The Effects Of Gender And Leadership Style - 2355 Words

A number of studies focusing on gender and leadership style have been conducted in recent years. Their general conclusion is that males and females do use different styles. Specifically, women tend to adopt a more democratic or participative style with followers. Women are more likely to encourage participation, share power and information, and attempt to enhance follower’s self-worth (Robbins Coulter, 2005,). In putting this in an organizational behavior perspective this shows me that women might well be more in tune with their emotional intelligence. A person with a high emotional intelligence level is in touch with their emotions and demonstrates self-management in their ability to control their moods and feelings productively and in staying motivated and focused even when facing leadership obstacles (Nahavandi, 2006). This type of leader leads through inclusion and relies on their charisma, expertise, contacts, and interpersonal skills to influence others. Women tend to u se more of a transformational leadership style of motivating others by transforming their self-interest into organizational goals (Robbins Coulter, 2005). Transformational Leadership Style A transformational leader involves anticipating future trends, inspiring followers to understand and embrace a new vision of possibilities, developing others to be leaders or better leaders, and building the organization or group into a community of challenged and rewarded followers. Transformational leaders areShow MoreRelatedThe Role Of Gender And Its Effect On Leadership Styles2156 Words   |  9 PagesThe Role of Gender in Leadership For long, the idea of leadership has been associated with men, as evidenced by the idea of â€Å"masculinity†, a core idea of the 20th century leadership theories (Lord, DeVader Alliger, 1986). While it is now commonly accepted in the western world that being a woman is not incompatible with being a leader - even though their num-ber remains limited (Joy, 2008), the question of the role of gender remains. Are there different leadership traits according to the genreRead MoreRelationship Between Emotional Intelligence And Transformational Leadership Essay1514 Words   |  7 Pages(EI) and transformational leadership style was examined in order to determine whether EI scores could be used to predict transformational leadership style. In addition, gender differences in the relationship between EI and transformational leadership were examined to determine if there is a significant interaction of gender and emotional intelligence. This research is important, because transformatio nal leadership has been found to be the most effective style of leadership. Therefore, if EI can predictRead MoreCritical Analysis On Gender Stereotypes1072 Words   |  5 Pages Critical Analysis on Gender Stereotypes in the Workforce Yesenia Bachez California State University, Los Angeles Critical Analysis on Gender Stereotypes in the Workforce Despite various changes in the workforce, it is apparent that gender stereotypes are not extinct and are still very powerful generalizations. Through this reflection paper I hope to successfully analyze gender stereotypes and the impact they have on the workforce. Gender stereotypes influence our judgment andRead MoreLeadership Styles From The Point Of View1294 Words   |  6 Pagesanalysis explore leadership styles from the point of view of their relation to gender (Merchant, 2012) and personality (Yahaya et al., 2011). Merchant (2012) provides a valuable research, which is focused on gender as the major determinant of leadership styles in individuals. Providing an analysis of literature, Merchant (2012) indicates that â€Å"many studies analyzing the intersection of gender and influence tactics have resulted in mixed finding† (p. 24). It proves the argument that gender stereotypesRead MoreEssay on Women and Men in Leadership1424 Words   |  6 Pagesdifferences including race, gender, generations, and thinking styles. Many historical events have occurred that have cleared the way to analyze these differences of men and women in the workplace. These gender differences are likely to exist in the way men and women influence, communicate, and lead. The male and female gender has always been viewed as two unique and different sets of people. It is perceived that males and females have different styles when it comes to leadership. First, we will look atRead MoreLeadership Styles From The Point Of View1465 Words   |  6 Pagesanalysis explore leadership styles from the point of view of their relation to gender (Merchant, 2012) and personality (Yahaya et al., 2011). Merchant (2012) provides a valuable research, which is focused on gender as the major determinant of leadership styles in individuals. Providing an analysis of literature, Merchant (2012) indicates that â€Å"many studies analyzing the intersection of gender and influence tactics have resulted in mixed finding† (p. 24). It proves the argument that gender stereotypesRead MoreOrganizational Psychology : Gender And Leadership938 Words   |  4 Pagesof the phenomena studied by organizational psychology underlying. Research on gender and leadership focuses on both college students and executives in various business settings. A common theme concerns the ide a that a good leader is model described incompatible male with feminine behavior, sometimes thought of as think-Manager. For example, to provoke some settings pronounced stereotypes. If the expected leadership style of an organization at a given hora direct, exacerbate uncaring, or from topRead MoreUnderstanding The Cognitive Processes Of Organizational Psychology950 Words   |  4 Pagesof events based on stereotypes. Fri and the leadership of the research focuses on a variety of business environments, students and administrators. the general manager of the matter, I think it s a good model is sometimes described as a thought that is incompatible with the behavior of male and female leader refers to the idea. For example, the pronunciation of certain parameters in order to promote stereotypes. Time is expected that the management style, bad, indifferent, or from top to bottom,Read MoreComparison Of Herrmann Brain Dominance Indicator1203 Words   |  5 Pages Leadership and Gender Herrmann Brain Dominance Indicator Executive Summary: This journal seeks to discuss recent identifications and explanations of gender differences in leadership, behaviour effectiveness in organizations. The models are reviewed based on their contribution and arguments, contextual issues of international and national as well, stereotype and perception of superior and subordinate roles are reviewed and discussed. RationalRead MoreMasculine and Authoritarian Leadership in the Film The Devil Wears Prada734 Words   |  3 Pagesfashion magazine, played by Meryl Streep. Miranda uses masculine and authoritarian ways to do leadership; she is competitive, surly, vindictive, impatient, dominate, direct, task-oriented, meticulous, demanding, and brilliant. She is viewed as a devil boss partly because she is a woman. She manages by intimidating, â€Å"Does she have to manage her staff in that manner? Is being nasty an effective leadership style? This is not about being nasty or nice – it is entirely about being achievement oriented

The Outbreak Of Witchcraft Accusations Of 1692 In Salem,

The outbreak of witchcraft accusations of 1692 in Salem, Massachusetts was a devastating period for those involved in the crisis. Because of the random and frequent witchcraft accusations made throughout the time of the trials, the reoccurring characteristics that were often indicative of an individual’s likelihood of being accused of witchcraft were not always consistent. In John Demos’s book Entertaining Satan: Witchcraft and the Culture of Early New England he includes a diagram containing nine points of what he believes to be the definitive characteristics of a â€Å"typical† witch during the Salem witchcraft trials. It is important to note that Demos’s portrait of a witch identifies the â€Å"typical† witch, not every witch. For†¦show more content†¦Then, the paper will assess the peculiarities of her case and how they are not explained through Demos’s portrait of witch. Finally, the paper will identify the nature and signi ficance of the trial of Rebecca Nurse. John Demos’s nine point portrait of a witch is one way to analysis the case of Rebecca Nurse. To do so, one must first evaluate and understand the history of Rebecca Nurse and her role in the Salem in the late 1600’s. Rebecca Nurse was the wife of Francis Nurse, a farmer who became wealthy after buying and tending a large plot of land between Salem Village and Salem Town. Together they had eight children, and as a family they were prosperous. Connecting this information to Demos’s portrait of a witch, Rebecca Nurse falls under the first four points made in his sketch. These first two points are that she was â€Å"female† and that she was of â€Å"middle age†. However, the latter point is slightly inaccurate because Nurse was older than sixty years. The final two points that Rebecca Nurse falls under in Demos’s portrait of a witch are that she was of â€Å"English† and â€Å"Puritan† descent and culture, and that she was â€Å"married†, with little or no children. Again, the latter point is not fully accurate because Rebecca Nurse, while married, had, in fact, eight children in her lifetime. The significance of these traits of Rebecca Nurse agree, for the most part, with theShow MoreRelatedAmerican History to 18871148 Words   |  5 PagesPaul Boyer and Stephen Nissenbaums Salem Possessed explores the pre-existing social and economic divisions within the Salem Village community, as an entry point to understand the accusations of witchcraft in 1692. According to Boyer and Nissenbaum, the village split into two factions: one interested in gaining more autonomy for Salem Village and led by the Putnam family, and the other, interested in the mercantile and political life of Salem Town and led by the Porter family. Boyer and NissenbaumsRead MoreThe Salem Witchcraft Trials Essay826 Words   |  4 Pages The Salem Witchcraft Trials of 1692 were the large st outbreak of witch hunting in colonial New England up to that time. Although it was the largest outbreak, it was not something that was new. Witch-hunting had been a part of colonial New England since the formation of the colonies. Between the years 1648 to 1663, approximately 15 witches were executed. During the winter of 1692 to February of 1693, approximately 150 citizens were accused of being witches and about 25 of those died, either byRead MoreThe Trials Of The Salem Witch Trials891 Words   |  4 PagesDuring the time period of June to September 1692, twenty people were unjustly murdered after trials found them guilty of acts of witchcraft. The series of hearings and prosecutions of the accused witches in colonial Massachusetts marks one of the nation s most notorious cases of mass hysteria. The reasons behind the trials and deaths are complex and multifaceted. Internal disputes, strict religious lifestyles, accusations from young children, witch hunting methods, spect ral evidence, and even someRead MoreThe Salem With Trials685 Words   |  3 PagesSalem Witch Trials The 17th century was filled with mystery because of the strong beliefs in the supernatural powers and the presence of Satan on Earth in the colonial North America. Witchcraft, the use of magical faculties, was mainly used by the peasants with a particular charm of being associated with the evil spirits and demons to prosper in their agricultural activities. In fact, many literatures were written on witchcraft during that period. For instance, Joseph Glanvill in 1668, claimed toRead MoreThe Salem Witch Trials : Crisis1601 Words   |  7 PagesThe Salem Witch Trials: Crisis in Salem Village Many people know of the Salem witch trials that took place in Salem, Massachusetts in the year 1692 spilling over into the year 1693. But for those who do not know, the Salem witch trials were a series of trials against men, women, and children accused of being a witch and or practicing witchcraft. In â€Å"The Devils Snare: The Salem Witch Trials of 1692† by Mary Beth Norton, the author recollects the stories of real life accounts of those accusers andRead MorePuritans And The Church Of England1301 Words   |  6 Pagescases involving the accusations of persons doing witchcraft/interacting with the devil, also known as the Salem witch trials. The Salem witch trials began in February 1692 in Salem Village, Massachusetts. It all started with a group of young girls that claimed to be possessed by the devil that started all of the mayhem soon to follow. The allegedly possessed group of young girls began accusing several local women of witchcraft; the town broke out into mass hysteria. (Salem Witch Trials, 2011) AsRead MoreThe Trials Of The Salem Witch Trials1455 Words   |  6 Pageshumans are skeptical, if not reluctant to understand or accept that which unknown or different from what they previously considered being true, right, or normal. Such was the case in 1692 when over a hundred people from the Salem Town, Salem Village, and surrounding areas of Massachusetts were accused of witchcraft, leading to numerous arrests and even executions. The events that transpired in the small New England colony have intrigued, seduced, and baffled historians since their occurrence hundredsRead MoreWitchcraft Hysteria By Laurie Winn C arlson1307 Words   |  6 PagesBeagle says, â€Å"You ever want to see real witchcraft, you watch people protecting their comfort, their beliefs.† This quote is saying if you want to truly understand someone, learn about what they believe in. It all began in Salem, Massachusetts in 1692. The accusations toward people who were thought to be witches was on the rise. These would not be the kind of witches a person would think about in today s world, but women and men who were put on trial for witchcraft hysteria, which in turn caused massRead MoreSalem Witch Trials Case Review1377 Words   |  6 Pages The Salem Witch Trials was one of the most out of the box things back in 1692 Massachusetts, but it still seems to be quite unexplainable and at times shady. More than 200 people were accused of practicing the devil’s magic, but only about 20 were executed. Though people were killed, the colonists eventually admitted that the Salem Witch Trials were actually a mistake fo r which they later compensated the families that were convicted. I picked the Salem Witch Trials to type about because I wouldRead MoreThe Salem Witch Trials : The Causes Of The Deadly Accusations912 Words   |  4 PagesPeriod 1 11 April 2015 The Salem Witch Trials: The Causes of the Deadly Accusations In Arthur Miller’s The Crucible, he writes, â€Å"We are what we always were in Salem, but now the little crazy children are jangling the keys of the kingdom, and common vengeance writes the law!† (Miller 77). This partially fictionalized tale of the Salem Witch Trials points to one of the causes of the trials, vengeance, but the over dramatized tale s early stages were quiet. The Salem Witch Episode had humble beginnings

Classroom Etiquette and Dealing with Disruption Free Essays

University of California, Davis Office of Student Judicial Affairs Establishing Classroom Etiquette and Dealing with Disruption The tone of the classroom interaction has a significant impact on the educational environment. These days, the pervasive use of devices such as cell phones and the fact that some students may be unaware of University behavioral standards or the impact of their actions on others can lead to repeated distractions and interruptions. University of California Standards of Conduct for Students provide that students may be disciplined for â€Å"disruption or obstruction† of teaching or other University functions, and for failure to identify themselves to or comply with the directions of University officials, as well as other violations of conduct standards (see UC Standards of Conduct at http://sja. We will write a custom essay sample on Classroom Etiquette and Dealing with Disruption or any similar topic only for you Order Now ucdavis. edu/scs. html) Set the stage for a positive classroom experience by: †¢ †¢ †¢ †¢ Stating reasonable and clear expectations in advance Defining conduct standards and discussing rules of etiquette in your syllabus and during class Giving examples of desired conduct as well as unacceptable behavior Explaining the reasons for your classroom expectations and inviting student comments and suggestions Being a role model for expected behavior and keeping your relationship with students friendly and professional Responding when disruption occurs: If you believe inappropriate behavior is occurring, start by cautioning the whole class rather than warning a particular student. A technique is to stop class, calmly indicate the problem (e. g. side conversations, cell phones) and state that class cannot continue until the behavior stops. Before resuming, enlist the support of others by reminding the class that the disruptive behavior is taking away from class time and may result in some exam material not being covered in class. Students also have academic freedom, so it is important to exercise authority with compassion and self-restraint. It is best to correct innocent mistakes and minor first offenses gently, without ridiculing students’ remarks. †¢ If it becomes necessary to speak to an individual student about disruptive behavior, do so after class in a discreet manner. If the situation requires an immediate response in class, calmly and courteously ask the student to stop the conduct and to talk to you after class or during office hours. You may want to inform the class that students may be disciplined for disrupting class, and to reiterate that message if you talk with an individual student outside class because of his or her behavior. Remind the student that continued disruption may result in permanent removal from the class. †¢ A student should be asked to leave class if he or she engages in disruptive behavior that impedes your ability to teach the class productively. You have the right to contact the police if the student refuses to leave. If the student’s refusal to leave creates a safety risk or makes it impossible to continue class, you may also dismiss class for the day. If this happens, immediately contact Student Judicial Affairs (SJA). †¢ If a student is persistently disruptive refer him/her to SJA for disciplinary action. However, a disruptive student cannot be permanently removed from a class without a formal review, either through the student disciplinary process or through academic channels including the department and dean’s office (see Dir. 88-128) For more information about confronting cheating, about the disciplinary process, or about the Code of Academic Conduct, please call SJA at (530) 752-1128 or see our website at http://sja. ucdavis. edu. †¢ UC Davis Office of Student Judicial Affairs, January, 2007 What is disruptive behavior? Depending on the size and nature of your class what is considered â€Å"disruptive† may vary. In general, disruption and obstruction include b ehavior that interferes with, disrupts, or prevents normal classroom functions or activities. Disruptive behaviors can range from mildly distracting to clearly disorderly, violent, or dangerous. Depending on course rules set by the instructor, disruption in the classroom may include: †¢ †¢ †¢ side conversations, ringing cell phones or using a cell phone to talk or send text messages interrupting the instructor or other students monopolizing class discussion and refusing to defer to instructor, or listen to others; persisting when the instructor has indicated that the student’s remarks are off topic and it is time to move on entering late/leaving early, oving about the classroom filming, photographing, or taping the class yelling, arguing, swearing, bullying, or other intimidating behavior reading, sleeping, eating, drinking, or not paying attention shuffling through papers, cleaning out a backpack or purse during lecture showing up to class under the influence of alcohol/drugs †¢ †¢ †¢ †¢ †¢ †¢ Who decides what is disruptive ? Faculty have the authority and discretion to set rules that foster student learning. As a matter of academic freedom these rules can be tailored to the subject matter and the instructor’s teaching methods and learning objectives. For these reasons, the course instructor is the one who makes a determination about what constitutes disruptive behavior. SUGGESTED EXPECTATIONS TO INCLUDE IN A SYLLABUS The following expectations are to enhance your ability to learn in this class, to avoid disruption and distraction, and to improve the quality of the classroom experience. Repeated failure to meet these expectations may result in a lower grade for the course. Entering/Exiting Class: †¢ †¢ Please arrive on time to class and stay for the entire class period. Late arrivals and early departures are disruptive. If despite your best effort you arrive late, please quietly take a seat at the back of the classroom. Similarly, in the rare event that you must leave class early (e. g. for a medical appointment), email me in advance to let me know, then sit close to the rear door and leave as unobtrusively as possible. If you can’t be there on time or must always leave early because of a class or work conflict, either seek specific permission from me or do not take the class. During exams, ask permission before leaving to use the restroom. Try to use the restroom before coming to class. †¢ Noise: †¢ †¢ When class begins, please stop your conversations. Wait until class is completely over before putting your materials away in your backpack, standing up, or talking to friends. Electronic Devices: †¢ No taping, filming, or photography in class without my prior permission (whether by camera, cell phone, or other means). These activities are distracting and inhibiting to faculty and other students, may infringe upon privacy or copyright, and have a chilling effect on classroom discussion. Cell phones should be turned off. No talking on cell phones, text messaging, or emailing on laptops during class. Wait until after class to return any calls received. No listening to iPods or other electronic recording devices during class. †¢ †¢ Email Etiquette: †¢ †¢ †¢ You are expected to write as you would in any professional correspondence. Email communication should be courteous and respectful in manner and tone. Do not send emails that are curt or demanding. Do not expect an immediate response via email (normally, a response will be sent within two business days). If your email question is sent at the last minute it may not be possible to send you a response before an assignment is due or a test is given. Do not post personal information about yourself or others about third parties to the class list serve. For example, if you are having trouble with a lab partner you should see the instructor in person to discuss the specifics of the issue. Participation: †¢ †¢ †¢ [If participation is used as part of calculating the student’s grade] Because participation is counted as part of your grade, missing class could negatively impact your grade. Disrupting class could also lower your participation grade. Keep on the topic at hand. If you have questions off the current topic, address these outside of class at office hours or by email with the TA or instructor. Do not talk out of turn. Wait to be recognized before speaking and do not try to dominate a discussion with your questions or comments – give others a fair opportunity to participate. Common Courtesy: †¢ †¢ †¢ Do not read the newspaper during class. The shuffling of pages can be very distracting. Food and drink are discouraged in class. There may be times that you need a beverage or small snack during class. Avoid bringing in large meals or food that is noisy when unpackaged or chewed. Show respect for me and fellow classmates. Do not interrupt another who is speaking. It is okay to disagree with an idea but not okay to ridicule or make fun of another person and his/her ideas. Raised voices, derogatory language, name-calling, and intimidating behavior will NOT be tolerated. Do not disturb others by engaging in disruptive behavior. Disruption interferes with the learning environment and impairs the ability of others to focus, participate, and engage. †¢ How to cite Classroom Etiquette and Dealing with Disruption, Papers

English, American, and French Revolutions free essay sample

Revolutions English, American, and French The three most prominent revolutions in recent western history are The English Glorious Revolution, The American Revolution, and The French Revolution. The despite these events being separated by nearly a century, several thousand miles, or both, all three of the revolutions share the same causes, were brought forth by the same idealism, and had similar outcomes in which a document was produced to secure the rights and freedoms for the future. While there were a large number of causes for each war, and an even larger number of events and escalations that occurred to set the stage, one theme in particular rings true throughout all three. The idea of being governed without representation. This idea of a legitamate government being representative of the people and derived from their consent was brought about by Thomas Hobbs. This idea that the government represent the people is widely accepted by the British during the time of The Glorious Revolution, and subsequently accepted by the French and the Americans during their revolutions. We will write a custom essay sample on English, American, and French Revolutions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is a key underlying similarity. In addition to the idea of representation, Hobbs also made a hypothesis that society will endure minor abuses of power as a price paid in order to maintain the protection that only a government could afford, but would quickly revolt should the abuses be perceived as egregious. 2 In England, the dissatisfaction began when King James II attempted to repeal the Test Acts. While looking back at this, King James II actions could be construed as noble and just, but they were carried out in a manner that stepped over the threshold of tolerance for the English. In order to carry out his repeal, King James II dismissed all representatives which disagreed with the repeal. The people no longer had any say in the decision to repeal, and this upset the English. The King was quick to then throw the repeal of the Test Acts into the faces of those whom it disgusted the most, the Anglican Church. The Declaration of Indulgence was reissued by James on April 27 1688, and in an act of gross miscalculation he ordered Anglican clergy to read it from the pulpit to their congregations on two consecutive Sundays. King James continued this until the people had enough and fought back with their Glorious Revolution. Much like the English revolution, the French Revolution was largely caused by a leader denying his subjects their percieved right of representation in government. There, due to looming financial problems, the state attempted to levy additional taxes without an elected body to approve them. The French Parlement rejected this idea and insisted on th e Estates General as the only body able to allow this. Despite the efforts of many to establish the Estates General to ratify the taxes, the Kings blatent disregard for the peoples concerns over the abuse of power quickly pushed the country to war. But for all the good will earnt more was lost as the king and his government began forcing laws through using the arbitrary practice of lit de justice. The king is even recorded as responding to complaints by saying its legal because I wish it (Doyle 80). Ultimately, France went bankrupt the people would accept no more. This theme of abuse of power and subjection of citizens to the whims of a government removed from the will of the people continues into the American Revolution. The British were looking for money to pay for the French and Indian War, and decided upon establishing new taxes on goods into the American Colonies. Similarly to the English nearly 100 years earlier, the Americans rejected the idea that a government which considered none of the American points of view and contained no representatives of the colonies should not be allowed. 3 As with the French, the Americans pushed back and insisting upon fair representation, but to no avail. The British responded with more outrageous abuses only further enraging the citizens. This again continued until war was the only option. All three revolutions ended similarly. Those without representation won, and immediately issued documents securing their rights from future government abuse. No longer was it acceptable to govern without consent or representation. Many today take for grated the notion that much of the world is able to influence the government above them. While it may have taken hundreds of years, and exponentially more lives, many ideas of Thomas Hobs, and indeed The Enlightenment as a whole, have become common place and help to protect all. [pic] 4 Works Cited Doyle, William. The Oxford History of the French Revolution. Oxford: Oxford UP, 2002. Print. G4 The Glorious Revolution UK Parliament. Â  Www. parliament. uk Home Page UK Parliament. 01 Mar. 2009. Web. 30 May 2010. . Kelly, Martin. Causes of the American Revolution Examining the Causes of the American Revolution. Â  American History From About. Web. 30 June 2010.