Term Paper Proposal Example | Topics and Well Written Essays - 250 words

Proposition - Term Paper Example This would demonstration to accelerate the long admission process. These booths would be set up to accumulate in any event the patient's name, protection inclusion, and any sensitivities or ceaseless conditions. This could help lessen the measure of time a medical attendant must go through with the patient just to gather foundation data, and along these lines moves the patient to the specialist sooner for treatment or release. These stands could likewise be connected to the patient's electronic clinical record. Preferably, these stands would have the option to take a background marked by manifestations using condition or side effect explicit surveys. Thusly, these stands would have the option to help with the triage procedure by cautioning a charge medical attendant of an especially stressing side effects more rapidly than they may somehow or another have been taken note. The utilization of these stands to perform triage for milder side effects would likewise let loose the nursing st aff to manage patients who come in with progressively genuine wounds and sicknesses, or for reasons unknown can't utilize the booths. This division of work among man and machine could even make it feasible for the ER to have less medical attendants on staff without adverse consequences for the nature of care. Another conceivable use for these stands is monitor patients after they have been moved to treatment.

Beneficios para cubanos por pies secos, pies mojados

Beneficios para cubanos por pies secos, pies mojados Por decisiã ³n del gobierno de los Estados Unidos, la polã ­tica de pies secos pies mojados ha dejado de tener validez. Por lo tanto, los beneficios que aquã ­ se enumeran sã ³lo aplican a los que se beneficiaron de esa polã ­tica risks de que el presidente Obama le pusiera balance. En otras palabras, a los que ya ingresaron an Estados Unidos bajo esa polã ­tica. Cã ³mo est ahora pies secos pies mojados Pies secos pies mojados ha dejado de aplicarse. Sin ban, los cubanos que ingresaron an Estados Unidos en aplicaciã ³n de esta polã ­tica y que todavã ­a no han adquirido la tarjeta de residencia mediante un ajuste de estatus en aplicaciã ³n de la Ley de Ajuste Cubano podrn seguir los trmites y tener beneficios que se aplicaban mientras pies secos pies mojados estaba en activo. Losâ beneficios child monetarios, sociales y mã ©dicos si cumplen los mismos requisitos que se les piden a los ciudadanos estadounidenses. Los cubanos eran el à ºnico grupo de migrantes que cuentan con un conjunto de beneficios que sã ³lo aplican an ellos. Esto es asã ­ por la Ley de Ajuste Cubano, aprobada en la dã ©cada de los 60, y sus posteriores modificaciones, en specific la conocida como pies secos, pies mojados, que fue aprobada el 19 de agosto de 1994 y que ha dejado de aplicarse el 12 de enero de 2017. Segã ºn pies secos, pies mojados, se podã ­anâ quedar en Estados Unidos los cubanos que logren pisar tierra estadounidense y eran regresados a Cuba o enviados an un tercer paã ­s los que child interceptados en el deface. En los à ºltimos aã ±os esa polã ­tica ha derivado en que la mayorã ­a de las entradas an EEUU se realizabanâ a travã ©s de la frontera con Mã ©xico, es lo que se conoce como pies con polvo, en referencia al desierto. En general, cuando un cubano llegaba a tierra o se presentaba en la frontera estadounidense sin la documentaciã ³n migratoria necesaria no period devuelto por donde ha venido, como le ocurre al resto de los extranjeros, excepto los que piden con fundamento que se les conceda asilo. Los cubanos eranâ entrevistados, se comprobaba la autenticidad de sus documentos, se analizaba su acento y se verificaba si han cometido algã ºn delito. Si acreditaban a satisfacciã ³n del oficial de Inmigraciã ³n que eran cubanos con un pasado no criminal se le concedã ­a prcticamente siempre el derecho an entrar en EEUU en lo que se conoce como parole. Un aã ±o y un dã ­a ms tarde podrn solicitar la green card, es decir, la tarjeta de residente permanente en aplicaciã ³n de la Ley de Ajuste Cubano. Casos de doble nacionalidad y consecuencias para peticiã ³n de beneficios Los cubanos que tenã ­anâ doble nacionalidad Cuba/otro paã ­s tenã ­an que prestar atenciã ³n a quã © nacionalidad se consignaba en los papeles ya que si es la no cubana podã ­an surgir problemas a la hora de solicitar beneficios mã ©dicos y sociales a los que sã ³lo tenã ­an derecho los migrantes cubanos. Beneficios por pies secos pies mojados En general las leyes migratorias de los Estados Unidos ponen importantes restricciones a los nuevos migrantes para acceder a beneficios sociales y mã ©dicos, llegando a prohibir recibir ayudas por un determinado nã ºmero de aã ±os. Esto aplica para los beneficios federales y tambiã ©n estatales, aunque en este à ºltimo caso feed diferencias entre los estados. Esas limitaciones no aplicabanâ a los cubanos reciã ©n llegados, quienes podrn gozar de los siguientes beneficios siempre y cuando cumplan una serie de requisitos, que child los mismos que se le piden a los ciudadanos estadounidenses.â Ingresos de seguridad complementaria (SSI, por sus siglas en inglã ©s) Este es un programa del gobierno government para dotar con dinero a personas necesitadas para que puedan hacer frente a pagos para necesidades bsicas, como comida, vivienda, o ropa. Para poder colectar el SSI (informaciã ³n en inglã ©s) es preciso cumplir con ciertos requisitos de edad, incapacidad que child fijados por la ley y, al mismo tiempo, tener ingresos o recursos inferiores an una cantidad tambiã ©n fijada legalmente. Por ejemplo, pueden ser beneficiarios las personas de 65 aã ±os o mayores, los ciegos, las personas mayores de 18 que tienen una minusvalã ­a o enfermedad fã ­sica o mental que les impida ganarse la vida o que haya durado o pueda durar ms de 12 meses. Tambiã ©n se puede solicitar el SSI para los menores de 18 aã ±os con una minusvalã ­a fã ­sica o mental que limite severamente su funcionalidad. Se aplica por este beneficio a la Administraciã ³n de la Seguridad Social. La cantidad mxima que se puede cobrar mensualmente la fija cada aã ±o el Congreso, para el aã ±o monetary 2012 est establecida en $698 para una persona o $1,048 para el caso de parejas. La cantidad puede ser menor, dependiendo de las circunstancias personales de cada uno, como puede ser tener ingresos adicionales, tener donde vivir, and so on. Este beneficio puede recibirse por siete aã ±os, a contar desde el momento de entrada. Aunque en los aã ±os fiscales 2009-2010-2011 estuvo aplicado a nueve aã ±os. Una vez transcurrido ese periodo de tiempo, no se podr colectar ms el SSI, excepto si el beneficiario se ha convertido en ciudadano o si ya se cobraba con anterioridad al 22 de agosto de 1996. En la mayorã ­a de los estados, calificar para recibir pagos en concepto de SSI da derecho automticamente a beneficiarse de Medicaid. Asistencia Temporal para Familias Necesitadas (TANF, por sus siglas en inglã ©s) Las familias con hijos menores de 18 aã ±os con escasos recursos pueden recibir ayuda econã ³mica mediante este programa por un plazo mximo de 60 meses. Los pagos pueden ser continuos o discontinuos, segã ºn vayan cambiando las circunstancias econã ³micas de cada familia. Este es un programa que administran cada uno de los estados. Como consecuencia la cantidad a recibir en cada uno puede variar grandemente. Pero en ningã ºn caso es una cantidad alta. Asimismo, dependiendo del estado, las personas que reciben dinero por TANF (informaciã ³n en inglã ©s), pueden beneficiarse de Medicaid. Lo que no es posible es que una misma persona colecte al mismo tiempo pagos por TANF y por SSI. Asistencia para refugiados Los cubanos que entran en Estados Unidos en aplicaciã ³n de la polã ­tica de pies secos, pies mojados y que carezcan de ingresos o recursos pero no pueden solicitar ayuda de TANF o SSI porque no cumplen alguno de los requisitos pueden beneficiarse de los programas de Asistencia en dinero en efectivo para refugiados (RCA, por sus siglas en inglã ©s) o el de Asistencia mã ©dica para refugiados (RMA, por sus siglas en inglã ©s). Por ejemplo, este programa aplica a los adultos solteros o a las parejas sin hijos y menores de 65 aã ±os que no sufren de ninguna minusvalã ­a pero carecen de medios para pagar por sus necesidades bsicas. El programa RCA es administrado por los estados por lo que la cantidad a recibir mensualmente por los beneficiados puede variar mucho. El importe que se entrega puede ser en dinero o en la forma de pago de facturas de electricidad, renta de la vivienda o calefacciã ³n o similares. En cuanto al RMA, es tambiã ©n un programa gestionado a nivel estatal. Como regla general los beneficios child similares a los de Medicaid en ese mismo estado. Tanto el RCA como el RMA se pueden colectar, si se califica para ser beneficiario, por un mximo de ocho meses. Cuotas migratorias Despuã ©s de un aã ±o y un dã ­a de presencia en Estados Unidos se aplica para la tarjeta de residencia. Si en ese momento se est pasando por una situaciã ³n de necesidad econã ³mica podrã ­a ser posible calificar para no pagar por ese trmite migratorio A tener en cuenta Estos beneficios no aplican a todos los cubanos que entran an EEUU. Por ejemplo, no califican los que vienen con el patrocinio de un recognizable ciudadano. Tampoco a los cubanos que llegan an Estados Unidos con otro pasaporte, como por ejemplo el espaã ±ol o el italiano, a menos que consigan un cambio de calificaciã ³n en sus papeles. Seguirn aplicando a los cubanos que ingresaron por pies secos pies mojados en los à ºltimos tiempos y todavã ­a no han cumplido el aã ±o y un dã ­a para ajustar su estatus. A tener en cuenta Cuando feed cambios migratorios, como en este caso en que se puso blade a pies secos pies mojados, es imperativo desconfiar de aquellas personas que prometen arreglar papeles, que aseguran conocer an alguien en el sistema, and so forth. Ms que nunca feed que asesorarse con una organizaciã ³n de asistencia a migrantes o con abogados migratorios reputados. Este es un artã ­culo informativo. No es asesorã ­a legitimate para ningã ºn caso concreto.

Young Goodman Brown Essay Example | Topics and Well Written Essays - 1500 words

Youthful Goodman Brown - Essay Example 1. Examination of Allegory and Symbolism Allegory and imagery in the naming of characters The woods and the Devil 2. Faust legend, Puritanism and the American culture Christian imagery Salvation and satisfaction of allurement 3. The job of the oblivious psyche as a key part of the story 4. The significance behind Goodman Brown’s venture into the woods The otherworldly condition of humankind Conflict among chapel and express The fight among underhanded and great 5. The figurative portrayal of Faith as an anecdotal character Pink strips 6. End The story that has been described in Young Goodman Brown is a portrayal of a plenty of feelings, understandings and sentiments that people stand up to in their mission of life. In any case, this trait of Nathaniel Hawthorne’s account is just recognizable from a more extensive point of view in light of the fact that the focal point of the story centers around an idea that directs the activities of the characters and particularly thos e of the hero, Goodman Brown. As expressed by Ellis Nathaniel Hawthorne’s work â€Å"is the exemplary American short story of a liable conscience† (2). ... Without a doubt, the naming of Goodman Brown’s better half as Faith isn't a fortuitous event or luck; in reality this choice of Hawthorne’s is one of the numerous confirmations which point towards the writer’s want to bind his account with Christian imagery. Zhu distinguishes the naming of characters for instance of the utilization of symbolic gadgets, an appreciation of which can help perusers in understanding the account and what the author plans to extend through the excursion of his hero into the woodland (58). The reason for this paper is to analyze the nearness of Christian imagery, moral story, symbolism and portrayals of confidence in Young Goodman Brown by investigating and tending to a scope of inquiries to improve the extent of the conversation. Besides, different parts of the account that are dissected in the paper include a translation of exchanges to build up a theoretical comprehension of their significance and their basic job in the improvement of the story. As per Zhu, the principal distinctive portrayal of the utilization of figurative gadgets is clear in the naming of the characters, for the author the protagonist’s name seems to speak to a striking complexity where â€Å"Young† is basically characteristic of the character’s blamelessness and freshness while, â€Å"Brown† characterizes his appreciation for the serious and unfavorable woods which is the key setting of Hawthorne’s short story (58). As expressed already, it is the name of the protagonist’s spouse which seems to be striking and interesting when utilized inside the setting of the story and what it on a very basic level speaks to. Zhu remarks on Goodman Brown’s shout of the words â€Å"My Faith is gone!†when he

Price Of Any Financial Instrument Finance Essay - Free Essay Example

The price of any financial instrument is equal to the present value of the expected cash flows from the financial instrument (Fabozzi Mann, 2006, p. 121). In order to determine the price, it requires an estimate of the expected cash flows and required yield. Where the expected cash flows are refers to coupon payment and the required yield reflects the yield for financial instruments with comparable risk (Fabozzi, 2012, p. 16). The formula for pricing a bond: Where: P = bond price n = number of periods C = coupon payment r = periodic interest rate M = par value t = time period when the payment is to be received. The required yield is determined by investigating the yields offered on comparable bonds in the market (Fabozzi, 2012, p. 16). By comparable, it means option free bonds of the same credit quality and the same maturity. A fundamental of a bond is that the bond price changes in the opposite direction in the required yield (Mann Powers, 2002). It means that the required yield increases, the present value if the cash flow decrease and leads to price decrease. When coupon rate is equal to the required yield, the price of bond will be equal to par value. If the coupon rate is higher than required yield, the bond pr ice will be above par (sold at premium). However, if the required yield is greater than coupon rate, the bond price will be less than par value (sold at discount) (Mann Powers, 2002). As the bond move closer to maturity, most of the bonds will be priced equal to par value. Yield The yield on any investment, also known as internal rate of return is the interest rate that will make the present value of the cash flows from the investment equal to the cost of the investment (Fabozzi, 2012, p. 37). Mathematically, the yield (y) on any investment is the interest rate that satisfies the below equation. Where: CFt = cash flow in year t P = price of the investment N = number of years In order to solve the (y), it requires a trial and error method. The objective is to find the interest rate that will make the present value of the cash flows equal to the price (Fabozzi Mann, 2006, p. 121). It is the same formula to compute yield to maturity. There are several bond yield measures commonly quoted by dealers and used by portfolio managers. Current yield relates the annual coupon interest to the market price (Fabozzi Mann, 2006, p. 120). It takes into account only the coupon interest and no other source of return that will affect an investorà ¢ÃƒÆ' ¢Ã ƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢s yield. Time value of money is ignored. Next, yield to call is assumes that issuer will call the bond at an assumed call data and the call price is the price that specified in the call schedule. The procedure for calculating the yield to any assumed call date is the same as any yield calculation: Where: M* = call price n* = number of periods until the assumed call date Yield to put is the interest rate that makes the present value of cash flows to be assumed put date plus the put price on the date as set forth in the put schedule equal to bond price (Fabozzi, 2012, p. 37). Lastly, yield to worst is the minimum of the yield to maturity, yield to call and yield to put. The procedure for calculating the yield to put is the same as any yield calculation: Where: M* = put price n* = number of periods until the assumed put date Arbitrage Opportunity in Bond Market Arbitrage refers to buying an instrument in one market and simultaneously selling it in another, gaining profit from the differences in buying and selling price (Fabozzi, 2012, p. 11). Arbitrage usually happens when the market is inefficient. The person who makes did this transaction by using the market inefficiency is called an arbitrager (Fabozzi, 2012, p. 11). In order to gain arbitrage in the bond market, once must buy a bond by borrowing from bank. During maturity, arbitrager will received the principal plus last coupon payment. Then use the amount received from the bond to repay back the bank. After repayment, the balance amount will be the arbitrage riskless profit (Choi, Getmansky Tookes, 2009). However, this rarely happens as demand of the bond increase will cause the bond price increases until the extent that there wonà ¢ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢t be any arbitrage opportunity (Satya, n.d.). Choi, D., Getmansky, M., Tookes, H. ( 2009). Convertible bond arbitrage, liquidity externalities, and stock prices. Journal of Financial Economics, 91(2), 227-251. Fabozzi, F.J. (2012). Pricing of bonds. In bond markets, analysis and strategies 7th edition (p. 16). United States: Pearson Hall. Fabozzi, F.J. (2012). Pricing of bonds. In bond markets, analysis and strategies 7th edition (p. 37). United States: Pearson Hall. Fabozzi, F.J. (2012). Introduction. In bond markets, analysis and strategies 7th edition (p. 11). United States: Pearson Hall. Fabozzi, F.J., Mann, S.V. (2006). Bond pricing, yield measures, and total return. In the handbook of fixed income securities 7th edition (p. 107). United States: McGraw-Hill. Fabozzi, F.J., Mann, S.V. (2006). Bond pricing, yield measures, and total return. In the handbook of fixed income securities 7th edition (p. 120). United States: McGraw-Hill. Fabozzi, F.J., Mann, S.V. (2006). Bond pricing, yield measures, and total return. In the handbook of fixed inco me securities 7th edition (p. 121). United States: McGraw-Hill. Mann, S.V., Powers, E.A. (2002). Indexing a bondà ¢ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢s call price: an analysis of make-whole call provision. Journal of Corporate Finance, 9(1), 535-554. Satya. (n.d.). Arbitrage opportunity in bond market. Retrieved March 10, 2013, from https://www.selfgrowth.com/articles/ArbitrageOpportunitiesInBondMarket.html

Is Leadership a Skill That Can Be Taught Or Is It An Innate Ability - Free Essay Example

Sample details Pages: 9 Words: 2703 Downloads: 8 Date added: 2017/06/26 Category Management Essay Type Analytical essay Level High school Did you like this example? Is leadership a skill that can be taught or is it an innate ability that only a few can possess? Date authored: 25 th June, 2014 Don’t waste time! Our writers will create an original "Is Leadership a Skill That Can Be Taught Or Is It An Innate Ability" essay for you Create order The question that leaders are born or made has long been debated in the academia (Avolio, 2005). Like the debate on chicken and egg this debate has become timeless. Researchers have taken sides proving one point over another for many decades. Before venturing into answering this question a discussion as to what leadership is according to the major theories of leadership will be undertaken. What is Leadership According to Major Theories? The question â€Å"What exactly is Leadership† was asked when leadership started gaining acceptance as a subject in the early 19th century (Stogdill, 1974). The subject of leadership needed content and definitions, and this led to the emergence of early theories of leadership known as The Trait Theories. In the absence of a well-documented research on the subject the researchers looked at live subjects (leaders) around the world and came up with most common traits among them (Costa and Mccrae, 1998). Kirkpatick and Locke (1991) concluded that the great leaders may have many different traits but common traits among them make them great leaders. Some of these traits were recognised as honesty, confidence, job related knowledge, and ambition. The trait theories simply perceived the appearance of leadership. They helped to make leadership an academic subject and laid the foundation for further research. The theory looked at the aspects which distinguished the leaders from their followers and came up with certain traits. The theorys basic assumption was that since traits are acquired by nature, leaders are born. Anyone who possess specific traits can become a great leader (Northouse, 2012) . However the theory came under criticism in the 1940s when researchers started proving that not everyone with these traits can go on to become a leader let alone a great leader. The specific criticism of the theory was that if traits are the only facet predicting the leadership then organisations just need to hire the people with the right traits and achieve great results with exceptional leadership, however in reality this was not the case ( Hogan et al., 1977). Yukl and Van Fleet (1992) noted that the criticism on trait theories led to the emergence of another school of thought known as behavioural theories. As the name states the behavioural theories focus on specific behaviours rather than traits. It looked at what leaders do rather than what qualities they possess. Where on one hand the traits are believed to be inborn, and on the other the behaviours are believed to be learned over a period of time. The earliest theory in the behaviour school of thought is Kurt Lewins (1944) theory of Autocratic, Democratic and Laissez-faire styles of leadership. In this theory Lewin identified that leaders have specific leadership styles which have been learned over a period of time. One of them was the Autocratic leadership style which believed on giving orders and expecting the orders to be obeyed. No questions are likely to be asked and followers only do what they are told. The specific style can be seen in armed forces around the world where soldiers only obey the orders without asking questions. The other style he suggested is known a Democratic style, which is currently followed around the world in democracies. Democratic leaders take into consideration the opinions of stakeholders or the representatives of stakeholders and take d ecisions accordingly (Lewin, 1944). Conger and Kanungo (1987) noted that the basic assumption of behaviour theory was very different from the trait theories. Behaviour Theories basically assumed that leadership is not about the traits but it is about the behaviours which means leaders are not born, rather they can be trained to become good leaders. Lewins theory was followed by Black and Mounts Managerial Grid Theory, University of Michigan Theory, and Ohio State University Theory, all focusing on certain behaviour of leaders, majorly known as production and people oriented styles of leadership ( Davis and Luthans, 1980). The behavioural theories were replaced by contingency theories in the 70s. Although the behaviour theories presented a logical answer to what is leadership it came under heavy criticism when researchers proved that one style of leadership will not work in all situations. An example was famous corporate leader Al Dunlap, Dunlap famous of his tough an autocra tic approach was often hired by companies who were looking to revive, downsize and get back on track after heavy loses. Dunlap always helped the companies with ruthless axing of employees, freezing salaries and cutting back costs. He helped several companies till he ended up in a company which was doing just fine in the market. However due to his autocratic style he soon became unpopular and loyal employees started leaving the company due to his attitude. This led to the eventual firing of Dunlap from the company. This real life example is one of many where a certain behaviour did not work due to a different situation (Robbins and Judge, 2012). Yukl (2002) commented that contingency theories basic assumption was that leaders have to adopt certain styles of leadership according to the situation. The most famous theory of it is Fiedlers model which suggested that a leaders style is fixed, which is either production oriented or employees oriented, but the situation can change. Th e situation was defined by leader member relationship, task structure, and position power. The theory, supported by research, suggested that every situation requires a different kind of leaders style. It was proven by research that a situation in which leader member relationship is good, positon power is strong, and task structure is high, a leader with production oriented approach will perform best (Fiedler, 1967). Another famous contingency theory was situational leadership theory which suggested that the leader has to change its style according to followers readiness. Followers readiness was defined as the extent to which followers are able and willing to do something for the leader (Graeff, 1983). These famous theories define leadership in different ways. It is hard to find an agreement on one common definition of leadership in the literature. However when we differentiate between a leader and a manager we find agreements that a leader has followers not subordinates and a leader inspires and does not authorise, lastly a leader gives vision towards achievement of a common goal. Leadership can be taught or its an inborn ability: After concluding what is leadership the next question that needs answering is are leaders born or made? The â€Å"Made† school of thought over a period of time has gained popularity. One survey among the top executives of government and private sector organisations in the USA suggested that 54% believed leaders can be made while 19% felt they were born and 28% thought they are both born and made ( Stringer, 2004). Ruvolo et al. (2004) claimed that since the early theories looked at the appearance of leadership they believed that leaders were born. The examples were taken from great leaders of that time including Martin Luther King and Gorge Washington. The researchers who believed that leaders are born strongly believe that nature plays a much higher role in personality development as compared to environment, education and training. One very famous example quoted by these researchers is the study of twins separated at birth. This study took 100 sets of twins who were separated at birth due to different reasons. The separation meant that these twins were brought up by different people, they had different education and environments at home. Logically the choices that these people made in life later should have been influenced by the way they were brought up, but the study proved otherwise. With several examples from the 100 sets it was seen that the twins, although separated at birth, had striking resemblances in the choices they made in life. One set of twins (men), 30 years later, had the same model of car with the same colour, they both owned a dog with the same name, and they both had similar choices in holidays (Newman et al., 1937). Another famous study in this regard was done on young children. These children, all under 5, were judged for the traits they possessed. The study revealed that their dominating traits such as shyness, confidence, and arrogance was adopted from their genes, which meant someone in the family from maternal or parental side had these traits ( McCrae et al., 2000). These two studies have presented evidence which suggests that leadership is a born trait and only a few may possess it. Over the years other studies have taken place which have focused on proving the same.De Neve et al. (2013) described a study conducted at UCL which suggested that the people who had supervisory positions in companies had a Gene called RS4950 in them. The critics of such research claim that these studies are flawed and they only consider a certain number of variables while ignoring the others that may play a considerable role in leadership positions. For instance there is a possibility that many people with Gene RS4950 have no supervisory or leadership positions and they may be living their normal lives. However since the research did not consider including such people in their sample the research is flawed ( Parkay and Hall, 1992). The other school of thought which believes that leaders are made have t heir own arguments for it. This school of thought simply argues that if nature plays its role in creating great leaders, for example, why a certain region or country has more leaders as compared to others. For instance current fast developing countries such as China, Malaysia and Turkey are producing effective leaders which are helping these countries progress. On the other hand most of the countries in Africa and some in Asia (such as India and Pakistan) lack supply of effective leaders right now (Ridley, 2003 ). Gregersen et al. (1998) similarly suggested that majority of Fortune 500 companies belong to America, for which the credit is given to the exceptional corporate leadership. This shows that the culture, education, and training plays more of a role as compared to genes of a leader. Day (2001) emphasized that this school of thought feels that culture and education help people gain certain skills. One of these skills is leadership which is seen more in some countries as compared to others. A study in different universities in America revealed that Stanford University produces the highest number of entrepreneurs in the country. This study shows that education and skills developed at Stanford are different as compared to other universities in America and thats why they have the highest number of entrepreneurs ( Eesley and Miller, 2012). Again, this strengthens the belief that the nurturing of an individual will play a vital role in taking and acquiring the leadership skill as compared to nature. Another study by Goldsmith and Morgan (2004) researched 88,000 managers who participated in leadership development programs. These programs were focused on teaching managers how to be effective leaders. Interestingly many of these managers came back from training and applied the knowledge learned in their professional lives. On the other hand the managers who did not go through the program showed no improvement (Goldsmith and Morgan, 2004). However the critics of this school of thought ask the question if the leaders can be made why does everyone not go on to become a leader? The question seems logical considering that even the best universities will produce 15-20% exceptional corporate leaders who will become the pride of the University, but what about rest of the 80% people, why do they not assume leadership roles ( Goleman, 2003). Nurture et al. (2004) answered the question by claiming that leadership in a group of people is like a bell curve, in which the bottom 15% will not have the potential and ability to acquire this skill. The top 15-20% are the exceptional talent who do not need leadership development. However it is about the vast majority that lies between top and bottom 15%, who if trained well, can acquire the skill of leadership. Conclusion: It is hard to conclude a debate which has such strong arguments and research to support both sides. There is no denying the fact that nature plays a vital role in leadership. Many traits are seen commonly in great leaders. These traits have helped us identify what leadership is. These traits have also helped organisations recruit the right people. However nature may not be the only answer to effective leadership. Looking around and going back in history it can be seen that leaders come from different places, different background and a leaders children will not always turn out to be leaders. On the other hand it is noted that certain cultures instil confidence in children at a very early age, they develop opinion and often go on to make better choices as compared to children who come from a culture where choices are imposed and respect is so embedded that it stops them from asking questions and they end up making poor and limited choices in life. There is no denying that some people are born leaders, but there are no universally accepted traits which define the born leadership. On the other hand training and development focus on producing leaders without the assumption of born traits and produce better results. So it can be concluded that nature and nurture both play a role in leadership, however nurture has a more important role as compared to nature. AVOLIO, B. J. 2005. Leadership development in balance: Made/born, New York Psychology Press. CONGER, J. A. KANUNGO, R. N. 1987. Toward a behavioral theory of charismatic leadership in organizational settings. Academy of management review, 12 , 637-647. COSTA, P. T. MCCRAE, R. R. 1998. Trait theories of personality, New york, Springer. DAVIS, T. R. LUTHANS, F. 1980. A social learning approach to organizational behavior. Academy of Management Review, 5 , 281-290. DAY, D. V. 2001. Leadership development:: A review in context. The Leadership Quarterly, 11 , 581-613. DE NEVE, J.-E., MIKHAYLOV, S., DAWES, C. T., CHRISTAKIS, N. A. FOWLER, J. H. 2013. Born to lead? A twin design and genetic association study of leadership role occupancy. The leadership quarterly, 24 , 45-60. EESLEY, C. E. MILLER, W. F. 2012. Stanford Universitys economic impact via innovation and entrepreneurship, California: Stanford University. FIEDLER, F. E. 1967. A theory of leadership effectiveness, New York, McGraw Hill. GOLDSMITH, M. MORGAN, H. 2004. Leadershop Is a Contact Sport. Strategy+ Business , 70-79. GOLEMAN, D. 2003. What makes a leader? Organizational Influence Processes (Porter, LW, et al. Eds.), New York, ME Sharpe , 229-241. GRAEFF, C. L. 1983. The situational leadership theory: A critical view. Academy of management review, 8 , 285-291. GREGERSEN, H. B., MORRISON, A. J. BLACK, J. S. 1998. Developing leaders for the global frontier. Sloan Management Review, 40 , 21-32. HOGAN, R., DESOTO, C. B. SOLANO, C. 1977. Traits, tests, and personality research. American Psychologist, 32 , 255. KIRKPATICK, S. A. LOCKE, E. A. 1991. Leadership: do traits matter? The executive, 5 , 48-60. LEWIN, K. 1944. The dynamics of group action. Educational leadership, 1 , 195-200. MCCRAE, R. R., COSTA JR, P. T., OSTENDORF, F., ANGLEITNER, A., H?EBà ?KOVà , M., AVIA, M. D., SANZ, J., Sà NCHEZ-BERNARDOS, M. L., KUSDIL, M. E. WOODFIELD, R. 2000. Nature over nurture: temperament, personality, and life span development. Journal of personality and social psychology, 78 , 173. NEWMAN, H. H., FREEMAN, F. N. HOLZINGER, K. J. 1937. Twins: a study of heredity and environment, Chicago University of Chicago Press. NORTHOUSE, P. G. 2012. Leadership: Theory and practice, California, Sage Publications. NURTURE, N. V., GENES, E. HUMAN, W. M. U. 2004. Nature versus Nurture. Am J Psychiatry, 161 , 1933. PARKAY, F. W. HALL, G. E. 1992. Becoming a principal: The challenges of beginning leadership, California Allyn Bacon. RIDLEY, M. 2003. Nature via nurture: Genes, experience, and what makes us human, HarperCollins Publishers. ROBBINS, S. P. JUDGE, T. A. 2012. Organizational Behavior 15th Edition, New York, Prentice Hall. RUVOLO, C. M., PETERSON, S. A. LEBOEUF, J. N. 2004. Leaders Are Made, Not Born em The Critical Role of a Developmental Framework to Facilitate an Organizational Culture of Development/em. Consulting psychology journal: practice and research, 56 , 10. STOGDILL, R. M. 1974. Handbook of leadership: A survey of theory and research, Free Press. STRINGER, E. T. 2004. Action research in education, Pearson/Merrill/Prentice Hall Upper Saddle River, NJ. YUKL, G. VAN FLEET, D. D. 1992. Theory and research on leadership in organizations, Consulting Psychologists Press. YUKL, G. A. 2002. Leadership in organizations, California, Pearson.

President Lyndon B. Johnson Essay - 1478 Words

One of the biggest blunders in the United States’ history was the decision to involve the nation in the feud between North and South Vietnam known as the Vietnam War. It is safe to say that the United States might not have gone to war if American citizens did not support it. History has shown that there were many indications that this was a poor decision so why did the American people initially support their government’s aspirations to fight communism in Vietnam? The 1960s were a time where the U.S. federal government had overwhelming control over their behaviors and actions the American public were able to perceive. Americans had very limited knowledge of what was really happening in Vietnam and what the true motives of the U.S. government were in residing in the Asian country. This gave the government the advantage in gaining support because they had full control on how to present the ongoing conflict to the people. President Lyndon B. Johnson was able to successfully sway the majority of Americans into supporting his decision to send armed forces to fight in Vietnam in his speech addressing the concerns over Vietnam. However, there were some Americans who opposed the war including Dr. Martin Luther King Jr., who also wrote a speech about Vietnam titled â€Å"Beyond Vietnam† and offered his arguments against the war. Johnson managed to persuade the public to his favor with his speech by convincing Americans that communism posed a threat to the U.S., the fate of Asia wasShow MoreRelatedPresident Lyndon B. Johnson1227 Words   |  5 Pagesof becoming the President of the United States, but few realize the difficulties that a country’s leader must face: tough decisions, public scrutiny, and more. Because of this, the role of president can be considered one of the most difficult jobs in America. It is no wonder why individuals who attain the prestigious position will sometimes decide not to run for reelection. 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Life as a Screenplay free essay sample

The soft velvet seat of the theater surrounds me as I start to relax; the floor is sticky with the residue of spilled soda and candy, and a hint of butter still lingers in the air. The curtains go down and the lights dim; a scene flickers onto the blank screen, an establishing shot of a house. The camera pans right and focuses on the only window in the house with light spilling out. A girl sits at her desk, her face hidden from the prying eye of the lens. The camera follows as she gets up and makes her way to the kitchen, switches to a high-angle shot as she makes her own dinner. The camera cuts away from the girl and focuses on her surroundings—she is alone. The silence is too much for her, so she slips into bed and pulls the covers up around her to drown it out. We will write a custom essay sample on Life as a Screenplay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Only in slumber does she reveal her face to the camera. As the curtains go up and the lights return, I remember that I am the girl on the screen; I am just another character in a story, and my life up until now has always been lived through a lens. Since I was young, I have fancifully considered that I may be the star of an elaborate â€Å"Truman Show†- style program. Though I, of course, recognize the utter improbability of my fantasy, it has still shaped the way I see the world. A brilliantly-hued sunset becomes an impressive CGI shot, my closet morphs into a costuming department able to accommodate any era, and that new girl in Biology clearly came from the Casting department. Through it all, the cameras roll—my eyes, capturing the reels of my life and framing the defining moments of my existence in memories, like limited edition film cells. The lights dim once more, for my daydream-intermission has come to an end, and the projector sputters back to life, returning me to the heroine’s storyline. The scene comes into focus: a long shot of my sitting in the middle of a restaurant, dishes clattering in the background amid a cacophonous atmosphere. My mind stumbles back in time, and instead of watching the scene, I am now reliving it. My throat closes up and tears threaten to spill out of my eyes as I look down at my untouched plate. When I look up, I see my mother’s mouth moving, but I don’t hear the words clearly—it’s as if everything is being muffled by a wall. She’s talking about my father: I think I hear the word divorce, and though I can’t be sure I’ve heard correctly, I know it’s true. I’m not shocked; the truth is I had come to terms with the inevitable long before that day. It is this scene, more than any other, that shows me the power—and limitations—of my mental camera. Strange details that I hadn’t planned to record—my brother’s stony face, the water-spot on my fork that I can’t seem to remove—are indelibly captured on film, while crucial segments, even my own lines from the script, have somehow landed on the cutting room floor. The film reel catches and jerks to a stop, forever paused in that moment of time. Unable to replay that scene further, I revisit the episodes of their divorce, sometimes fast-forwarding, sometimes moving frame by frame, aware yet again of the power of the camera; how the scene is framed, how the contents of the foreground or background can dramatically alter the effect on the audience. When my mothers claims about my father, blown out of proportion, loom too large near the foreground, my heart pangs with guilt as I remember the bitter script I recited at him. With proper framing and proportion, though, I am able to find the necessary balance, the c ontentment of understanding that I can control where my camera focuses. Every day, I revisit the theatre’s dark corridors. This theater is not open to the public—it is here to remind me that I must choose to be my own director, to take an active hand in the casting, scripting, and composition of what will be the greatest blockbuster of my lifetime. It is a limited run, so I better make it worthwhile. Even though I dont always know the script, I do know that, from now on, I’ll be the one controlling the camera.