Leading Generation X Essay Example | Topics and Well Written Essays - 750 words

Leading Generation X - Essay Example Transactional leadership does not stimulate extra role behavior, rather it tends to encourage and promote in-role behavior, however with general standards of behavior being eligible for a reward if higher than optimum expected levels. The relationship between a transactional leader and his followers is purely an economic exchange, doing more than what is expected or achieving extraordinary things are not likely to be appreciated (Pillai et al, 1999). Doyle and Smith (no date) in their discussion of classical leadership theories, have also mentioned the views put forward by Bass (1985) on the potential for existing transactional leadership patterns to be transformed, in order to cater to the more sophisticated demands that are made upon leaders today. The transactional approach may be more relevant in serving the self-interest of employees and may thus lend itself well to Generation X-ers. (Doyle and Smith, no date:7) The traits theory that is explicated in most detail in the article by Rodriguez, Green and Ree (2003), essentially centers upon the general traits or qualities all leaders were thought to possess, which differentiated them from their followers. This article also points out the difficulties in application of the Traits theory, since it does not take into account the situation or context within which a leader is required to make decisions. Another drawback with the Traits theory is that the list of qualities enumerated by Gardner (1989) contains a motley mix of traits, such as behavioral traits, skills and abilities, temperament and intellectual abilities. Lastly, the list of traits is closely associated with maleness and the attributes on Gardner’s list are male; as a result females are not viewed as viable leaders (Rosener, 1997). As a result, the traits leadership model may not be appropriate for generation X-ers where there is a large representation of women in

Human Resource Management Essay Example | Topics and Well Written Essays - 1250 words - 5

Human Resource Management - Essay Example In a sense, all judgments or assessments which involve the personnel regarding the organization’s HRM activities. Despite the consequences of size (or subsistence attributes) of a recognized HRM or personnel department, the attributes implicated in HRM are convincing all the way through the organization. There are numerous assorted attributes concerned with HRM. Recruitment is in actual fact a method of translating extensive policies into prepared actions. The major task for the method normally rests with the HRM department, even though most duties are collective with line managers. HR managers are in charge for shaping recruitment course of action, making certain EEO observance, and training and appraising the recruiters. In addition numerous organizations for instance Merek, Coca-Cola dynamically engross line managers and employees as recruiters. As illustrated above proficient divergence between line managers and HR managers can take place when their preference differ. For case in point, line managers may be more anxious about confirmatory accomplishment guidelines and appointing objectives or employing with EEO rules. Based on HR plan, the organization has a moderately superior suggestion of its on the whole recruitment or rationalize requirements, on the other hand, this information must be prepared and communicated to others who will be taking the accomplishment (Bernardin and Russel, 1993). Recruitment is a structure that necessitates business standpoint, potential, skill to determine and consider the most exceptional possible applicant for the association, management, advertising skills (because to sell the place to the applicant) as well as thoughtful to line up the employment procedures for the advantage of the business. The Hunan Resource professionals treating the recruitment assignments of the association are continually looking innovative confronts. The most important confront for comparable professionals are to foundation or making

Best Model For The Welfare State Politics Essay

Best Model For The Welfare State Politics Essay A welfare state engages the responsibility of a state to secure the basic modicum of welfare to its citizens. It seeks to know whether social policies are liberatory and help in legitimization or help in the market process (Castles Pierson, 2007). In a welfare state, the government plays a big role in protecting and promoting the economic and social well-beings of the citizens. It believes in the social equity and justice in that there is equality of opportunity, wealth allocation is equivalent, and the people are philanthropic in that they help the less fortunate. In a welfare state, there is democracy, welfare and they practice capitalism. The Western Europe and the United States have been examples of welfare state models. The welfare state created by conservatives and opposed by socialist and labour unions has been of continuous debates on whether it is beneficial. There was the German welfare state, the British welfare state, the French welfare state and the modern Europe (Kenne tt, 2004). The United States followed suit and joined the western countries in instituting social welfare policies. The models dealt with mainly poverty relief but the modern models are universal in that they tend to concentrate on all citizens. Firstly, this paper is going to introduce the best welfare state model which seems as Social democratic model. Lastly, the reader should be able to know and explain the best regime by the end of the study. According to Esping -Anderson (1990), welfare regimes refer to bunches welfare states in terms of their level and quality of social rights and bases of stratification on which the welfare state is built. As Esping-Anderson acknowledged, the importance of the three welfare state models in Europe and America which were social democratic, corporatist and liberal (Castles Pierson, 2007). The social democratic welfare state believes in universalism in which all citizens are entitled to access the benefits. They believe in politics against the market. Examples of such states are Norway, Sweden and Finland. The corporatist welfare states believe in subsidiaries in which they offer insurance schemes. Examples of the states are Germany and Austria. The liberal states believe in market dominance and private investment in which the government helps only the poor and can provide for basic needs. The forces of supply and demand set the price of goods and services. They are the UK and the United States. All welfare states use either one of the models but to varying, extend. In the social democratic state, the criteria of citizenship are pervasive. The liberal welfare state is characterized by a stronger emphasis on means tested programs. In a social democratic state, individuals should be free and equal in the determination of the conditions of their own lives in that they should enjoy equal rights and equal obligations (Mookherjee, 2010). Rights to political participation should be distributed equally among citizens to provide them with an equal share of opportunities to act in public life. The democracy peace theory argues that citizens in a liberal democratic state are peaceful and liberal democracies have never engaged in war. Social democratic model puts more emphases on universalism, comprehensive risk coverage, generous benefit levels and egalitarianism. The state controls the economic and social policies. The state provides social services to its citizens and cares for the elderly and children. There is a high level of employment for women and people with disabilities. It heavily relies on the government provision to meet social needs and believes ion full employment as part of the welfare state. It is active and in the generation and maintenance. The social democratic model varies with others in terms of how it accords to the state, the market and family. While the corporatist model relies on social insurance and generous transfers to keep people well fed, social democratic welfare states provide a variety of social services and utilized the labour force to the best (Huber Stephens, 2001). Both of them are concerned with getting people out of poverty and are highly redistributive. The essential characteristic of the social democratic welfare is that they are comprehensive and inclusive, Universalist, redistributive, gender egalitarian and labour mobilizing. People can be able to apply their talents in generating more revenue or wealth for their nation. Profit margins are much more less than the other types, which leads social justice among the community (Glyn, 2001). The social democratic commitment to solidarity and equality gave rise to the universalistic and redistributive aspects of the welfare state. It advocates for citizenship criterion, which offer a basic, equal benefit to all irrespective of earnings, contributions or perfo rmance. This makes it better than the liberal model were one contribution to the insurance scheme determines his health care. In this model, citizenship is the membership in society and the rights. The gender is equal as far as obligations are concerned. The models views capitalist entrepreneurs as people much after achievement of self-interest. This tends to slow down the pace unto which capitalism is to be spread. Capitalism does not use the labor of undisciplined and neither can it make use of unscrupulous businessperson. However, there are those who can do anything to get wealthy as it the case of a Dutch sea captain. It therefore depicts that since capitalism is as old as human history there are those who are ruthless, may get involved into war and piracy to achieve wealth (Kennett, 2004). The redistributive model in the social democratic welfare believes that the market economy is successful in producing wealth. Unlike in capitalistic liberals where the wealth is unequally distributed, in this model there is equity for all irrespective of their social status. It does not advocate for health insurance as the liberal markets do. This is because it believes state health insurance schemes are able to achieve better results. The limitation is that opponents protest that the state should not engage in economic interventions. Gini coefficient measures the degree of income inequality. The coefficient varies between zero indicating equality and one hundred indicating inequality (Arnold, 2008). This means that in many capitalistic countries one person has all the income while others have none.. Inequality exists because people do not receive the same labour income, asset income and do not pay the same taxes. As CIA (2005) reported the coefficient was 45 in the US which is liberal state and 27 in corporatist country, Germany. The least coefficient was in Sweden, 23 which is social democratic country. In the social welfare state which advocates for equality most of the assets are owned by the state and it somehow controls wealth. Capitalism has a tendency of causing instability especially in cases of financial crisis. The claims for capitalism differ from the classical case for a competitive market. Some theorists such as Adam Smith had argued that presence of many buyers and sellers competing with one another in the marketplace would cause wasteful resource allocations. Capitalism has been associated with innovations and many economists argue that capitalism has to generate endogenous innovations. Joseph Schumpeter argues that innovations are normally a creation of business people and they are rules embodied in the new firms. The agents of change are the entrepreneurs who come up with new ideas and invest to generate profits. Limitations of social welfare states The social welfare states have some limitations. In a state where there is equality, the tax burden will be high to meet the expectations of the citizens. But it does not seem as a problem for the people of social democratic counties as labour market and taxation are balanced (Arts and Gelissen, 2002). Most welfare states are bureaucratic in that the citizens do not have much freedom since everything is being controlled by the state but the state to offer the best quality of services (ibid). It is expensive to run a social welfare state since the government can be forced to borrow to meet the demands of the people. However, the governments use that money in order to cover the socio-economic gap between poor and rich (Castles et al, 2010). Government interventions kill businesses since they dont allow for the prices to be set by demand and supply forces but the government controls the prices. But it gives stronger role in managing welfare (Ferragina Seeleib, 2011) Conclusion Although many capitalists will not agree with the conclusion is good hen a country is a social democrat than a capital democrat. The benefits of the social democratic welfares which believes in universalism is best compared to capitalist in which wealth lies in the hands of the few at the expense of others. The equal distribution of wealth and state ownership of assets as adjudicated by the Soviet Union in my opinion was the best. Though this will have been a topic of debate, forces of demand and supply should determine the prices of goods and services. This might lead to a monopolistic culture, which victimizes consumers. The social democratic welfare state believes in universalism in which all citizens are entitled to access the benefits. They believe in politics against the market. The paper concludes that it borrow some characteristics from Christian democratic state welfare, which will make this model a superb one. Countries using the two models have been economically equal unli ke countries like the United States where the gap between the rich and the poor is very wide.

Tuesdays With Morrie :: Tuesdays With Morrie Essays

Tuesdays With Morrie Tuesdays With Morrie is a true novel based upon an older dying man's outlook on life. Throughout the story, the older man teaches his past student about life as his body is slowly withering away from the " Lou Gehrig's Disease." CHARACTER DEVELOPMENT: Morrie Schwartz (the older man) teaches his student, Mitch Albom, what really matters in life. The only way that I can begin to describe Morrie's character, is to quote an excerpt from pg. 10 regarding his reaction after being diagnosed: " But my old professor had a profound decision, one he began to construct the day he came out of the doctor's office with a sword hanging over his head. Do I wither up and disappear, or do I make the best of my time left? He asked himself. He would not wither. He would not be ashamed of dying. Instead he would make death his final project, the center point of his days. Since everyone was going to die, he could be of great value, right? He could be research. A human textbook. Study me in my slow and patient demise. Watch what happens to me. Learn with me. Morrie would walk that final bridge between life and death, and narrate the trip." Based on his decision not to wither up and die, and instead use his dying, as an opportunity to teach others what truly matters in life, shows how unselfish and positive he really was. Morrie didn't see his time spent ill as a waste, instead, he said, and I quote, " I mourn my dwindling time, but I cherish the chance it gives me to make things right." (Pg. 167) As a way to further carry out Morrie's wish to be useful, both Morrie and Mitch decided to meet every Tuesday to study and discuss life's greatest lessons. Not only do we see evidence of Morrie's character, we also see a change in Mitch and his values. With Morrie as a guide, Mitch begins to understand that money, and materialistic wealth, have less significance than things such as relationships, forgiveness, and love. IMAGERY: An excerpt from the book, which related to imagery, was what Morrie referred to as detachment.

Disabilities: Autism and Students Kimberly

There are many disabilities that students have that may impact their lives and education. These disabilities include intellectual disabilities, autism, severe disabilities and multiple disabilities. Although the exact causes of some of these disabilities are unknown, others have been identified. This paper will discuss what these disabilities are, their causes, their impact on student’s education, and curriculum areas necessary for these students. Definitions and Causes Intellectual disability (ID) used to be known as mental retardation.The terminology changed in 2010 when President Obama signed into law, Rosa’s Law (intellectual, 2011). Intellectual disability is defined according to IDEA as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (before age 18), that affects a child’s educational performance (intellectual, 2011). The most common causes of intellectual disabilities are; problems during development (chromosomal abnormalities, maternal illness and infections such as rubella and syphilis or drug and alcohol abuse).Genetic conditions can also cause intellectual disabilities because of abnormal genes that are inherited by parents, errors when genes combine or other reasons (intellectual, 2011). Some examples of genetic conditions are Down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for instance a lack of oxygen during development, labor or birth can cause intellectual disabilities, just as diseases like whopping cough, measles or meningitis can (intellectual, 2011).There are also health issues like malnutrition, inadequate medical care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by one of four different disorders: autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not ot herwise specified (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged all autism disorders into one umbrella diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ).Autism is defined as developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident by age three that adversely affects a child’s educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are: engaging in repetitive activities, stereotyped movements, and resistance to environmental changes or changes in routine and unusual responses to sensory experiences (What is n. d. ).Autism has no one known cause and since it is a complex disorder with varying severity and symptoms, both genetics and environmental factors may play a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a small number of cases, but most cases seem to be caused by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced parental age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No reliable study has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is any disability that very significantly interferes physically, mentally, or emotionally with a student’s educational performance (McCabe, 2013). Multiple disabilities as defined by IDEA are simultaneous impairments which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments (IDEAs, 2013).Examples are but not limited to: ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are basically the same as the causes listed for the other disabilities covered in this paper: infection or disease s during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, poor brain development, problems during birth, environmental toxins, and diseases such as whopping cough or meningitis (Multiple, 2013).The impact of having an intellectual disability on education varies among these students as do their abilities vary. They may take longer to reach typical milestones like: walking, talking (some may not become verbal), and taking care of personal needs like dressing or eating independently, and it may also take longer learn in school (Multiple, 2013). In the past it was thought that students with severe disabilities could not learn and were put in programs that only provided basic care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can learn given the opportunity to learn, through direct instruction and watching students without disabilities (Downing & MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be based on chronological age when appropriate (Downing & MacFarland, 2010).Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to increase communication, social and safety skills, they need to have access to the core curriculum to acquire academic skills in reading, writing and math (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need transition services to teach them life skills and skills that can be used for employment (Downing & MacFarland, 2010).The local school district states that they follow the policies and regulations of the Virginia Dept. Of Education (VDOE) which states that they follow the policies and regulations of the fe deral mandates like IDEA and NCLB. Local school districts are required to educate and supply services to severely disabled students in the least restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA code 34. CFR 300. 119) (Special, n. d. ).The VDOE mandates that all local school districts develop an IEP for all students with disabilities who need special education services (IEP, n. d. ). Some of what the IEP should contain to ensure that necessary curriculum areas are addressed are: measureable annual goals, benchmarks or short term objectives both in academic areas and functional performance, special education related services, supplementary aids and services including transition services (IEP, n. d. ).Although the VDOE website does not lay out a specific curriculum plan just for students with severe disabilities, it does state that students with disabilities are to have access to the core curriculum just like non-disabled students (IEP , n. d. ). The face of the typical classroom is changing. Since the signing of NCLB, students with severe disabilities are to be educated with non-disabled where appropriate. Educators need to inform themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities.

Causes of Suicide Among College Students

Suicide means an individual intentionally to adopt various means to end his life. It has been the second leading cause of death among college students (Caruso, n. d. ). The problem is getting serious in developing country such as Hong Kong and the ways to suicide had transformed to a mass suicide attempt on December 21, 2009 (Mak, 2011). These rising issues are telling us that suicide had becoming one of the most crucial matter that need to be resolve before it affect our future leader. So, we will review based on the past research for the alcohol and family relationship factors that contribute to suicide among college students. One of the factors that contribute to suicide among college student is alcohol consuming. Several past researches have been found to support this factor. An early study by Lamis, Ellis, Chumney and Dula (2009) claimed that many college students are experiencing heavy alcohol consumption and alcohol use are correlated with suicidal behaviour. This study is to check different levels of risk for alcohol-related problems and their relation to reasons for living among college students (Lamis et al. , 2009). 287 participants were recruited and divided into three alcohol groups, that are low-risk, moderate-risk and high-risk group (Lamis et al. , 2009). The hypothesis was made that participants in the high-risk group will report fewest reasons for living (Lamis et al. , 2009). RFL self-report measure was used to check how important a reason would be for living on participants. Besides that, AUDIT test also used to identify individuals whose experiencing alcohol-related problems (Lamis et al. , 2009). As the result, the high-risk group had fewer moral objections to dying by suicide compared to the low-risk group (Lamis et al. , 2009). From the experiment, we can see that obsessive alcohol use may lower student moral objections to suicide (Lamis et al. , 2009). Another experiment conducted by Lamis, Malone, Langhinrichsen-Rohling and Ellis (2009) stated that alcohol consuming will increase the risk for engaging in suicidal behaviours. This factor is strengthen when Powell and colleagues (2001), as cited in Lamis et al. 2009) found out that high alcohol drinking quantity will creates a greater likelihood of a serious suicide attempt. 318 participants were recruited and few measuring scale was used to predict the result for this experiment. The result tells that depression is predictor of alcohol use in young adults. Besides that, alcohol use are negatively correlated with body protection and the results suggests that individuals who are potentially involve in high-risk behaviours, such as suicide are usually from the one who have less tendency to protect themselves (Lamis et al. , 2010). Reference http://www.suicide.org/college-student-suicide.html