The Greenback Party essays

The Greenback Party essays The campaign had consisted mostly of persons with agrarian interests. They were people whose lives centered around their land and culture. In addition to this, they had a desire to maintain an increase the amount of paper money in circulation. This campaign was the beginning of the Greenback movement. The withdrawal by anti-federalists had opened the way for monetary changes by the Union government. Greenbacks first came into existence when the U.S. Department of Treasury was given the right, in 1862, to issue notes that were not changeable into specie (hard money like gold or silver) but were authorized as legal tender for most purposes. Although the Norths record on inflation stands up well in comparison with the experience of triumphant countries in later wars, the Greenbacks worth in gold fell to half the supposed value. Their use had in any case only been intended as a temporary measure and the government started reducing the number in circulation; however, this had coin cided with and reinforced a depression that led to the formation of the Greenback Party in 1875, which had campaigned for an increase in note circulation. Between 1862 and 1865, the U.S. Government had issued more than $450,000,000 in paper money that was not backed by gold (greenbacks - legal tender notes) to help finance the Union cause in the American Civil War. The idea that preserving a flexible supply of paper money served the interests of working people, while paper money backed by specie benefited only the rich. After the war, economic conservatives demanded that the government retire the greenbacks, but the farmers and others who wished to maintain high prices opposed that move. It was in 1868 that the Democrats gave partial support to the Greenback movement by endorsing a plan that called for the redemption of certain war bonds by the issuance of new greenbacks. The Greenback Party which by 1878 had 482 clubs, incl...

What Do ACT Scores Measure IQ Income

What Do ACT Scores Measure IQ Income SAT / ACT Prep Online Guides and Tips ACT scores are a fixture of the college admissions process, but what do they really measure? Are they a useful way to judge your abilities and potential? In this article, I’ll give you the details on what the ACT can and can’t measure and how to interpret your scores as a high school student. Do ACT Scores Measure General Intelligence? Since there are many different types of intelligence, this is a complicated question.High scores on the ACT might be derived from a high level of innate intelligence and a good education, but they might also be derived from relatively average innate intelligence and extensive prep work.ACT scores change dramatically based on students’ level of preparation, which separates them from scores on your basic IQ test. (Although IQ tests are also highly flawed measures of intelligence - I won’t get into that here!) A student’s ACT scores are subject not only to his or her level of intelligence, but also to his or her desire for improvement and overall academic drive.Since it’s possible to improve ACT scores through prep, they don’t always measure intelligence in the traditional sense. A student who has the motivation to prepare for the ACT and understands the stakes of the test demonstrates a form of intelligence just by providing such a strong display of conscientiousness. This is why it’s hard to make concrete judgments about whether the ACT can measure innate intelligence or not.It measures different qualities for different people depending on how they got to their scores. The ACT also isn’t as similar to traditional IQ tests as the SAT.The SAT was originally derived from an IQ test, and there are vestiges of that format left over on the current model.The ACT, on the other hand, was developed as an alternative to the SAT.Its goal was to test material that was learned in school, not just overall cognitive reasoning ability.For this reason, the ACT is generally a more straightforward test.Still, the ACT is more similar to the SAT than most people think.For example, the science section is really just a bunch of logical reasoning questions cloaked in largely extraneous scientific facts. This business must be science related! No one would use symbols for the elements just to make a bad pun that has nothing to do with what they're selling! The ACT, like the SAT, also runs into problems with social inequalities that cause poor students to score lower on the test regardless of â€Å"intelligence†.This disparity means that there are other major issues with claiming that the ACT can accurately measure a student’s intelligence level.Two students with relatively equal intelligence but different qualities of high school education may both take the ACT and end up with vastly different scores. Poor students are less likely to have access to expensive specialized prep programs and more likely to attend underfunded schools that provide a less comprehensive education.The fact that these students score lower means that the ACT is technically doing its job in measuring college readiness, but it also means that test scores could be preventing some intelligent but socioeconomically disadvantaged students back from reaching their full potentials. The intent of the ACT from the beginning was not to measure intelligence as a general quality but to measure what students learned in school and gauge their college and career readiness (a model that the College Board has tried to emulate on the latest version of the SAT).It's less of a measure of intelligence than it is a measure of college preparedness, and even then it doesn’t give you the entire picture.While innate intelligence certainly plays a role, scores are also affected by many other factors that don’t have much to do with a person’s overall cognitive abilities. Do ACT Scores Measure Career Potential? This is another tough question, because there are so many different career paths that you might take. In some of these fields, the skill sets that allow you to do well on the ACT might not be as relevant.Most people will need basic reading, writing, and mathematical skills in their careers (and in adult life in general), but it’s hard to say whether an exceptional score on the ACT means you’ll do any better in your career than someone who got an average score. One fact that we know for sure is that ACT scores correlate strongly with parental income.This means that students with wealthy parents are more likely to do well on the ACT. These students are also more likely to earn high incomes later in life.This benefit has less to do with their performance on the ACT and more to do with their socioeconomic status. Students with wealthier parents can afford specialized prep courses and don’t have as much trouble paying for expensive colleges.They end up with less debt and better access to the careers that interest them.There’s a long legacy of economic inequality at play here, and standardized tests are a part of that (although there are much bigger societal forces at its root). As I’ve said, however, the skills required to succeed in the job world are often different from the skills required to do well on the ACT.For this reason, your scores aren’t always the most accurate measurement of your career potential.They don’t tell you anything about your ability to manage other people or complete long term projects reliably. ACT scores provide a rough baseline measurement of your knowledge of math, language, and logic (I won’t say science because the science section is really just about logical reasoning).They can’t measure how well you’ll use these basic skills on a larger scale in more complex scenarios, and they can’t measure your interpersonal strengths. Ben, I hate to tell you this, but this entire notebook is just filled with the word "synergy" written over and over again. Are you ok? What Will Your ACT Scores Really Tell You? Should You Listen? It may or may not be useful for you to measure your abilities based on your ACT scores.In certain contexts and for certain students, they can be a helpful guide. In other scenarios, making judgments based on these scores is not productive. ACT Scores Are a More Useful Measurement If: You Plan to Apply to Colleges That Require Standardized Test Scores ACT scores are important if you’re applying to colleges that require you to submit test results.In this case, they can act as an accurate measurement of your likelihood of acceptance based on admissions statistics.By googling the name of a college in conjunction with the phrase â€Å"PrepScholar admissions statistics†, you can get an idea of where you stand and what your target score should be. Make a study plan that aligns with your goals for improvement so that you’ll have a better chance at being admitted to a college you love. You Have a GPA That’s on the Lower Side ACT scores are a more useful measurement for students with low GPAs because they can serve as a wake up call if they’re especially high or low. If you have a low GPA but a high ACT score, this is a red flag telling you that you're probably capable of doing better in school.It most likely means that if you put in more effort, you would be able to earn higher grades.It also tells you that you have the potential to succeed in college if you adopt better study habits.Your high ACT score is also going to be particularly valuable to you in the college admissions process, so it’s more important to pay attention to your scores and take them seriously. If you have a low ACT score and a low GPA, this is also useful because it indicates that you’re missing out on key concepts in your classes.This could be a problem when you get to college.It also means you might encounter issues in the admissions process depending on where you apply and how low your scores and GPA are in comparison to each college's expectations. A low ACT score combined with a low GPA might prompt you to take more drastic measures to remedy your problems in school.The ACT can give you that extra push to address underlying issues that could cause you problems in college and beyond. Your Score Is Especially High or Low For scores that are in the middle range (16-24 represents the middle 50 percent of test takers) the ACT is a more ambiguous measurement of academic ability. However, if your scores are very high or very low, the ACT may be a more useful measurement for you.A very high score means that you likely have strong reasoning abilities and are well-prepared to take on college academics.It also means that you’ll have a lot of choices in the college application process. A very low score means that you probably have some big gaps in your content knowledge and struggle with time pressure.It also means that you'll have fewer choices for college, so you should take your score into account when planning where to apply. Extreme scores are major indications of how well-prepared you are to take on academic challenges in college.Standardized tests like the ACT can tell you things about your overall knowledge and reasoning abilities that your grades in high school might spell out less clearly. If your scores are XTREME, you should consider them more strongly. ACT Scores Are a Less Useful Measurement If: You Plan to Apply to Test Optional Colleges or Go Into a Professional Job Training Program After High School If you don’t plan on applying to colleges that require you to submit ACT or SAT scores, you won’t need to consider the ACT as seriously as a measurement of your abilities.High scores can help you even at a test optional college, but they’re not a critical component of admissions decisions.You might still pay some attention to your scores to ensure that they’re not low enough to indicate any major gaps in your knowledge, but overall they're not as important for you. You Have a High GPA ACT scores aren't as critical of a measurementif your GPA is already very high.When I say "very high", I mean a GPA that indicates that you earned mostly As in high level classes throughout high school. Usually this would be between a 3.7 and a 5.0 depending on whether your school uses a weighted or unweighted GPA scale.As long as your ACT scores aren't extremely low (below the 25th percentile score of 16), they won’t kill your chances of getting into college. Judging yourself based on your scores when you already have a high GPA can be a bad idea because it might make you think less of your academic abilities.Many people struggle with time on the ACT, resulting in lower scores than their performance in high school would predict.It’s still a good idea to try and improve your scores if you’re looking to get into selective colleges, but in these cases you have to remind yourself not to take your scores too seriously as a measurement of your potential. Overall, You Shouldn’t Make Sweeping Judgements About Your Abilities Based on Your ACT Score Your ACT score isa limited measurement of specific academic skills, and it doesn’t give you a complete picture of your potential.Scores are a useful benchmark in assessing basic subject knowledge and deciding where to apply to college, but don’t make any assumptions about what you’re capable of accomplishing in life based on your scores alone.If you're worried about your scores, you can always improve with dedicated studying! What's Next? Working on improving your ACT score? Read this list of fifteen tips and tricks to help you do better with minimal extra study time. You should also check out this list of the ten best books for ACT prep if you're not sure where to begin in your studying. If you've taken the ACT multiple times, you may be wondering which scores colleges actually use in making admissions decisions. Read this article to find out which scores are considered most strongly by colleges. Want to improve your ACT score by 4 points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Human Biology Essay Example | Topics and Well Written Essays - 1500 words

Human Biology - Essay Example Fixation therefore preserves protoplasm, prevents autolytic changes and bacterial growth (Pawley, 2006, p. 370). After this, tissue sample should undergo dehydration, clearing and embedding. These processes ensure tissue sample is dehydrated or cleared from fixated agents and solidified to provide strong support to tissue blocks to make cutting in thin sections possible (Pawley, 2006, p.370). In bright field light microscopy staining for routine histological examination of tissue sections enhances natural contrast making tissues or cells more visible. Haematoxylin reacts with basophilic components of cells producing bluish tint to dark blue stain, Eosin stains pinkish colour to pink of acidophilic components of cells (Bancroft and Gamble, 2008, p.126). This is a cardiac muscle tissue. Its fibers are joined by intercalated discs, thick plasma membranes, shown as horizontal lines in the picture (DuPree and DuPree, 2007, p.53). The single central nucleus is also visible. This is a central nervous system, particularly a spinal cord formed by nervous tissue. Neurons and neuroglia are remarkable in this image showing the interconnecting cells and their supports (Chiras, 2011, p.78). This is a neuron which contains nucleus in its cell body that is responsible for synthesizing proteins and membranes while the axon conducts electrical impulse while the dendrites collect information (Hollenbeck and Bamburg, 2003). Satellite cells are situated in dorsal root ganglia somewhere in either side of the spinal cord and they enclosed cell bodies containing sensory neurons that are found inside the ganglia (Tiidus, 2008, p.77). Ordinary staining technique could not enhance visibility of the collagen fibres of hyaline cartilage (Amitrano and Tortora, 2012, p.65). Protoplasm and nuclei under intranuclear network are found in this specimen. Giemsa method of

Zipcar It's Not about Cars It's about Urban Life Case Study

Zipcar It's Not about Cars It's about Urban Life - Case Study Example By offering customers something other than the conventional car-rental, Zipcar offered an array of benefits that included reduced traveling time in densely populated cities like New York. By offering a variety of cars to choose from customers had the opportunity to experience new vehicles according to their moods. It helped in saving money and catered to their need of having a car without actually owning one. By tapping on their values of greening, it widely promoted the positive environmental impact of Zipcar through reduced emissions, fuel consumption etc. comfort of rental and easy accessibility also made it easy for customers to trial, use and remain loyal to the business. A2 Zipcar started off by tapping on one of the attributes of the prevalent value system, environment friendliness. By promoting the environmental benefits like reduced emissions and responsible initiative, Zipcar managed to differentiate itself from the other market players. Pairing this with a set of benefits like convenience, affordability, variety and green attitude etc., Zipcar was able to consolidate both the benefits and value to reflect the company’s image of economy and efficiency. The positioning of ‘we love earth’ and subsequent promotion of how they do so through their offering they are able to focus on how the efficiency of their business and its purpose contributes towards convenient, affordable and safe traveling. A3The value-based positioning by Zipcar based on environmental consciousness and responsible actions towards reducing environmental harm, which they started off with, was successful in giving them a strong footing in the market. This is the positioning that allowed them to differentiate themselves from the array of car rental services that were prevalent in the market at that.Customer oriented strategies are driven by the needs of the customers. A combination of tangible benefits and intangible values make a perfect strategy mix that can help gain market standing and make a business a success, much in the case of Zipcar.

Into the Lions Mouth :: China Chinese Culture Papers

Into the Lion's Mouth It is the last Saturday in September and the Brown University lion dance team is about to perform. Eleven students sit on the floor of Leung Gallery. The nine team members walk to the front of the room, seven Chinese, two Caucasian. Each wears a shirt bearing a black and white lion design on the front and the words "Brown Lion Dance" emblazed across the back. The boys who will make up the two lions - Grant, John, Chris and Michael - wear bright yellow pants with orange and gold tassels encircling each leg, meant to mimic fur. The instrumentalists, Cisco and Larissa, wear black pants and black shoes, and Peter Quon, the teaser, sports a navy blue silk ensemble reminiscent of a rich man's pajamas. He dons a mask made of brightly lacquered peach paper mache, with pink dots for cheeks, ruby red lips and thick, black eyebrows. He will signal the lions into place for each stunt. The four boys disappear underneath the heads and tails. The team's captain Brian Fong welcomes the freshmen, but keeps his remarks brief. He can't convey this magic - this magic that keeps him and his team here, week after week, year after year - with words. Brian and the team members move into place. Cisco raises his drumsticks and brings them down hard on the drums. The cymbals crash. The performance begins. Historians trace Chinese lion dancing back to a band of roving Persians who traveled to China via the Silk Road during the T'ang Dynasty (618- 906 A.D.). They performed their Nevruz ("New Day") festival for the emperor who, like his people, had never seen a lion before. The Persians' dance pleased the emperor so much that he ordered the lion to be incorporated into the most important of Chinese festivals, the Harvest Moon and New Year's celebrations. The Chinese, however love to tell another story of how this art form came to be: the Legend of the Nien. In ancient times, a creature called the Nien roamed throughout China, devouring man and beast. News of these atrocities reached a remote mountain village and prompted its inhabitants to seek protection from the mighty lion. When the Nien finally stormed into the village, the lion intercepted him and the two beasts fought a terrible battle. The lion emerged victorious and the wounded Nien slunk away into the shadows of the forest, vowing to return in exactly one year to exact vengeance.

Leadership Taxonomy

Introduction There a numerous leadership theories that help manage a successful business. These theories include techniques that have been developed and constantly improving since 1888. Theorists such as Thomas Carlyle, Kurt Lewin, and James Kouze, have developed characteristics they believe will shape the leaders of tomorrow. These characteristics are structured together to create theories based on personality, relationships, and developmental styles. The following will provided an organized overview of ten theorists and the characteristics they believe to develop successful leaders. Theorist |Theory Title |Theory Characteristics |Year | |Thomas Carlyle |Great Man |â€Å"According to this theory, you're either a natural born leader or |c. 1888 | | | |you're not. The term â€Å"Great Man† was used because, at the time, | | | | |leadership was thought of primarily as a male quality, especially in | | | | |terms of military leadership. (About, 2011) | | | | | | | | | |The Great Man leadership theory became more prevalent during the 19th| | | | |century and was developed from the success of several famous leaders. | | | |A famous quote that sums up this theory is â€Å"great leaders are born, | | | | |not Made. † (Changing Minds, 2011) | | Cherry, K. (2011). The Great Man Theory of Leadership. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/a/great-man-theory-of-leadership. htm Straker, D. (2011). Great Man Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/great_man_theory. htm |Gordon Allport |Personality Trait Theory |â€Å"The trait approach to personality is one of the major theoretical |c. 1936 | | | |areas in the study of personality. The trait theory suggests that | | | | |individual personalities are composed broad dispositions. (About, | | | | |2011) | | | | | | | | | |Allport discovered that there are more then 4,000 words to describe | | | | |personality traits. Allport categorized those traits into three | | | | |different levels, Cardinal, Central and Secondary traits. | | | | | | | | | |Cardinal traits were characterized as traits that dominate an | | | | |individual’s whole life. Central traits are general characteristics | | | | |of an individual personality that would affect their leadership | | | | |quality. â€Å"Terms such as intelligent, honest, shy and anxious are | | | | |considered central traits. (About, 2011) Secondary traits reefers | | | | |to attitudes or preferences that appear in certain situations or from| | | | |the result of a specific circumstance. | | Cherry, K. (2011). Trait Theory of Personality. In About. Retrieved October 2, 2011, from http://psychology. about. om/od/theoriesofpersonality/a/trait-theory. htm Cherry, K. (2011). Leadership Theories – 8 Major Leadership Theories. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/p/leadtheories. htm |Kurt Lewin |Lewin's leadership styles |Lewin’s developed three leadership styles, autocratic, democratic |c. 1939 | | | |style and Laissez-Faire style. | | | | | | | | |â€Å"In the autocratic style, the leader takes decisions without | | | | |consulting with others. The decision is made without any form of | | | | |consultation. In Lewin's experiments, he found that this caused the | | | | |most level of discontent. † (Changing Minds, 2011) | | | | | | | | | |The autocratic style is used when the result from a decision would | | | | |not change if it had the input from others. | | | | | | | | |â€Å"In the democratic style, the leader involves the people in the | | | | |decision-making, although the process for the final decision may vary| | | | |from the leader having the final say to them facilitating consensus | | | | |in the group. (Changing Minds, 2011) | | | | | | | | | |The democratic style is a group decision making process. This style | | | | |usually opens it up for individuals to voice their opinions and can | | | | |create adversity and problems. | | | | | | | | |â€Å"The laissez-faire style is to minimize the leader's involvement in | | | | |decision-making, and hence allowing people to make their own | | | | |decisions, although they may still be responsible for the outcome. | | | | |( Changing Minds, 2011) | | | | | | | | | |When individuals are motivated to make their own decisions and there | | | | |is no need for a central coordination, the laissez-faire style would | | | | |be best suited for that situation. | | | | | | | | | | | | Straker, D. (2011). Lewin's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/lewin_style. htm |F. E. Fiedler |Least Preferred Co-worker |â€Å"Leaders prioritize between task-focus and people-focus. |c. 1964 | | |(LPC) Theory |Relationships, power and task structure are the three key factors | | | | |that drive effective styles. † ( Changing Minds, 2011) | | | | | | | | | |Fiedler used a scoring system to be able to determine if that leader | | | | |would work with that person again. | | | | | | | | |â€Å"High LPC leaders tend to have close and positive relationships and | | | | |act in a supportive way, even prioritizing the relationship before | | | | |the task. Low LPC leaders put the task first and will turn to | | | | |relationships only when they are satisfied with how the work is | | | | |going. (Changing Minds, 2011) | | | | | | | | | |Three identifying factors | | | | | | | | | |Leader-Member Relations | | | | |Task structure | | | | |Leader’s Position-power | | Straker, D. (2011). . In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/fiedler_lpc. htm Rensis Likert |Likerts leadership styles |Likerts four style of leadership were developed around decision |c. 1967 | | | |making and how much people are involved in the decision making | | | | |process. | | | | | | | | | |Likerts four styles are exploitive authoritative, benevolent | | | | |authoritative, consultative, and participative. | | | | | | | | |The Exploitive authoritative style is a style where the leader has | | | | |low- no concern on how their actions will psychologically affect | | | | |people. This style is based off of fear and threats in order to | | | | |accomplish the task at hand. | | | | | | | | | |The Benevolent authoritative style is a complete opposite of the | | | | |Exploitive authoritative style. This style involves higher ranked | | | | |leaders in an organization listening to the concerns of individuals | | | | |lower in the organization. | | | | | | | | | |The consultative theory is focused on still listening to the upward | | | | |flow of information, but generally decisions are still centrally | | | | |made. | | | | | | | | |The participative theory’s where leaders maximize methods to engage | | | | |with people lower down in the organization in the decision-making | | | | |process. | | | | | | | | | | | | Straker, D. (2011). Likert's leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/likert_style. htm |D. J. Hickson |Strategic Contingencies |The strategic contingencies theory states that if a person does|c. 1971 | | |Theory |no they charisma but that person possesses the ability to solve| | | | |problems they still can be a effective leader. | | | | | | | | | |â€Å"The theory helps to objectify leadership techniques, as | | | | |opposed to relying on personalities. (Leadership-Central, | | | | |2011) | | | | | | | | | | | | Strategic Contingencies Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/strategic-contingencies-theory. html#axzz1ZeSf2sGc |Dr. Paul Hersey, |Situational Leadership |Hersey and Blanchard leadership model was developed into four styles|c. 972 | |Ken Blanchard |Model |(S1 to S4) to match the employee development level (D1 to D4). | | | | | | | | | |â€Å"Leaders should adapt their style to follower development style (or | | | | |'maturity'), based on how ready and willing the follower is to | | | | |perfo rm required tasks (that is, their competence and motivation). | | | | |(Straker, 2011) | | | | | | | | | | | | | | |Style one is Telling/Directing which is designed for an employee at | | | | |a D1 level. This employee is a t a low competence, low commitment | | | | |level to the company. | | | | | | | | |Style two is Selling/ Coaching which is designed for a employee at a| | | | |D 2 level. This employee has some competence and a variable | | | | |commitment to his/her position. | | | | | | | | | |Style three is Participating/ Supporting which is designed for an | | | | |employee at a D3 level. This employee has high competence but still | | | | |a variable commitment to his/her position and the company. | | | | | | | | | |Style four is Delegating/ Observing which is designed for a employee| | | | |at D 4. This employee with have a high competence and a high | | | | |commitment to the company. | | | | | | | | | | | | | |At level S1 the leader is high task focus and not real focus on the | | | | |relationship. As you reach a S4 the leader has a low task focus and | | | | |a low relationship focus. At S3 that is where the leader builds a | | | | |strong relationship to develop that employee into a D4. | | | | | | Straker, D. (2011). Hersey and Blanchard's Situational Leadership. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/situational_leadership_hersey_blanchard. htm Situational Leadership- About us (2011). In Situational Leadership. Retrieved October 2, 2011, from http://www. situational. com/about-us/ |Danser eau, Graen, |Leader-member Exchange (LMX)|â€Å"How a leader maintains leadership through working with her or |c. 1975 | |and Haga |his supporters, those entrusted with responsibility and advisers | | | | |defines the Leader-member Exchange theory as a method for | | | | |exerting and maintaining leadership. † (Leadership-Central, 2011) | | | | | | | | | |LMX is a intuitive theory and would be more expected from a | | | | |leader-group structure. LMX uses three stages of development. | | | | | | | | |Organizational Stage | | | | |Role Development | | | | |Leader-led relationship | | | | | | | | | |Leaders in this theory can range from a person leading a small | | | | |discussion group or a supervisor of a work crew to heads of | | | | |countries or empires. â€Å"The more complex the task and | | | | |organization, the more factors enter into the organizational | | | | |dynamics. † (Leadership-Central, 2011) | | | | | | | Leader-Member Exchange Theory – LMX (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. om/leader-member-exchange. html#axzz1ZeSf2sGc |James MacGregor |Burns Transformational |â€Å"Burns Transformational leadership Theory, in other words, |c. 1978 | |Burns |Leadership Theory |Burns focuses upon motivations and values in assessing how a | | | | |leader approaches power. This aspect of having that basic | | | | |ethical system sets leaders apart from those merely aspiring to| | | | |power. (Leadership-Central, 2011) | | | | | | | | | |Burns theory appeals to those interested in developing social | | | | |values and individual purpose. Burns theory asks a fundamental | | | | |question of what the ultimate goal of leadership is and why one| | | | |should be a leader. | | | | | | Burns Transformational Leadership Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/burns-transformational-leadership-theory. html#axzz1ZeSf2sGc |Bass, B. M. |Transformational Leadership |‘Bass defined transformational leadership in terms of how the |c. 1985 | | |Theory |leader affects followers, who are intended to trust, admire and | | | | |respect the transformational leader. (Straker, 2011) | | | | | | | | | |Bass described three ways which leaders can transform their | | | | |followers. | | | | |Easing their awareness of task importance and value. | | | | |Getting them to focus first on team or organizational goals, rather| | | | |than their own interests. | | | | |Activating their higher-order needs. | | | | | | | | | | | | | | | | | | | | | Bass Transformational Leadership Theory (2011). In Leadership-Centeral. Retrieved October 2, 2011, from http://www. leadership-central. com/bass-transformational-leadership-theory. html#axzz1ZeSf2sGc Straker, D. (2011). Bass' Transformational Leadership Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/bass_transformational. htm |James Kouze and |Leadership Participation |â€Å"Specific factors are listed in a checklist form that |c. 1987 | |Barry Posner |Inventory |organizers can use to assess a group's affinity to a leader. | | | | |While they are subjective, they are better than nothing and can| | | | |help in a focus on organizational problems. † | | | |(Leadership-Central, 2011) | | | | | | | | | |Five characterizes for successful leadership | | | | | | | | | |1. Role Model | | | | |2. Inspiration: | | | | |3. Facing Adversity | | | | |4. Empowerment | | | | |5. Generates Enthusiasm | | | | | | | | | | | | | | | | | | | | | | Leadership Participation Inventory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/leadership-participation-inventory. html#axzz1ZeSf2sGc

Pursuing A Career As A Social Work And How Do You Envision...

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