnny's life," In this poem, the jealous love is basically the same as in the last. A character is worried about their lover betraying them for someone else. In 'A T. 's Tragedy', this is shown by the line, "my lover's dark distress." Teasing about love is also addressed... ..., "Burned like one burning flame together". Keats, in 'The E. Of St. A.', uses a metaphor, "Music's golden tongue", to describe how loud and far reaching the music is to the beadsman. You can tell he feels sad that he is out in the cold, and people nearby are dancing and having fun. Keats also uses alliteration in describing the food Porphyro gets for Madeline, making it sound tasty, "jellies soother than the creamy curd". In 'A T.'s T.', Hardy blends in some symbolism, which adds an extra sense of sadness to the end of the poem. It helps to describe the trampwoman's unhappiness and loneliness, after losing all of her friends, "The red moon low declined". Although all the poems are based around love, and most have this linked with death, they are all subtly different. Each highlights a different aspect of love, which affect people in different ways.

Can Retention Be Good for a Student Essay

In today’s society, there is a large debate of what is best for a child’s learning development when they are below level in learning. Educators debate the fact about whether grade retention is good for a student, or is it more appropriate to advance them with their peers, and there is research available to support what is being said. What is meant by retention or non-promotion is having a child repeat a particular grade or requiring a child of appropriate age to postpone entry to the next grade. In doing research I have found some interesting facts, and one of the biggest impacts I have found was by using the search engine to research positive effects of grade retention, the results that were found showed that there is not much available to support the facts. By retaining a child can be extremely hurtful to their self-esteem, risk ridicule and bullying from other children and may also increase behaviors caused by retention. Other things to consider would be at what cost will a child be retained, and what are the results as the child grows older. There are different options that could be considered as opposed to retention. The cost of retaining a child varies from on an average of $5,000 per year and the cost of the child’s shame and embarrassment should also be considered. So why not take this money and apply it to meeting the needs of a student in the areas where he or she might require the help as opposed to causing any shame and embarrassment one might experience. As a mother of two classified children who were faced with learning disabilities and one who just had difficulty learning. I was always told the worst thing you can do to a child who has difficulty learning is retained them, let alone if they were classified. For the simple fact that a child already beats themselves up by thinking they are stupid that they cannot learn what all their friends seem to be learning, and by doing this they are killing whatever self-esteem they have left. I found it helpful to know there was more than one option out there for my children. I made the choice not to have my children retained based on what I researched and what I thought was best for my children. My children stayed with their peers, obtained extra help by attending pull out service and in class support, and whatever other services were available by which was provided by my school district. I also had the advantage of the government on my side because my children were classified; the school district received extra money for my children’s education. If a child is retained, it might give them the opportunity to relearn, refresh and acquire the skills that were missed the first time around and might help them move to the next grade level (Malone, 2005). But what happens when these children who get â€Å"caught up† in the skills and are not with their own peers? The ridicule that they receive from their new set of peers begins to set in and their self-esteem becomes crushed. In addition, what happens after that first year of retention, when the child is caught up on that level and then begins to fall behind in the years to come? Does this child keep getting retained? Or does someone come up with new ideas? The intentions of the educators, I am sure, think they are doing what is best for the child, but in reality is seems to be more of a gamble. When a child does not meet the standards of the school district to continue with his or her peers, some feel it makes sense to retain them and let them repeat the grade. The hope is that these children will pass the grade the second time around. According to the National Center for Education Statistics, as a nation we fail to promote 13% of our students (Bowser, 1998). According to Philip Bowser (NEA Today, 1998), a district-wide school psychology, who had followed children who were retained over the years, the results might have seemed good after the first year, but as time went on things with these children did not appear to be particular pretty. He witnessed children who did not make the academic progress as others had wished, and at the same time, these children developed measurable deficits in mental health problems. He also observed that the â€Å"Old for grade† adolescents increase the risk for substance abuse, earlier age of sexual introduction, behavioral problems and emotional distress (including suicidal thoughts). Comparing retained students with similar students who were socially promoted frequently shows that most students do not catch up when they are held back; even though they seem to do better at first, they tend to fall behind again in future grades. The results are most likely to become alienation from school and eventually drop out and these finding are just as much for kindergarten and first-graders held back because they were alleged to lack maturity or readiness as they do for older students. By using retention as an option it provides either no achievement benefit or only a short lived advantage comparative to social promotion, and the inflict cost on the retained students, their teachers, and the school system. According to the studies, the children most likely to be retained are small in physique or youngest in their grade, more boys than girls, who often moved around from home to home and or from low-income families whose parents are not involved in their schooling and also have a lower educational achievement. These students who are often retained have a lower achievement in reading and language arts compared to most students in the classroom; however, there are often peers who are equally low-achieving but promoted (Jimerson, Carlson, Rotert, Egeland, & Sroufe 1997; Sandoval, 1998). Educators feel by retaining children they are offering them the gift of time to store up on learning and prepare for the future. When in reality school districts are just trying to improve on the standardize tests. In researching this subject, I have found mixed emotions on the topic of retention, and it has seemed to me that although some might think one is better than the other, I feel the answer lies in the other options that are out there for children besides retention. If a child or children can be promoted with their peers and offered other solutions to their academic issues then why not help these children the best way we know how? If we start at an early age helping these children by offering preschool intervention programs, we could be getting a jump on the problems. According to Casto & Mastropieri, 1986; Zigler & Styfco, 2000 A primary purpose of preschool intervention programs is generally to assist at-risk students before they experience academic challenges, through enhancing foundation skills necessary for subsequent academic success. Basic literacy skills, pro social behaviors, and socio emotional development are often emphasized in pre-school programs. By enhancing skills for academic success through preschool programs, retention maybe prevented (p.52) Other solutions might consist of comprehensive program to help promote a child’s social and academic development such as that help integrate strategies to promote children’s academics by having after school programs and or summer school programs where children can seek extra help in the academic areas that need reinforcing. Another idea that can be offered is Looping and Multi-Age classrooms. Looping is a classroom in which a child can spend more than one year with one teacher so this teacher can provide the instruction that is needed and embrace a child’s strength in the process of learning. Multi-Age classrooms allow students of different ages and abilities to move ahead at his or her own pace and the possibility to learn from one another (May, Kundert, & Brent, 1995) By districts offering other solutions to retention such as parent involvement, early reading programs and effective strategies with academics and behavior modification programs it will be making long term goals for these children as opposed to the short term objective of a child being retained. Parents need to be aware of their rights and their children’s right and realize that sometimes we do know what is best for our children and just because someone says or thinks retention is in your child’s best interest, just do not agree, they should know the facts and know what is available for their children. By educating themselves as parents is the best defense they have to protect their children and their right to an education that meets their needs. These solutions are clear that by assisting children and helping them gaining the knowledge and self-esteem to learn it will help reduce the rate of children wanting to drop out in the long run. It will allow for them to get the education they want, let alone deserve. The success rate will be higher and the educators and parents can be proud of the choices they made to help children progress and succeed in life. So to use the words of social promotion is not exactly fair because it sounds like a child only gets promoted for social reasons. In fact, it is the right of these children to go to school with other children their own age. Then the educators can provide the help these children need and deserve when falling behind in their academics and cognitive skills, and not just to say retention is the only way they have to go. Reference Bowser, P. B. Can Retention Be Good for a Student?. Retrieved February 1, 2008, Web site: http://www. roseburg. k12. or. us/sec/handouts/GRADRETE. htm Casto, G. , & Mastropieri, M. A. (1986). The efficacy of early intervention programs: A meta-analysis. Exceptional Children,52, 417– 424. Jimerson, S. R. , Carlson, E. , Rotert, M. , Egeland, B. , & Sroufe, L. A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3–25. May, D. C. , Kundert, D. K. , & Brent, D. (1995). Does delayed entry reduce later grade retentions and use of special education services? Remedial and Special Education, 16, 288–294. Sandoval, J. (1984). Repeating the first grade: How the decision is made. Psychology in the Schools, 21, 457– 462. Social Promotion – In Comparison to Grade Retention, Advantage and Disadvantages, Different Perspectives. In Education Encyclopedia – StateUniversity. com: Education Encyclopedia [Web]. Retrieved 1/31/2008, from http://education. stateuniversity. com/pages/2431/Social-Promotion. html†>Social Promotion – In Comparison to Grade Retention, Advantages and Disadvantages, Different Perspectives.

AP US history

You should be very proud of yourself. Prepare o immerse yourself in the great story that is U. S. History. As Mark Twain once wrote, â€Å"Truth Is stranger than fiction, but It Is because fiction Is obliged to suck to possibilities; Truth isn't. Unfortunately, this class will only meet one period a day. Therefore, you are required to do readings and preparation over the summer (see below). Feel free to email me over the summer with any questions or concerns (l will be going away to Europe and Florida so be patient for a reply).Summer Assignment: You will need a copy of Howard Zion's, A People's History of the united States: 1492 – present Directions: 1 . Due on the first day of class: You are required to answer the questions for the assigned chapters. 2. Your response must be typed. 3. This Is an individual assignment. 4. Your answers should be as detailed as the question requires AND you must cite the pages from which you draw your response. Chapter 1 – â€Å"Columb us, the Indians, and Human Progress† 1. According to Zion, what Is his mall purpose for writing A People's History of the United States? . Write down he five most important things Zion says about Columbus and the two most important things Zion says about the writing of history. Chapter 2 – â€Å"Drawing the Color Line† 1. Why were Africans considered â€Å"better† slaves than Indians In Valhalla? 2. How did slavery in Africa differ from slavery in Europe and the Americas? 3. Why did slave 1 OFF poor whites and slaves in a rebellion? Chapter 4 – â€Å"Tyranny is Tyranny' 1. After reading the entire chapter, describe Zion's purpose for the chapter. 2. What myth, associated with â€Å"Common Sense,† has come down from 1776?To what extent is the myth true? (include evidence) 3. Explain the statement: â€Å"Tyranny is Tyranny let it come from whom it may. † Chapter 11 – â€Å"Robber Barons and Rebels† FYI: Chapter 4 and 11 ar e similar in the description of power and a class struggle. Pages 253 – 262 or the reading before the description of schools 1 . Horopito Alger wrote of â€Å"rags to riches† stories and the opportunity for anyone to make a fortune. To what extent did Lager's stories represent fact or to what extent did Lager's stories represent myth? Cite specific evidence to support your position.Pages 262 forward or the reading beginning with the description of schools 2. What do you believe is the purpose of education in today's world? How is your opinion similar to or different from the purpose of education in the years between 1860 and 1900? Cite specific evidence to support your position. 3. Describe the factors (1860- 1900) that led the farmer, the â€Å"backbone of the US economy', to organize against capitalists (industrialists) and government. 4. Explain specific ways that the Farmer's Alliance movement addressed he factors that led to organization.Chapter 17 – †Å"Or Does It Explode? † 1. What is Zion's thesis for this chapter? 2. Describe the mood of the poems that Zion includes in the chapter. 3. Who represented the African American sentiment the most and WHY? Dry. Martin Luther King, Jar. , Malcolm X, or Hue Newton and the Black Panthers. Chapter 18 – â€Å"The Impossible Victory: Vietnam† 1 . Who was responsible for ending the war in Vietnam? The President of the US, the Military, or the war protesters? WHY? Support your answer with evidence!!!

Referent and Expert Power

CNUR 833 Week 9 discussion question Summary Outline: Leadership Read the following chapter : Robbins, S. P. , Coulter, M. & Langton, M. (2009). Management (9th Canadian ed. ). Toronto: Pearson Prentice Hall. Chapter 12 Review Week 9 Presentation (Found in Course Materials under Weekly Presentations) Focus on the following elements: 1. How leaders and managers differ. LEADERS †¢ Develop vision and long term objectives, plans strategy and tactics †¢ Exhibits leading Beauvoir. Acts to bring change in others congruent with long term objectives †¢ Innovates for the entire organization †¢ Asks what and why to change standard practice †¢ creates vision and meaning for the organization †¢ uses transformational influence: induces change in values, attitudes, behaviour using personal examples and expertise †¢ uses empowering strategies to make followers internalize values †¢ status quo challenger and change creator MANAGERS engages in day to day care taker activities, maintain and allocate resources †¢ exhibits supervisory behaviour : acts to make others maintain standard job behaviour †¢ administers subsystems within organizations †¢ asks how and when to engage in standard practice †¢ uses transactional influence: induces compliance in manifest behaviour using rewards, sanctions and formal authority †¢ relies on control strategies to get thing done by subordinates †¢ status quo supporter and stabilizer 2. How various theories improve our understanding of leadership? Trait theories- early research unable to find the difference leaders from non- leaders †¢ Later research on the leadership process identified 7 traits associated with successful leadership- drive, the desire to lead, honesty and integrity, self-confidence, intelligence, job-relevant knowledge, and extraversion †¢ Behavioural theories identified 3 leadership styles- 1. autocratic style- centralized authority, low participation 2. democratic style-involvement, high participation, feedback 3. laissez-faire style- hands -off management Leader behaviour Research findings mixed results- †¢ no specific style was consistently better for producing better performance †¢ employees were more satisfied under a democratic leader than an autocratic leader 4. How managers use power and trust to enhance leadership. For manager to lead, manger should have the leadership skill to empower and influence the team or individual to achieve organizational goals by building trust and using power effectively. There are 5 sources of leader power identified: POWER 1. Legitimate power and authority are the same. Leader in position power also likely to have reward and coercive power 2. Coercive power-leaders have the ability to punish or control e. g. employee’s suspension and demotion or assign unpleasant or desirable work to the workers. Followers react to the power out of fear and consequences for not compliance 3. Reward power- give positive benefits and rewards including anything that another person values e. g. money, favourable performance appraisals, promotions, interesting work assignments, friendly colleagues, and preferred work shifts or sales territories. . Expert power- influence based on expertise, special skills, or knowledge. Managers depend on employees’ expert to achieve the organization’s goals due to jobs have become more specialized. 5. Referent power-based on desirable resources or personal traits. Develop out of admiration of another and a desire to be like that person by modelling behaviour and attitudes after the individual DEVELOPING TRUST AND CR EDIBILITY TRUST include 5 dimensions 1. integrity- honesty and truthfulness 2. competence- technical and interpersonal knowledge and skills 3. onsistency- reliability, predictability, and good judgement in handling situation 4. loyalty- willingness to protect a person, physically and emotionally 5. openness- willingness to share ideas and information freely †¢ Honesty is the most important characteristic of admired leader †¢ Credible leaders are competent and inspiring †¢ Able to communicate effectively their confidence and competence and inspiration †¢ Trust and integrity are interrelated and interchangeable Post your views one the 2 discussion questions in the discussion threads. . Describe the differences between a transactional leader and a transformational leader. †¢ Transactional leaders is more of management leadership style by telling what they wanted the employees to do and give clear structure and expectation to their followers what is expected and required to do the job with full responsibility †¢ Reward for success of compliances and effort and punishment for failure to motivate employees to achieve short term goal and not long-term goal by increase their performance or productivity. Followers are expected to do the job as an order whether or not there are resources or capability to do it. Employees obey to do the assignment by negotiating a contract with benefits and incentive. †¢ This leadership style has least interest in changing the working environment and ineffective in promoting job satisfaction. Transformation leadership †¢ Defined as charismatic leaders of change agents who have confidence and belief in themselves by developing vision and putting their passion and energy to take care of their subordinates to success. with clear vision and direction leaders will be able to inspire their followers to buy into it in order achieve their common goal for the organization †¢ Some of the characteristics of transformation leader are enthusiasm, active and good listener, visible, build trust, persistent, keep up the momentum by motivating and rallying their followers, show followers their behaviours and attitudes the way every ones else should behave, commitment, celebrate with success, †¢ This type of leadership enables the leaders to transform organization as they are people oriented and success comes first. Transformational Leaders also tend to see the big picture, but not the details, which could cause failure and also their followers are kept going and may also cause them to give up. References: Robbins, S. P. , Coulter, M. & Langton, M. (2009). Management (9th Canadian ed. ). Toronto: Pearson Prentice Hall. Transformation Leadership. Retrieved on 15-3-2010 from http://changingminds. org/disciplines/leadership/styles/transformational_leadership. htm 2. What types of power are available in your current nursing situation? Which types do you use most often and why? The types of powers most often used by nurses are expert power and referent power. This is because nurses have expert power as they possess skill and knowledge; professional specialized in nursing care that is relevant to the job or tasks. Public and patients look up on nurses for quality of care and health knowledge for their expertise. Thus nurses have the power to influence patients as well as team members by exhibiting trust, honesty, credibility, accountability and integrity. Nurses also have referent power being admired by patient, staff and students. Therefore those who admire nurses with referent power will be over power by the nurses and attempt to model behaviour and attitudes after them. This is because the followers believe the leader posses the quality that they would like to possess. Transactional Leadership 72 rate or flag this page By Edi Kurnik [pic][pic][pic][pic][pic][pic][pic][pic][pic][pic] [pic]A – Z of Leadership †¢ A – Z of Leadership How To Improve Your Leadership Skills By Using The Same Secrets Great Leaders Like Gandhi, Martin Luther King, and Alexander The Great Used To Inspire, Motivate and Persuade Virtually Anyone†¦ Related Hubs Leadership Styles †¢ Quotes on Leadership [pic][pic] [pic][pic][pic]Transactional Leadership Leadership style plays a crucial role in the development of an organization. Transactional leadership is of the leadership style that is often used by many companies. Transactional leadership believes that punishment and reward motivate people. This leadership also assumes that when people agree to do a particular assignment, a part of that agreement is that they give up all authority to their boss. The leader holds control and power over the subordinates. The main goal of the employee is to obey the orders of their managers. The idea is that when a subordinate takes up a job, he or she agrees to obey their manager totally. The ‘transaction' is the money or any other award that the company pays to its subordinates for their compliance and effort. The relationship between the subordinate and the leader becomes transactional. In transactional leadership the leader has the right to punish his or her subordinates if their performance is not according to the predetermined standard. Transactional leadership makes clear that what is equired and expected from their subordinates. It also mentions that subordinates will get award if they follow the orders seriously. Sometimes punishments are not mentioned but they are understood. In the early stages of transactional leadership, subordinate is in the process of negotiating the contract. The contract specifies fixed salary and the benefits that will be given to the subordinate. Rewards are g iven to subordinates for applied effort. Some organization use incentives to encourage their subordinates for greater productivity. Transactional leadership is a way of increasing the performance of its subordinates by giving them rewards. Transactional leadership is also called as ‘true leadership style as it focuses on short term goals instead of long term goals. In Transactional leadership, when the leader assigns work to its subordinates, then it is the responsibility of the subordinate to see that the assigned task is finished on time. If the assigned task is not completed on time or if something then punishment is given for their failure. But if they accomplish the task in time then the subordinates are given reward for successfully completing the task. Subordinates are also given award and praised for exceeding expectations. A subordinate whose performance is below expectation is punished and some action is taken to increase his or her performance. Transactional leadership has more of a ‘telling style'. Transactional leadership is based on the fact that reward or punishment is dependent on the performance. Even though researchers have highlighted its limitations, transactional leadership is still used by many employers. More and more companies are adopting transactional leadership to increase the performance of its employees. This approach is prevalent in real workplace. The main limitation of this leadership is that it assumes that people are largely motivated by simple rewards. Under transactional leadership, employees can't do much to improve job satisfaction. Transaction leadership has been ineffective in providing skilled employees to their organization. This style of leadership is least interested in changing the work environment. Experts do not recommend this approach. Transactional leadership focuses more on management of punishments and rewards. [pic]Rate it:   up   down Transactional Leadership Disciplines ; Leadership ; Leadership styles ; Transactional Leadership Assumptions | Style | Discussion  | See also Assumptions People are motivated by reward and punishment. Social systems work best with a clear chain of command. When people have agreed to do a job, a part of the deal is that they cede all authority to their manager. The prime purpose of a subordinate is to do what their manager tells them to do. Style The transactional leader works through creating clear structures whereby it is clear what is required of their subordinates, and the rewards that they get for following orders. Punishments are not always mentioned, but they are also well-understood and formal systems of discipline are usually in place. The early stage of Transactional Leadership is in negotiating the contract whereby the subordinate is given a salary and other benefits, and the company (and by implication the subordinate's manager) gets authority over the subordinate. When the Transactional Leader allocates work to a subordinate, they are considered to be fully responsible for it, whether or not they have the resources or capability to carry it out. When things go wrong, then the subordinate is considered to be personally at fault, and is punished for their failure (just as they are rewarded for succeeding). The transactional leader often uses management by exception, working on the principle that if something is operating to defined (and hence expected) performance then it does not need attention. Exceptions to expectation require praise and reward for exceeding expectation, whilst some kind of corrective action is applied for performance below expectation. Whereas Transformational Leadership has more of a ‘selling' style, Transactional Leadership, once the contract is in place, takes a ‘telling' style. Discussion Transactional leadership is based in contingency, in that reward or punishment is contingent upon performance. Despite much research that highlights its limitations, Transactional Leadership is still a popular approach with many managers. Indeed, in the Leadership vs. Management spectrum, it is very much towards the management end of the scale. The main limitation is the assumption of ‘rational man', a person who is largely motivated by money and simple reward, and hence whose behavior is predictable. The underlying psychology is Behaviorism, including the Classical Conditioning of Pavlov and Skinner's Operant Conditioning. These theories are largely based on controlled laboratory experiments (often with animals) and ignore complex emotional factors and social values. In practice, there is sufficient truth in Behaviorism to sustain Transactional approaches. This is reinforced by the supply-and-demand situation of much employment, coupled with the effects of deeper needs, as in Maslow's Hierarchy. When the demand for a skill outstrips the supply, then Transactional Leadership often is insufficient, and other approaches are more effective. See also Exchange principle, Transformational Leadership Transformational Leadership Disciplines > Leadership > Leadership styles > Transformational Leadership Assumptions | Style | Discussion  | See also Assumptions People will follow a person who inspires them. A person with vision and passion can achieve great things. The way to get things done is by injecting enthusiasm and energy. Style Working for a Transformational Leader can be a wonderful and uplifting experience. They put passion and energy into everything. They care about you and want you to succeed. Developing the vision Transformational Leadership starts with the development of a vision, a view of the future that will excite and convert potential followers. This vision may be developed by the leader, by the senior team or may emerge from a broad series of discussions. The important factor is the leader buys into it, hook, line and sinker. Selling the vision The next step, which in fact never stops, is to constantly sell the vision. This takes energy and commitment, as few people will immediately buy into a radical vision, and some will join the show much more slowly than others. The Transformational Leader thus takes every opportunity and will use whatever works to convince others to climb on board the bandwagon. In order to create followers, the Transformational Leader has to be very careful in creating trust, and their personal integrity is a critical part of the package that they are selling. In effect, they are selling themselves as well as the vision. Finding the way forwards In parallel with the selling activity is seeking the way forward. Some Transformational Leaders know the way, and simply want others to follow them. Others do not have a ready strategy, but will happily lead the exploration of possible routes to the promised land. The route forwards may not be obvious and may not be plotted in details, but with a clear vision, the direction will always be known. Thus finding the way forward can be an ongoing process of course correction, and the Transformational Leader will accept that there will be failures and blind canyons along the way. As long as they feel progress is being made, they will be happy. Leading the charge The final stage is to remain up-front and central during the action. Transformational Leaders are always visible and will stand up to be counted rather than hide behind their troops. They show by their attitudes and actions how everyone else should behave. They also make continued efforts to motivate and rally their followers, constantly doing the rounds, listening, soothing and enthusing. It is their unswerving commitment as much as anything else that keeps people going, particularly through the darker times when some may question whether the vision can ever be achieved. If the people do not believe that they can succeed, then their efforts will flag. The Transformational Leader seeks to infect and reinfect their followers with a high level of commitment to the vision. One of the methods the Transformational Leader uses to sustain motivation is in the use of ceremonies, rituals and other cultural symbolism. Small changes get big hurrahs, pumping up their significance as indicators of real progress. Overall, they balance their attention between action that creates progress and the mental state of their followers. Perhaps more than other approaches, they are people-oriented and believe that success comes first and last through deep and sustained commitment. Discussion Whilst the Transformational Leader seeks overtly to transform the organization, there is also a tacit promise to followers that they also will be transformed in some way, perhaps to be more like this amazing leader. In some respects, then, the followers are the product of the transformation. Transformational Leaders are often charismatic, but are not as narcissistic as pure Charismatic Leaders, who succeed through a belief in themselves rather than a belief in others. One of the traps of Transformational Leadership is that passion and confidence can easily be mistaken for truth and reality. Whilst it is true that great things have been achieved through enthusiastic leadership, it is also true that many passionate people have led the charge right over the cliff and into a bottomless chasm. Just because someone believes they are right, it does not mean they are right. Paradoxically, the energy that gets people going can also cause them to give up. Transformational Leaders often have large amounts of enthusiasm which, if relentlessly applied, can wear out their followers. Transformational Leaders also tend to see the big picture, but not the details, where the devil often lurks. If they do not have people to take care of this level of information, then they are usually doomed to fail. Finally, Transformational Leaders, by definition, seek to transform. When the organization does not need transforming and people are happy as they are, then such a leader will be frustrated. Like wartime leaders, however, given the right situation they come into their own and can be personally responsible for saving entire companies. See also Appeal principle, Bonding principle, Confidence principle, Pull, The Leadership Challenge Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Burns, J. M. (1978). Leadership. New York: Harper & Row

The case of the Montclair Hotel Group Study Example | Topics and Well Written Essays - 1000 words

The of the Montclair Hotel Group - Case Study Example Another important information to be gathered is whether the employees are given any supplementary training that will make them work efficiently. A sample of the employees will be assessed on their opinions on what should be changed in their line of work and overall performance. The committee will use various methods to capture the report data. These methods are through Observation, Interviews, and Questionnaires. Through observation, the committee investigators will sought out information for the project through direct observation without asking the respondent (itsvineeth209). The main advantages of observation are there is less subjective bias, and the information is current. Interviews involve presentation oral verbal questions and responses between the interviewer and interviewee. This project will make use of personal interviews that are face to face. The questionnaire is a way through which a sample of questions are administered to the respondents who are supposed to return them to the one who administered them. After the information has been gathered, it will be disseminated according to requirements to create contrasting reports. The different reports that will be created are Hiring and Training report. This report shall contain all the methods and procedures that are followed to recruit employees in MHG Hotels, the remuneration structures, supplementary training and methods of appraisal. This report shall also deliver the mechanisms that available for benchmarking of the performance of employees periodically. Secondly, the following report will be the Management structure report. This report shall contain all the roles, responsibilities of the management and the reviewed Code of Conduct that needs to be abode by every employee. The most important report to be tabled is that of the alignment of the Mission and the Vision to the goals of MHG Hotels to meet the set objectives. These reports shall make use of graphical representations such as charts for eas ier analysis and market activity can be recognized (Investopedia). These reports shall be received first to the Chief Executive Officer of the MHG Hotel Chains, and then the Head of relevant Departments will receive them for indispensable department changes. The reports only become relevant to the department if they address the pertinent issues that affect them. The data analyzed from the project shall be clustered based on similar characteristics. The information that results from this filtering is then arranged in an organized manner to form a report. These reports shall both be hard copy and soft copy. The hard copy reports shall be kept for future reference and can be admissible as evidence in court when a dispute arises in the organization. The soft copy reports shall be used since it is easily accessible as long it is stored in the central server of the organization. Cloud computing is one method that seeks to reduce the environmental impact of data storage (Bouquet). First, p urpose of the project should be made clear to all the stakeholders in the MHG Hotel Chains. This is to safeguard the Action plan’s implementation and make amendments to the plan if assessment data point out they are required. The Action plan can be implemented in the following steps: Discuss needs assessment Define the problem Brainstorm ideas Prioritize ideas Development of problem statements i. Develop solutions

The importance of telephon consultancy service provided by SOCIAL Essay

The importance of telephon consultancy service provided by SOCIAL SUPPORT CENTER in solving social problems in UAE - Essay Example nal (advice, suggestions, or directives that assist the person to respond to personal or situational demands), emotional (empathy, concern, caring, love, and trust) and appraisal (transmission of information in the form of affirmation, feedback and social comparison) (Bilthoven) Advice through telephone is a common form of social support. Many people in our society need emotional support and that can be achieved using telephonic advices. For example, anxiety and depression are common problems in many people because of the increased commitments and such people can seek the support/advice from social workers in order to reduce/eliminate their stress. There are many people in our society who is facing physical and emotional problems which can be tackled up to certain extent through telephonic advices or support. UAE is a country which is facing so many social problems and the people are reluctant to reveal it publicly. When people approaches social support centres directly, their privacy cannot be guaranteed. Such people can seek the assistance of telephonic advices from social centres to solve their problems. This paper briefly explains the telephone consultancy services in UAE in solving social problems. UAE doctors have recently warned the public that more local women are taking up smoking shisha as part of a worrying new lifestyle trend within the UAE. Dr. Bassam Mahboub has explained that the exact number of women smokers is difficult to know becasue they are smoking at private places (AMEinfo.com). Solomon et al (1996), after a thorough research have found that social support through telephone calls using ex-smokers is effective in making positive changes in women smoking (Solomon et al, p.379). Women smokers are large in many countries and UAE is also not an exception. Unlike other countries, it is difficult to estimate the number of women smokers in UAE since most of them smoke privately because of their fear of tight social and cultural norms. These female