Assess the importance of school factors such as racism Essay

Evaluate the significance of school factors, for example, bigotry and pupils’ reaction to prejudice in making ethnic contrasts in instructive accomplishment. Prejudice is an arrangement of convictions that characterizes individuals as prevalent or substandard, and legitimizes their inconsistent treatment, based on natural contrasts, for example, skin shading. Singular bigotry alludes to the preferential perspectives and prejudicial conduct of people. Institutional bigotry exists when the normal ways an association works have supremacist results paying little heed to the aims of the people inside it. Bigotry and pupils’ reaction to prejudice are interior components which implies they occur inside schools and the instruction framework they may cause ethnic contrasts in instructive accomplishment which alludes to the distinctions in instructive accomplishment between the ethnic gatherings inside schools for instance, Black and Pakistani students do most exceedingly terrible at GCSE and Indians and Chinese do best as upheld by the DfES (2007). Despite the fact that inside elements may have added to ethnic contrasts in instructive accomplishment, outer factors outside of the training framework, for example, pupils’ being tangibly denied may likewise influence ethnic contrasts in accomplishment. The thing appears to help the suggestion that school factors, for example, prejudice and pupils’ reaction to bigotry may cause ethnic contrasts in instructive accomplishment as the thing states ‘Bangladeshi, dark and Pakistani students accomplish less well than different understudies at all phases of training which is bolstered by the DfES (2007) that found on normal a little more than a portion of all Bangladeshi, dark and Pakistani young ladies left school with at least five GCSE grades A*-C. Anyway this was a ton lower for young men with just a portion of Bangladeshi young men leaving school with at least five GCSE grades A*-C and not as much as this for Pakistani and dark young men. The thing utilizes Gillborn and Youdell (2000) to clarify these distinctions just like the consequence of instructor bigotry this is upheld by Jenny Bourne (1994) who discovered, schools will in general observe dark pupils’ as a danger and would name them contrarily, driving in the long run to rejection. They thing likewise proposes that that sexual orientation contrasts have a significant influence in making ethnic contrasts in instructive accomplishment as it has been discovered that among white and dark common laborers understudies young ladies show improvement over young men, yet among Asians young men show improvement over young ladies. In general the thing appears to accept that factors inside school, for example, naming and educator bigotry lead to ethnic minority students being dealt with contrastingly in this way being not able tofulfil their actual potential as they feel as if they are less significant and less time and consideration is given to them prompting ethnic contrasts in instructive accomplishment. Because of negative bigot marks, instructors may treat ethnic minority students in an unexpected way, disadvantaging them and realizing an unavoidable outcome that prompts under-accomplishment as Gillborn and Youdell (2000) discovered educators had ‘racialised expectations’ about dark understudies and considered their to be as compromising and dark understudies felt as if they were disparaged by educators. Gillborn and Youdell infer that contention between white instructors and dark understudies comes from educators supremacist generalizations instead of pupils’ real conduct. This can cause under-accomplishment since it prompts: significant levels of dark young men being barred and dark understudies being put in lower sets or streams. This investigation plainly underpins the recommendation that school factors make ethnic contrasts in instructive accomplishment as the examination proposes that instructors low desires for dark students prompts them being dealt with diversely and mistreated by educators driving them under accomplishing. Research has additionally discovered that Asian students are likewise generalized by instructors as Wright (1992) discovered Asian understudies were generalized by their educators and rewarded in an unexpected way: They were viewed as an issue and were frequently overlooked and instructors accepted that Asian students would have a poor handle of English and would utilize oversimplified words when instructing them. This investigation is a touch of astounding as Asian understudies have the most noteworthy level of students leaving school with at least five GCSE grades A*-C. Understudies may respond in a wide range of approaches to supremacist naming in school, including framing or joining student subcultures this may prompt the under-accomplishment of ethnic minority bunches making ethnic contrasts in instructive accomplishment. Sewell (1998) found that dark young men embraced a scope of reactions to teachers’ supremacist marking of them as insubordinate and against school. One response was to join a subculture known as the ‘rebels’ they were a little yet profoundly noticeable minority of dark students. They dismissed the school’s objectives and administers and adjusted rather to the generalization of the ‘black macho lad’. They detested both white young men and traditionalist dark young men. Their point was to accomplish the status of ‘street hood’. O’Donnell and Sharpe (2000) found a macho ‘warrior’ reaction like the ‘rebels’ among some Asian young men. Be that as it may, in spite of just a little minority of dark and Asian young men really fitting the generalization of ‘macho lad’,teachers would in general observe all along these lines. This brought about the under-accomplishment of numerous young men, because of segregation of instructors. Anyway examines show that not all minority ethnic students who are adversely named acknowledge and adjust to names. Some stay focused on prevailing notwithstanding supremacist marking: Fuller (1984) contemplated a gathering of high accomplishing dark young ladies in year 11 of a London far reaching. The young ladies kept up a positive mental self portrait by dismissing teachers’ generalizations of them. They perceived the estimation of instruction and were resolved to accomplish. They didn’t look for teacher’s endorsement and remained companions with dark young ladies in lower streams. This investigation would restrict the recommendation as this examination proposes that not every person that is marked in a contrary and bigot path fits in with their name or acknowledges that they won't accomplish inside instruction. Numerous sociologists contend that despite the fact that the supremacist marking rehearsed by certain educators is significant, it's anything but a sufficient clarification for the far reaching ethnic contrasts found in accomplishment. Rather, they contend, institutional prejudice must be centered around. Institutional bigotry is oppression ethnic minorities that is incorporated with the way establishments, for example, schools and universities work on a standard premise, instead of the goals of individual instructors. The ethnocentric educational plan is a significant case of institutional prejudice. ‘Ethnocentric’ alludes to mentalities or strategies that organize a culture or one specific ethnic gathering whist ignoring others. Numerous sociologists have contended that the educational program inside British schools is ethnocentric. Troyna and Williams note that it offers need to white culture and the English language. While Ball sees the history educational program in British schools as reproducing a ‘mythical age and past glories’, while simultaneously overlooking the historical backdrop of dark and Asian individuals. This may bring about minority ethnic gathering understudies feeling that they and their way of life are not esteemed in instruction and this decreases their feeling of confidence, which negatively affects their instructive accomplishment as they feel just as they are useless making them under-accomplish. The CRE (1992) investigation of ‘Jayleigh’ school found that Asian students were reliably positioned in lower sets and were less inclined to be entered for tests making them under-accomplish bringing about ethnic contrasts in instructive accomplishment. Likewise, the functions of the ‘A-C economy’ implied that dark students were put in lower sets and hadless possibility of picking up capabilities. Despite the fact that interior elements may have added to ethnic contrasts in instructive accomplishment, outer factors outside of the training framework, for example, may likewise influence ethnic contrasts in accomplishment. Social hardship hypothesis asserts that the under-accomplishment of some ethnic gatherings is brought about by lacking socialization in the home. This clarification has two principle viewpoints: Intellect and language abilities †social hardship hypothesis guarantees that kids from low-salary dark families need scholarly incitement. Accordingly, they neglect to create thinking and critical thinking aptitudes. Bereiter and Engelmann guarantee that the language of less fortunate dark families is ungrammatical and disconnected. Thus, their youngsters can't communicate dynamic thoughts a significant boundary to instructive achievement. Some case that kids who don't communicate in English at home might be kept down instructively. This could cause the ethnic contrasts inside instructive accomplishment as per social hardship scholars ethnic minority understudies would do not have the capacity to prevail at tests. The other part of the clarification of social hardship adding to under-accomplishment is mentalities, qualities and family structure. Contrasts in perspectives and qualities towards training might be the aftereffect of socialization. Most youngsters are associated into the standard culture, which ingrains competiveness and a craving to accomplish, consequently preparing them for achievement in training However a few kids are not associated along these lines and the absence of a male good example for some African-Caribbean young men may urge them to go to an enemy of instructive macho ‘gang culture’. Murray (1984) contends that the high pace of solitary guardians and an absence of positive male good examples lead to the under-accomplishment of some minority understudies causing ethnic contrasts in instructive accomplishment. This is support by Moynihan (1965) who contends that the nonattendance of a male job mode creates insufficiently mingled

Society and Family Conflict in A Raisin in the Sun by Lorraine Hansberr

Society and Family Conflict in A Raisin in the Sun by Lorraine Hansberry   â â Within the setting of some random crossroads ever, the progression of time permits reflection on the perspectives and feelings of individuals. The political air, business prevailing fashions, social patterns or strict intensity of the time we watch, all loan flavor to the perspectives that we will discover there. A few parts of our human instinct are as ageless as eating or resting, for example, the obligations of a family or the contentions which destroy them. In Lorraine Hansberry's work A Raisin in the Sun we can see plainly not just the dramatization every one of us survives in the ties of family and love, however it gives us an undying cut of history of the occasions wherein it was composed.  â â â â â â â A significant part of the political activity that happened during the time depicted inside this play is explicit to the time which it depicts. In Chicago and somewhere else, the financial suffering of minority families was ... ... Carlisle, David K. 1998. Dark Combat Units In Korean War Action. [Online] Available:â http://members.aol.com/warlib/dkc2.htm [2000, June 12]. Hansberry, Lorraine. A Raisin in the Sun. Beatty, J., Hunter, J. P. (Eds.)(1998) Norton Introduction to Literature (seventh Ed.). New York: Norton (pp.â 1381-1485). MSN Microsoft Network. Encarta. W.E.B. DuBois. [Online] Available: http://encarta.msn.com/list/conciseindex/2E/02E91000.htm?z=1&pg=2&br=1 [2000, June 11]. Â

Four Tips For Equitable Participation In The Classroom

Four Tips For Equitable Participation In The Classroom Heather, a veteran teacher, shares her tips for creating a classroom where all students participate. These are strategies you can try right away in your classroom to make sure you hear from all of your students. by Heather Aulisio Each new school year brings a brand new batch of students. Some of your students will be very vocal, natural born leaders. Others will prefer to blend in with the woodwork, completely content with getting called upon minimally, without drawing attention to themselves. When it comes to ensuring that all students have a chance to contribute to classroom discussions and volunteer answers (whether they want to or not), there are some strategies you can try to make participation equitable for all. Use the Grouping Strategy If you have a few students who do most of the participating in your classroom, consider giving the grouping strategy a try. It’s easy for your students to understand, and it pushes them to remain alert and attentive. All you need to do is make sure your classroom contains groups of desks (no more than 8). When going over independent work, for example; call on a student in your first group cluster. After they answer, move to your second group cluster and call on a different student. Repeat this process, moving from group to group, to ensure that a different student is called on each time! You can even utilize this strategy by calling on students using a boy/girl rotation. Take a Back Seat Student led groups are a great way to get everyone involved, and it allows you to take a back seat to some aspects of instruction. You can assign students to small groups based on each child’s personality. This way, your more outgoing, confident students can be a speaker/representative for the group when it’s time to present or share answers with the class. You can assign a more reserved student the role of note taker, materials collector, or even the artist. Student led groups work great when reading novels, completing social studies or science projects, or even solving math word problems. Offer More STEAM Options Most children learn best when learning though kinesthetic opportunities. Consider planning more STEM lessons. All students need to pre-plan a design, share their thoughts, and then pitch in to construct objects or incorporate art in the activity. It builds confidence and encourages participation in a smaller group setting, which is less intimidating than speaking in front of the whole class. Post a Sticker Chart Consider posting a participation sticker chart in your classroom, which is easily seen by all. This strategy works great for older school aged children. At the end of each day (or week, if first starting out), scroll through the list of students in your class and give them a sticker if you feel that you have observed them vocally and actively participating during direct instruction or when working in pairs. This may be enough motivation for students to go out of their way and take more of an active role during the learning process. Some students may need some kind of tangible reward, like a prize from your prize basket after earning a designated number of stickers. Regardless of how you decide to set it up, it can be quite a motivator for your students. It’s also a great resource to show parents when discussing participation concerns with them. Why is equitable participation so important in your classroom? It helps give those who are mild and meek, a chance to be heard over strong and outgoing personalities. It also helps you assess each child informally so you can drive your instruction properly, and lead discussions appropriately. Consider giving these several simple suggestions a try to ensure equitable participation with your new group of students this year, and all year. Here are some additional resources to support equitable participation: Tips and Strategies For Making Student Thinking Visible and Five Easy Tips For Increasing Student Engagement.   How do you ensure equitable participation in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest. Heather Aulisio is a third grade teacher in Pennsylvania. She has been a teacher for nearly 15 years and holds multiple degrees and certifications. A freelancer for The Mailbox and other education-related clients and publications, she enjoys writing in order to help and entertain fellow teachers. She currently resides with her husband, Bryan; son, Matthew; and two pugs, Lily and Leo. Four Tips For Equitable Participation In The Classroom Heather, a veteran teacher, shares her tips for creating a classroom where all students participate. These are strategies you can try right away in your classroom to make sure you hear from all of your students. by Heather Aulisio Each new school year brings a brand new batch of students. Some of your students will be very vocal, natural born leaders. Others will prefer to blend in with the woodwork, completely content with getting called upon minimally, without drawing attention to themselves. When it comes to ensuring that all students have a chance to contribute to classroom discussions and volunteer answers (whether they want to or not), there are some strategies you can try to make participation equitable for all. Use the Grouping Strategy If you have a few students who do most of the participating in your classroom, consider giving the grouping strategy a try. It’s easy for your students to understand, and it pushes them to remain alert and attentive. All you need to do is make sure your classroom contains groups of desks (no more than 8). When going over independent work, for example; call on a student in your first group cluster. After they answer, move to your second group cluster and call on a different student. Repeat this process, moving from group to group, to ensure that a different student is called on each time! You can even utilize this strategy by calling on students using a boy/girl rotation. Take a Back Seat Student led groups are a great way to get everyone involved, and it allows you to take a back seat to some aspects of instruction. You can assign students to small groups based on each child’s personality. This way, your more outgoing, confident students can be a speaker/representative for the group when it’s time to present or share answers with the class. You can assign a more reserved student the role of note taker, materials collector, or even the artist. Student led groups work great when reading novels, completing social studies or science projects, or even solving math word problems. Offer More STEAM Options Most children learn best when learning though kinesthetic opportunities. Consider planning more STEM lessons. All students need to pre-plan a design, share their thoughts, and then pitch in to construct objects or incorporate art in the activity. It builds confidence and encourages participation in a smaller group setting, which is less intimidating than speaking in front of the whole class. Post a Sticker Chart Consider posting a participation sticker chart in your classroom, which is easily seen by all. This strategy works great for older school aged children. At the end of each day (or week, if first starting out), scroll through the list of students in your class and give them a sticker if you feel that you have observed them vocally and actively participating during direct instruction or when working in pairs. This may be enough motivation for students to go out of their way and take more of an active role during the learning process. Some students may need some kind of tangible reward, like a prize from your prize basket after earning a designated number of stickers. Regardless of how you decide to set it up, it can be quite a motivator for your students. It’s also a great resource to show parents when discussing participation concerns with them. Why is equitable participation so important in your classroom? It helps give those who are mild and meek, a chance to be heard over strong and outgoing personalities. It also helps you assess each child informally so you can drive your instruction properly, and lead discussions appropriately. Consider giving these several simple suggestions a try to ensure equitable participation with your new group of students this year, and all year. Here are some additional resources to support equitable participation: Tips and Strategies For Making Student Thinking Visible and Five Easy Tips For Increasing Student Engagement.   How do you ensure equitable participation in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest. Heather Aulisio is a third grade teacher in Pennsylvania. She has been a teacher for nearly 15 years and holds multiple degrees and certifications. A freelancer for The Mailbox and other education-related clients and publications, she enjoys writing in order to help and entertain fellow teachers. She currently resides with her husband, Bryan; son, Matthew; and two pugs, Lily and Leo.

The Current Greek Financial Crisis - 1982 Words

It’s no secret that Greece is in quite a predicament. The country is currently in the midst of a crisis that reaches not just all parts of Greek society but a global stage as well. Is Greece at the point of no return, will they end up defaulting on their massive debts from combined lenders, breaking away from the European Union (EU) and the singular monetary system of the Euro? While many people think that is the way to go for Greece, the government could also find solace in the examples of other EU countries. By looking at how these countries were in the same situation as Greece yet have managed to make the necessary spending cuts and social reforms, and in doing so have regained control. This paper, provided will be an overview of the†¦show more content†¦The country subsequently took one of the largest emergency package loans in history and has been taking on more and more debt since. Much of its credit is coming from countries that Greece currently does a majority of its trade with. Economic growth since then has been labored and much needed political leadership has been fleeting. The government is spending money to send their youth to college and university for free and upon receiving a degree, many of these young people are leaving the country for promises of better work and job security. In a way this could be a great incentive for the government because if they can bring their economy back, it will be more favorable not only for future graduates to stay at home and contribute to their national structure and economy but also for the current youth that have gone elsewhere seeking employment to comeback. These youth are not just coming back empty handed, they are coming back with priceless knowledge of international business and structure, also pros and cons of how other societies operate and make their society work. These youth are currently out in the wide world scattered among countries, receiving valuable information that in the future can help Greece as a whole and its presence on and international stage. Many different theories have been presented on the current financial problems of Greece, by top-notch scholars and economists, who differ in opinion but

Theory of Motivation in Marketing - 1954 Words

Introduction Any fundamental knowledge about marketing should consider the fact that this process involves various psychological underpinnings, including motivation. The theory of motivation in marketing does not only pertain to a single theoretical construct, but to a number of premises that explain how marketers may respond to the motivational needs of consumers. Consumers purchase products and patronise services depending on how those products respond to their basic biological needs or to psychological needs for esteem, status, social recognition, belonging, and/or self-actualisation (Drummond, et al. 2008). A consumer’s actual motivation causes him or her to move or respond to the message of a promotion or advertisement and the type of response often determines the effectiveness (or lack thereof) of marketing strategies. By identifying consumer motivations, marketers help satisfy their needs, thereby facilitating the relationship between these consumers and business organ izations. In any case, knowledge about the general motivation theory, and its different sub-theories, allow marketers to develop marketing mix, strategies, and solutions to respond to the needs of various consumer demographics, aspirations, and goals. These insights are further elaborated in the succeeding sections of this paper. 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Analysis of Culture and Leadership Styles Free Essays

1.1 Introduction People expect their leaders to behave in a certain manner due to their bestowed status. Cultural forces play a major role in outlining the performance of its leaders. We will write a custom essay sample on Analysis of Culture and Leadership Styles or any similar topic only for you Order Now Several countries embrace concept of leadership in all organizational and political aspects (Zelden, 2006). This implies that leadership is a definite function of cultural differences in the USA and France. In addition, countries differ in exercising leadership concepts. France, for instance has, distinctly varied views about their culture and leadership style. France embraces two major traits among its leaders; based on their charismatic and ability to build consensus while the USA embraces two traits from its leaders: those who delegate authority and grant autonomy (Williams, 2009). The paper also takes an insight about the various clashing leadership practices in the economic and political sectors. In addition, the paper highlights the French culture in the domain of values orientation and dimensions. Stereotypes align the destiny of a country and changes the way people view their leaders. The paper highlights practical clashes in the ethical consideration in France and the US. T he success of a given country stems from the imminent culture and leadership styles. 1.2 Brief Overview of French Culture In France, the leaders stream from their management schools such as the Grandes Ecole, which is one of the elite schools. The colleges are the champion of intellectual rigor amongst the able youths in the country. This leads to a highly educated group of leaders with extremely high academic precision. The society also values intellectualism amongst the leaders. The management in French constitutes the leadership which is assigned the intellectual task of mastering and analyzing the concepts and information in a rational manner (Hall, 2009). The society also practices other pragmatic issues such as motivation to its followers. Decisions are made at senior levels progressing to the lowly rated leaders for implementation (Zelden, 2006). This is seen as a directive approach by those in a non-hierarchical background and from a consensus orientation. These groups of people view the leadership system insufficient of the required team building elements and being authoritative. France has a h igh level of power distance as well as high uncertainty avoidance. The French society values a collective culture and is keen on upholding women issues. 1.3 Clashing Values, Attitudes and Behavior between and France and American Culture 1.3.1 Power Distance Power distance is a virtue used to measure ‘inequality’ acceptance level in a given society. Basically, all societies’ experience ‘inequality’ but at varied levels, for instance: legal, social, political and material differences (Alder, 2008). Societies differ at the level at which they accept inequality. USA, for instance, has a lower power distance as compared to France. Government leaders with power tend to act above other human beings just like President Nixon who made attempts to circumvent the law to justify his unruly behavior (Crunden, 2008). When we compare this trait between the US and France, several insights are established. Jacques Rousseau differentiated between inequality on intelligence and force. Rousseau asserted that all men ought to be considered equal despite devoid of privileges and superiority among human beings (Hall, 2009). In France, leaders have taken the power distance advantage and are exploiting people at personal benefit . This clearly explains why France is not successful when compared to other countries like the USA. 1.3.2 Uncertainty Avoidance This virtue helps define an attitude forged on the unknown. It is evident that some societies exhibit more anxiety in coping with uncertainty over others. Deresky (2006) opines that the USA manifests lower uncertainty avoidance while France has a higher score of uncertainty avoidance. This implies that fear of the unknown in France may elicit people to take on in actions that have uncertain outcomes. In contrast, low uncertainty people tend to be innovative, are risk takers and they are never hampered by uncertainties that hinder one’s progress (Boehnke, 2012). It is also a factor which hinders understanding of the French culture due to various contradictions in the French culture. Countries with high uncertainty avoidance, acknowledge that employs are supposed to obey their leaders without queries about their decisions and motives. However, France manifests a different channel as employees have the power to understand the operations of the organization and decline to follow a n order blindly as opposed to the case in the USA. Employees in France can withhold compliance and decide that the leaders or the supervisor does not have the right to request a certain issue from the employee (Miroshnik, 2010). 1.4 French Culture using the Values Orientation Dimensions Yukl (2006) acknowledges that collectivism measures the socialization gained by an individual as part of a given group. The society believes that their livelihood is alleged to a given group considering its members and seeking support from the group. Individuals offer their products to a group in a collectivistic culture while individuals usually stand apart from a given group in an individualistic culture (Zelden, 2006). France has a mild individualistic culture (Alder, 2008). This implies that France has a consolidated collectivistic culture. Ties are very loose among workers, children and parents and among individuals. France finds it hard to manifest and respect decisions made by a certain ‘group’ but it prefers independent relationships (Adler, 2008). Femininity is a measure by which states pursue attributes linked with women such as; quality of life, social harmony and safeguarding relationships (Williams, 2009). Feminine societies are characterized to put more emphasis on such traits. Masculine societies on the other hand, adhere to manly behaviors like wealth accumulation, quality of life and they value work as opposed to embracing social pursuits. Individuals in a masculine culture gain fame by the extent to what they have while feminine culture defines individuals based on who they are and as intrinsic beings. France has a lower score in embracing masculinity but it has performed well in embracing femininity. France is ranked number six in the world economy due to its adherence to femininity virtues (Yukl, 2006). For France to prosper in its economy, it has to join the USA by setting aside the quality of life and love for harmony. In addition, individual liberties and freedom has caused France to deteriorate in economic growt h. 1.5 Leadership Style to be used in France Charisma invokes an attribution element on the subjects as they envy personal costs and sacrifices made by their leaders in accomplishing their vision. Charismatic leaders have an extraordinary influence on their subjects. Such leaders exhibit dominance, extraversion and self-confidence (Hall, 2009). Charismatic leaders use emotional appeals as opposed to authority when eliciting compliance from their followers. Charisma may be easily adaptable by the French culture as opposed to the US culture. French culture is not limited to adhering to authority despite having a collectivistic culture (Deresky, 2006). In addition, French does not change their ways due to external forces. However, French subjects may be easily influenced by a charismatic leader as they might feel that they respect and adhere to his objections freely. French followers like the fact that they are free subjects with right to act in an appealing manner. This implies that the congruence between followers and leadersâ⠂¬â„¢ vision can merge with the followers and leaders’ values (Hall, 2009). ‘France’ ‘therefore’ is an outstanding state with all these traits in congruence. 1.6 Role of Stereotypes Stereotypes play a huge role in the management of a company and a state. In the US culture, the subjects have been acclimatized to the natural rule of the land. For a long time, the Americans have shown respect to leaders who delegate authority to the juniors and grant autonomy. The Americans have been subjected to the norm rule and show much respect to risk taking and confident leaders. This has been exemplified by leaders such as John Wayne (Hall, 2009). The adoption of masculinity in US has led to its huge growth in economy. Masculinity is associated with creation and accumulation of wealth as well as value addition in someone’s life. Stereotypes in the French culture have made Mitterand and De Gaulle national heroes (William, 2009). This is based on the perceived good leadership skills such ability to build consensus and charisma. The French economy has deteriorated due to believe in femininity which is associated with love for harmony and quality of life. 1.7 Practical Advice The adoption of a single and universal leadership style is quite vital in all sectors of life such as the economic, social and cultural. Policy makers have the mandate to ensure that all individuals adhere to the national culture. Achieving the adoption of policy both at national and company level helps asses the ways in which subjects react towards decisions made. It is difficult for strict measures to be adhered to in the US both at national and organization level. This is due to the pragmatic approach adopted in the analysis of varied situations (Adler, 2008). On the other hand, French tend to adopt philosophy in most of the decisions as well as protesting both at national and organization level. The French believe in liberty, equality and freedom. Knowledge about the importance of adopting a universal leadership style helps policy makers in transcribing other modes in devising policies. 1.8 Possible Clashes Adoption of a universal leadership style may also help in the economic ‘sector’ especially the relationship between the employees and the boss. Adoption of a transformational system may sometimes be misleading a country like France may require tactics of more than just a transformational leader to convince the subjects accept his or her decisions (William, 2009). A company based in the US may find it hard to cope with French culture as the company may face several ‘riots’ however, a company acting in unison with the anticipations of the subjects’ values and vision will prosper. More so, understanding culture and leadership helps people with diverse culture such as American adopting French standards to cope and ignore differences between cultural values (Hall, 2009). 1.9 Conclusion This paper has theoretically analysed the French culture in terms of the leadership style and culture. The study has also concluded that leadership emerges from influence. In the US, for ‘instance’ leaders propose the decisions that followers must adhere to for the country to achieve the set goals. Decision are made and at times not followed in the French culture as the followers claim that every decision must be in compliance with equality and freedom (Adler, 2008). France is therefore one of the states that ought to redefine its leadership style. The varied cultures in the two countries have forced one group to set up conditions to help express its freedom towards what is considered good as the other group has pursued what is aligned towards the perceptions of the individual. Thus, France and the USA have two varied national leadership and cultural traits. References Adler, N. (2008). International dimensions of organizational behavior, fifth edition. New York, NY: Thomson Learning. Boehnke, K. (2012). Transformational leadership: an examination of cross-national differences and similarities. Leadership Organization Development Journal, 24(1), 5-15. Crunden, R. M. (2008). A brief history of American culture. New York: Paragon House. Deresky, H. (2006). International management: Managing across borders and cultures. (5th ed.). NJ: Pearson/Prentice Hall. Hall, E. T. (2009). Beyond culture. New York: Doubleday. Miroshnik, V. (2010). Culture and international management: A review. Journal of Management Development, 21(7), 521-544. Williams, S. D. (2009). Personality, attitude, and leader influences on divergent thinking and creativity in organizations. European Journal of Innovation Management, 7(3), 187-204. Yukl, G. (2006). Leadership in organizations (6th ed.). New Jersey: Pearson Prentice Hall. Zelden, T. (2006). The French. London: Harvill, Harper Collins. How to cite Analysis of Culture and Leadership Styles, Essay examples

Members of society Essays - Kids, Nature Versus Nurture, Parenting

Some people think that parents should teach children how to be good members of society. Others, however, believe that school is the place to learn this. Discuss both these views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience. Write at least 250 words. Where to pick up the sense of citizenship for the young kids? People have different view of points about this topic. Some people support this idea that it is the parents who have responsibility to nurture their own children and help them acquire how to be qualified citizen in the future. Obviously, during childhood, kids normally spend majority of their time with parents who accompany them being through most of the scenarios of life. And during these occasions children will directly see the way how their parents behavior and then imitate later when the same situations happen to them. However, the opponents give another answer that the ethic education is part of schooling. For one, after getting into school, the students will actually have chance to get along with the world outside family by their own. Besides, teachers are the professional educators who has been learnt and practiced to help kids with their development both intelligently and emotionally, which will lead a good guide for childrens growth. For my point of view, I think both parties need to pay attention for building up little childrens ownership of our society. No doubt, parents are the first teachers to their kids and have significant impact for the kids life ever since they were born. Take myself as an example, my parents give me not only biological heritage, but also the values of world and life, which do influence me about my behaviors when I am with others. On the other hand, our teachers also had their impact on us in more general scope in our growth. In conclusion, it is the efforts from both parents and the teachers to nurture the young generation to be qualified members of our society.